The Difference between the Structure of Representations in Intellectually Gifted and Moderately Intellectual Adolescents

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Abstract

The articles addresses the issue of representations from the perspective of systems approach and are considered as being a multifunctional, multicomponent psychological formation. The results of study on representations as structure are presented. The structure is theoretically grounded and empirically supported as an integral unity of the four components (mnemonic, imaginative, temporal and spatial), and their extensive connections that create and implement functioning of the representations. The systemic factor that determines the peculiarities of the representations structure functioning is described as well as the criteria of the representations structure formation in adolescents. The connection of the identified formation criteria with the structural components of the representations is established. The relation between the integral characteristics of the representations and the components of the general scientific basis (space-time-energy-information) is studied. The following features of the structure of representations are distinguished and statistically confirmed: degree of manifestation, correlation ratio of the structure’s components, brightness-clarity, controllability and vividness. Statistically significant differences in the structure of representations are shown in gifted and moderately intellectual adolescents.

General Information

Keywords: representation, structure, components, criteria of structure formation, system-forming factor, structure features, intellectually gifted, moderately intellectual adolescents

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Peskov V.P. The Difference between the Structure of Representations in Intellectually Gifted and Moderately Intellectual Adolescents. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2010. Vol. 15, no. 2, pp. 28–35. (In Russ., аbstr. in Engl.)

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Information About the Authors

Vadim P. Peskov, PhD in Psychology, Associate Professor, Irkutsk State University, Irkutsk, Russia, e-mail: vpeskov@bk.ru