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INTELLECT AND CREATIVITY.
Plan:
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An understanding of intelligence and creativity.
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The relationship between intelligence and creativity
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History of modern tests in the measurement of intelligence.
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The role of environment and heredity in the formation of intelligence.
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Sex differences in the development of intelligence.
Key words:
Intellect, creativity, heredity, IQ coefficient, intelligence test, mental age, Stanford-Bine test
Glossary
Intelligence Test- It is determined by comparing the mental abilities of a person with the mental abilities of others.
mental age- introduced by Bine to the science, age corresponding to the level of test results.
Stanford-Bine test- The American version of the Bine test was developed by Lewis Terman at Stanford University.
IQ Coefficient- It is obtained by dividing mental age by chronological age and multiplying it by 100. Basically, a middle-aged person should have an IQ of 100.
Intellectual behavior - the behavior performed in the internal plans of perception based on the external environment and speech.
Criterion of intellectual development (mental IQ – the criterion indicating the relationship between mental age (AYO) and chronological age (XYO): IQ = AYO/XYO x 100. It is possible to determine the development of intelligence based on test results.
Thinking — It is the highest form of human activity. It is effective in understanding things that cannot be directly measured by senses and imagination. In the process of T., ideas are created, and these ideas are conveyed in the form of judgments, concepts, and conclusions.
Classification — when studying the surrounding world, it is necessary to deal not with one thing, but with many and various things, that is, to divide things into groups and classes for the purpose of learning.
Associative — It is a branch of psychology that appeared in the XNUMXth-XNUMXth centuries and is more common in England.
Analysis-analysis - is an intellectual operation consisting of dividing a complex object into different components or giving a description.
There are 3 theories in psychology that explain the relationship between intelligence and creativity.
D. Veksler, G. Eysenck, L. Termen, R. Stenberg and others consider intelligence and creativity to be the unity of high-level human abilities. Intelligence is the highest level of creativity. This means not only that they are united, but that creativity is a derivative of intelligence. A high level of intelligence is the basis of a high level of ability. Lower intelligence - creates a lower level of intelligence. Hans Eysenck believed that creativity is a special manifestation of ability. Creativity is marked by high intelligence.
Intelligence is the adaptation of humans and animals to new environments. V. Shterni, J. Piaget, D. Wexler and other authors also considered intelligence as a general ability that adapts people to new life conditions. In their research, they surveyed thousands of American schoolchildren using the logit method. In the process of research, their IQ (intelligence quotient) was determined at first. Pupils were divided into groups according to the IQ coefficient and observed in the interval of 30, 40, 50,60, 30 years. Over the years, test takers with a high IQ have shown high performance in life and activities. Test takers with a lower IQ achieved 1 times less than their counterparts. [XNUMX]
But other studies have shown that intelligence and creativity are not related. Creativity is not adapting a person to life, but changing it. There are also theories that believe that the main factor of creativity is the disadaptation of a person, that is, his inability to adapt to the environment and social environment. Some scientists have described the creativity of a person as isolation from the outside world and people. It is when a person who has maladjustment to the real world, who could not adapt, starts to create and innovate to overcome his loneliness. According to A. Adler, creativity in a person is a means of filling the complex of inaccuracies that exists in him. Empirical research shows that children with creative abilities face serious problems in the personal and emotional sphere. In studies, we can observe that the results achieved by such children at school are below their potential.
Another one of the scientists who contrasted creativity and intelligence is Dj. Gilvord builds his theory on the basis of two different ways of thinking. That is, convergent and divergent thinking. Convergent thinking is an analysis of all available means of solving a problem and choosing the only optimal one. Convergent thinking is built on intelligence. Divergent thinking is a type of thinking that involves creating different options for solving a problem. Divergent thinking is based on creativity.
Therefore, intelligence and creativity are two different abilities in general, which can be associated with the process of processing information. Creativity is responsible for the reproduction of existing information in a person and the creation of an endless new model of them. And intelligence is responsible for applying that information in real practice and adapting to the environment.
The third perspective holds that intelligence and creativity are two separate factors that are inextricably linked. A. Maslau and others did not recognize creative ability. Creative activity forms some personal characteristics (interest, risk-taking) in a person than ability. But for the manifestation of this activity, a person must have a high level of intellectual ability. According to them, a person with low intelligence will not have any creativity. People with average intelligence have average creativity, people with an IQ of more than 120 have excellent creativity. [2]
Let's analyze the relationship between intelligence and creativity from an evolutionary perspective.
We tend to think of intelligence as a fixed, adaptive capacity that does not produce great discoveries. Only return is characteristic of the intellect. According to psychologists, this idea is wrong. The reason is that in the theory of evolutionary development, the anthropogenesis of mankind is the main factor of development in the development of the intellect. Examples include mastering fire and making weapons.
Disengagement of intelligence from creativity, individual creativity, originality, etc. are adapted to creativity. Who was the first to make a great discovery, arrows, who thought that fire could be mastered? Intelligence? or Creativity? If there is creativity, then where did the intellect go? Therefore, such considerations reduce the role of intelligence in the creation of technical and scientific achievements of mankind.
You probably know some people with talents in science, others who excel in the humanities, and still others gifted in athletics, art, music, or dance. You may also know a talented artist who is dumbfounded by the simplest mathematical problems, or a brilliant math student with little aptitude for literary discussion. Are all of these people intelligent? Could you rate their intelligence on a single scale? Or would you need several different scales?
It is known that some people are good at science and some people are good at humanities. Again, we have seen an artist of superior talent falter before simple mathematical examples, and a brilliant mathematician with less artistic ability. Can we call such people intelligent? [1]
According to Spearman, humans have a general intelligence. According to him, people have unique abilities that separate them from each other. Spearman developed factor analysis, a statistical procedure. He explained the temporary connections of related elements. According to Spearman, the total sum of competence depends on our mental attitude. To this day, Spearman's theory of general intelligence, that is, the theory of one-sided assessment of intelligence, has caused many protests. Unlike Spearman, Thurstone introduced the assessment of mental abilities through 56 different tests, 7 clusters. Thurstone did not judge people using a single scale. He believed that if a person successfully solves all the problems in 7 clusters, he will achieve the same success in all other areas. They compared mental ability with physical ability. In his opinion, the world champion in weightlifting can do figure sports as well. Because his physical training allows it.
Satoshi Kanazawa (2004) sees general intelligence as a type of intelligence. General intelligence helps us solve problems in everyday life.
Satoshi Kanazawa (2004) argues that general intelligence evolved as a form of intelligence that helps people solve novel problems—how to stop a fire from spreading, how to find food during a drought, how to reunite with one's band on the other side of a flooded river. More common problems—such as how to mate or how to read a stranger's face or how to find your way back to camp—require a different sort of intelligence. Kanazawa asserts that general intelligence scores do correlate with the ability to solve various novel problems (like those found in academic and many vocational situations) but do not correlate much with individuals' skills in evolutionarily familiar situations—such as marrying and parenting, forming close friendships , displaying social competence, and navigating without maps.[2]
By the 1980s, there was a comparison of Spiremennig's theory of single intelligence and Thurstone's theories of academic abilities. According to them, if a person succeeds in one cognitive domain, it means that he will also achieve similar victories in other domains. The main factor in adaptation to life is not the general intelligence of the individual, but the ability to interact with each other over time. H. Gardner considered intelligence as a sum of several abilities. He conducted his research on people with low abilities. He believed that brain damage can extinguish one ability but leave the rest.
Charles Spearman (1863-1945) believed we have one general intelligence (often shortened to g). He granted that people often have special abilities that stand out. Spearman helped develop factor analysis, a statistical procedure that identifies clusters of related items. He noted that those who score high in one area, such as verbal intelligence, typically score higher than average in other areas, such as spatial or reasoning ability. Spearman believed a common skill set, the g factor, underlies all of our intelligent behavior, from navigating the sea to excelling in school.
This idea of a general mental capacity expressed by a single intelligence score was controversial in Spearman's day, and it remains so in our own. One of Spearman's early opponents was LL Thurstone (1887-1955). Thurstone gave 56 different tests to people and mathematically identified seven clusters of primary mental abilities (word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory). Thurstone did not rank people on a single scale of general aptitude. But when other investigators studied the profiles of the people Thurstone had tested, they detected a persistent tendency: Those who excelled in one of the seven clusters generally scored well on the others. So, the investigators concluded, there was still some evidence of ag factor.46
Gardner conducted his research on subjects with physiological damage to certain parts of the brain. They often have lower scores on intelligence tests. Some of the representatives of this syndrome have not developed speech. But they had the ability to calculate addition and subtraction as quickly as an electronic calculator. Some have memorized the dates associated with a historical day. Owners of this syndrome were able to achieve success even in artistic creation. Using the above facts, Gardner came to the idea that a person has several different minds rather than intelligence. In general, he mentions that a person has 8 different types of abilities. It has been said that if a person achieves success in one area, then he will achieve good results in other areas as well.
Gardner's Eight Intelligences Howard Gardner (1983, 2006) views intelligence as multiple abilities that come in packages. Gardner finds evidence for this view in studies of people with diminished or exceptional abilities. Brain damage, for example, may destroy one ability but leave others intact. And consider people with savant syndrome, who often score low on intelligence tests but have an island of brilliance (Treffert & Wallace, 2002). Some have virtually no language ability, yet are able to compute numbers as quickly and accurately as an electronic calculator, or identify almost instantly the day of the week that corresponds to any given date in history, or render incredible works of art or musical performances ( Miller, 1999). About 4 in 5 people with savant syndrome are males, and many also have autism, a developmental disorder (see Chapter 5).[3]
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Shtenbegr, R. Wagner agreed with Gardner's idea, but analyzed the presence of 3 different factors of intelligence in a person:
The presence of akalemic competence in solving the problem. Such skills are assessed by marking the single correct answer in mental tests
Practical intelligence helps to choose the most convenient solution to problems in everyday life to adapt to the environment.
Creative mind. Representatives of this type are distinguished by their reaction in unfamiliar situations.
The problem of creativity, which is a higher form of independent thinking, has been studied very deeply in foreign psychology, which is mainly interpreted as the ability to be creative. The reason we do not use this definition as "creative" is because ("create" - means "creating" in English), we used the term "creativity" to avoid the impression that creativity is a high stage of intellectual activity. The problem of creativity in psychology has been consistently studied since the 1950s. But in our research, we tentatively called the term "creativity" in Uzbek as "mental creativity" and found it necessary to study it as a psychological basis of independent thinking. Thus, from now on, when thinking about mental creativity, non-standard thinking, its independence and "creativity" are meant.
The breakup of creativity was motivated by the lack of correlation between traditional intelligence tests and problem-solving success. This quality essentially means that it depends on the ability to use the information provided by the mind, a quick method and various methods in solving the assigned tasks.
In 1962, JWGetzels and PWJackson [10] reported in the press that there is no correlation between indicators of intellectual creativity. They only entered their (Sr) coefficient to measure creativity. Mental talent is measured by the amount of success achieved in relation to the child's age in the child's certificate. IQ is determined by the coefficient. IQ va Cr factoring out the coefficients of ability and logic have been a factor in opposing mental creativity. For the same reason, by the 60s of the 60th century, more than 6 definitions of creativity were developed. By analyzing the definitions of creativity, they can be divided into XNUMX types: gestalt definition (the creative process is defined as breaking existing gestalts and creating a better one), innovative (new) definition (directed to the evaluation of creativity in terms of the novelty of the final result), aesthetic or expressive (emphasizing self-expression of the creator), psychoanalyst (defining creativity as the interaction between "He", "I" and "Ideal - I"); problematic (who defines creativity as the process of solving problems. To this JP Guilford(the definition of "Creativity is a process of divergent ability" can also be embodied), the sixth type can include various definitions that do not belong to any of the types described above (for example, replenishing the stock of "universal" knowledge)
It is difficult to assess the content, essence and structure of definitions related to the term of creativity collected in the present period. The researchers say that "to understand what creativity is, creative action is required. One of the authors of the researches in recent years defines creativity as the achievement of something meaningful and new, that is, as "in other words, the efforts of people to change the world."
M. Wallach [60], one of the prominent researchers of creativity in the 10s, stated that intellectual tests are not correlated with creative achievements at high rates. Due to the different development of intelligence and creativity among 11-12-year-old students, he divides them into 4 different groups:
students who have achieved a high level of intelligence and creativity evaluate themselves correctly, they have high self-control, they are interested in all new things and have independence in evaluation;
students with a high intellectual level and a low level of creativity strive for success in school, but hide their secrets from someone, and underestimate themselves;
students with a low intellectual level and high creativity are distinguished from others by their anxiety, inattention, and lower social adjustment;
students with lower intellectual level and creativity index easily adapt to the situation, high social intellectual level, but weak subjects evaluate themselves correctly.
Thus, the relationship between the creative process and the level of intelligence affects the personal characteristics of students and their adaptation methods.
According to Stenberg and Gardner, several abilities can make a person lucky.
This is one of the criteria of creativityis non-standard.EPTorrance points out that unique and original answers are not necessarily identical. Often, the content of concepts is confused in an unjustified manner: creativity is considered the same as non-standard, non-standard is interpreted as originality, and originality is interpreted as unique answers only in the group of users. Non-standard originality (is a broader concept than originality [3].
Sternberg's Three Intelligences Robert Sternberg (1985, 1999, 2003) agrees that there is more to success than traditional intelligence. And he agrees with Gardner's idea of multiple intelligences. But he proposes a triarchic theory of three, not eight, intelligences:
Analytical (academic problem-solving) intelligence is assessed by intelligence tests, which present well-defined problems having a single right answer. Such tests predict school grades reasonably well and vocational success more modestly.
Creative intelligence is demonstrated in reacting adaptively to novel situations and generating novel ideas.46
The second criterion is is awareness. In this case, it refers to the problem solving on the part of the test taker[4]observed.
Intelligence tests require convergent thinking from the individual. Creative tests require divergent thinking.
Creativity is the ability to create new and valuable ideas at the same time.[410]
Sternberg and his colleagues developed 5 components of creativity.
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Diversity of knowledge in a person. The knowledge we gained was considered the basis of many of our ideas. The more worldly knowledge we have, the more blocks there are in our psyche. The more knowledge we have in solving problems in life, the easier it is to solve them.
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Imagination allows you to see things and events anew, to recreate and connect them. By imagining the main element of the problem, we master it and take it to a new level.
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Risk-taking - searching for new impressions. This can be seen in two ways. That is, the first one risk and in overcoming the problem in strictness it can be seen that individuals with this characteristic consider it preferable to have a new experience than to go back.
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Rather than compulsion, intrinsic motivation creates a sense of interest and satisfaction in solving a complex problem. A creative person does not think about the duration of the issue, the income it generates and the applicants. The focus is on the satisfaction and motivation of solving the problem. When Isaac Newton was asked, "How do you solve such complex problems," he replied, "I have been thinking about this problem all day and night."
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A creative environment helps to support creative ideas in a person. A positive relationship with colleagues and their support motivates the development of ideas in a person. However, it should be noted that some studies have also observed negative effects of the social environment on the individual. For example, American students are given an essay writing task. They were warned in advance that the essay they wrote would be checked by their fellow students. The other group was only told to write an essay. The results showed that the warned group's essays were known to be poorly written. In this case, we can clearly see the negative impact of the social environment on creativity.[5][3]
1.Expertise, a well-developed base of knowledge, furnishes the ideas, images, and phrases we use as mental building blocks. "Chance favors only the prepared mind," observed Louis Pasteur. The more blocks we have, the more chances we have to combine them in novel ways. Wiles' well-developed base of knowledge puts the necessary theorems and methods at his disposal.
2.Imaginative thinking skills provide the ability to see things in novel ways, to recognize patterns, and to make connections. Having mastered a problem's basic elements, we redefine or explore it in a new way. Copernicus first developed expertise regarding the solar system and its planets, and then creatively defined the system as revolving around the Sun, not the Earth. Wiles' imaginative solution combined two partial solutions.
3.A venturesome personality seeks new experiences, tolerates ambiguity and risk, and perseveres in overcoming obstacles. Inventor Thomas Edison tried countless substances before finding the right one for his light bulb filament. Wiles said he labored in near-isolation from the mathematics community partly to stay focused and avoid distraction. Venturing encounters with different cultures also fosters creativity (Leung et al., 2008).
4.Intrinsic motivation is being driven more by interest, satisfaction, and challenge than by external pressures (Amabile& Hennessey, 1992). Creative people focus less on extrinsic motivators—meeting deadlines, impressing people, or making money—than on the pleasure and stimulation of the work itself. Asked how he solved such difficult scientific problems, Isaac Newton reportedly answered, "By thinking about them all the time." Wiles concurred: "I was so obsessed by this problem that for eight years I was thinking about it all the time—when I woke up in the morning to when I went to sleep at night" (Singh & Riber, 1997).
5.»If you would allow me any talent, it's simply this: I can, for whatever reason, reach down into my own brain, feel around in all the mush, find and extract something from my persona, and then graft it onto an idea.
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Cartoonist Gary Larson, The Complete Far Side, 2003
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Imaginative thinking Cartoonists often display creativity as they see things in new ways or make unusual connections.
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A creative environment sparks, supports, and refines creative ideas. After studying the careers of 2026 prominent scientists and inventors, Dean Keith Simonton (1992) noted that the most eminent among them were mentored, challenged, and supported by their relationships with colleagues. Many have the emotional intelligence needed to network effectively with peers. Even Wiles stood on the shoulders of others and wrestled his problem with the collaboration of a former student. Creativity-fostering environments often support contemplation. After Jonas Salk solved a problem that led to the polio vaccine while in a monastery, he designed the Salk Institute to provide contemplative spaces where scientists could work without interruption (Sternberg, 2006).[6]
Nancy Cantor, John Kilstrom introduced the concept of social intelligence in addition to academic intelligence. Social intelligence is the ability to understand and overcome certain social situations. S. Epstein, P. Meyers also agreed with this opinion. Why do academically gifted individuals fail to find their place in society, to achieve family happiness, to achieve some kind of achievement? According to S. Epstein, P. Mayerlarnnig, an important part of social intelligence is emotional intelligence. That is, the ability to accept, express, understand and control one's emotions. Conscious, emotionally mature individuals are considered self-aware individuals. Such people are considered to be invincible depression, people who can control their emotions.
Emotional intelligence was also studied by E. Thorndike, Golman and other scientists. Dj. Mayer, P. Solovey, D. Krauso developed tests investigating 4 components of emotional intelligence, which are part of the ability. These are the following:
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Accepting emotion (recognizing it from a person's face)
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Understanding emotions (telling them to change)
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Emotion management (knowing which emotion to use in which situation)
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Ability to use emotion in flexible and creative thinking[412]
If a person has a high intelligence quotient, but his emotional intelligence decreases when he has an injury somewhere in the brain. Neurologist Antonio Damasio gave the example of a brain cancer patient named Elliot. He surgically removed a tumor from his patient. During the hours of conversation he had with the patient after his recovery, he had not noticed any sign of emotion on her face. Elliot was shown pictures of human casualties caused by various barbaric and various natural disasters. Elliot knew he had no feelings and couldn't express them. He knew very well that he couldn't feel anything now. As a result, Elliot lost his job and his family. His resurrection was not the same. Elliot failed by losing his place in society.
But according to some scientists, emotional intelligence is a concept far from intelligence. But it should also be mentioned that emotional intelligence activates our desire and curiosity. Makes you think less about the meaning of the problem. This process is important for creativity. [412]
Does high intelligence depend on the hemispheres of the brain? When they researched this issue, they found that Byron and Beethoven's brain weighed much more than the brain of a normal person. There has also been a belief that people with heavy brains have high intelligence. But unfortunately, some scientists have also found that the brains of geniuses are much lower than those of normal people. On the contrary, some criminals have been found to have the same brain weight as Byron's. However, later MRI analysis of the nervous system and the brain shows the connection between the brain and the skeleton. It was determined that high intelligence depends not only on its severity, but also on the activity process in the frontal and parietal lobes of the brain.
After the brilliant English poet Lord Byron died in 1824, doctors discovered that his brain was a massive 5 pounds, not the normal 3 pounds. Three years later, Beethoven died and his brain was found to have exceptionally numerous and deep convolutions. Such observations put brain scientists off studying the brains of other geniuses at their wits' end (Burrell, 2005). Do people with big brains have big smarts?
Alas, some geniuses had small brains, and some dim-witted criminals had brains like Byron's. More recent studies that directly measure brain volume using MRI scans do reveal correlations of about +.33 between brain size (adjusted for body size) and intelligence score (Carey, 2007; McDaniel, 2005). Moreover, as adults age, brain size and nonverbal intelligence test scores fall in concert (Bigler et al., 1995).[7]
When the brains of Einstein and a Canadian were studied, they found that there was almost no difference between their weights. But the rhythm part of Einstein's brain was shown to be 15% higher than the Canadian's brain. It is the lower part of the brain that responds to mathematical and spatial information. On the contrary, they found that the parts of Einstein's brain that respond to activity are located lower. That is why we can see the slowness of Einstein and other physicists in speaking and learning.
The first step in the history of intelligence measurement was made by the English scientist Francis Galton. According to Galton, character is inherited from generation to generation. Accordingly, he wanted to explain mental abilities by heredity. Galton's research did not show very good results, and we can see that the results of men were higher than those of women. Although Galton's research did not bear fruit, we recognize him as the first researcher to discover mental abilities. Another step in determining intelligence using tests was made by the French scientist Alfred Bine.
He was tasked with researching children who were not doing well in French schools, or who, on the contrary, were doing very well and needed a special education program. The reason for this is thought to be the differences in their abilities. 1904 A. Bine together with his employee Theodore Simon created objective tests that identify students who have certain problems in learning at school. Bine and Simon began to study the phenomenon of mental age and chronological age. His mental age should have matched his chronological age. If someone does not have this proportional ship, he believed that it can be adjusted through special education method. Bine and Simon, unlike Galton, believed that mental ability depends on the environment.[416]
After Bine, Professor Lewis Terman of Stanford University found that Bine and Simon's intelligence tests were not appropriate for students at Stanford University and made some changes to it. It is now called the Stanford-Bine test. Later, the German scientist William Stern introduced the famous term IQ, which is considered the coefficient of mental ability.
Mental age
IQ ————————————————— x100
Chronological age
So, initially the English scientist F. Galton studied individual mental abilities. But even then he couldn't figure out how to measure it. And A.Bine developed his idea and was able to tell what the students will be able to learn in the French education system in the future. Like Galton, L. Terman believed that mental abilities are the fruit of heredity. Ctenford-Bine test said that it helps to awaken this hidden ability. [417]
Is the development of intelligence heredity or does the social environment have a strong role? According to F. Galton, the role of heredity in the development of intelligence was high. But if we put the role of the social environment high, then a child who grew up in an unhealthy environment without good education should be considered as a disabled child.
In fact, twins born from the same egg had almost the same IQ. If twins born from the same egg are brought up in different families and their IQ is checked, we can still see the same result.[427]
Another study was conducted on adopted children. The IQ of children raised in the same environment showed the same result at a young age. But as they grew older, they observed that this similarity diminished. Studies have shown that mental abilities lose their originality over the years. It has also been observed that children adopted from foster homes are more similar to their biological parents than to their stepparents. Heredity and social environment are interrelated. A mathematically gifted child was educated in a special math-oriented gymnasium, and years later, when his intelligence was tested, he showed high results. We see the reason for this in both heredity and social factors (ability + education). So our genes shape our environment, and our environment in turn shapes us. [427]
Dj. McVicker studied children from an underprivileged orphanage in Tehran. Many have observed that 2-year-old children cannot sit independently, and 4-year-old children cannot walk. The educators did not pay attention to the children's crying and stubbornness. As a result, it was found that such children grow up to be "passive", backward children who have no need for the influence of the external environment. Conditions of deprivation were extinguishing innate abilities.
Hunt created a program called "teaching to develop human abilities". During the program, Hunt taught educators how to work with children through sound games. 11 children were selected in the study. It was found that they start to pronounce up to 1 words by the age of 11 year and 50 months. As a result, those selected children grew up to be highly developed children. [430]
In conclusion, we can say that both heredity and environment play an important role in the formation of mental abilities. In the early stage of human development, genetic factors seem to be more dominant. But over the years, the environment has its influence on the development of mental abilities. Its further development or fading depends on the environment. [430]
There are gender differences in mental ability, and we can see that women have a stronger memory than men. In men, mathematical and spatial abilities have been found to be well developed.
In conclusion, we can say that when we say the word intelligence, we mean measuring it through tests. But how true these theories are. To what extent can we trust them? We can observe that the questions of this type of tests do not take into account the living conditions of representatives of all strata. Even Alfred Bine mentioned the need to work on the analysis of the intelligence tests he invented. The reason is that the results of these tests are far from the truth. In addition, such tests are aimed at researching only one aspect of intelligence. It has been observed that people with highly developed emotional and practical intelligence do not perform well in these tests. However, today the IQ coefficient has not lost its significance.
List of literature on the topic:
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Yugay AH, Mirashirova N.A. "Obshchaya psychology" - Tashkent 2014. S.-282-303.
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S., Mirashirova NA "Theory and practice of general psychology" TDPU, 2013, B.124-137.
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David G. Myers "Psychology" Hope College Holland, Michigan 2010 yp-327-369.