XV Международная студенческая научная конференция Студенческий научный форум - 2023

The analysis of the concept “abilities” in the psychological and pedagogical literature shows that it is possible to talk about the presence of abilities various classifications.

Abilities are divided into natural and specific, general and special, theoretical and practical, creative and intellectual, etc.

All the distinctiveness of abilities definitions presented in the psychological and pedagogical literature can be combined into two groups.

The 1^st group includes definitions that characterize abilities as individual psychological traits, which are a condition necessary for the successful performance of a particular productive activity(Klimov Y.А.[2], Petrovskiy А.V.[4], Teplov B.М.[7]).

The 2^nd group consists of definitions that characterize abilities as mental properties of a person that ensure the successful performance of specific activities or their development (Rudin P.V. [6]). Natural abilities are formed with the appearance of elementary life experience. Specific abilities develop in a socio-economic environment and provide an individual with life and development.

Based on the level and nature of the activity specific abilities have their own classification, presented in Table 1. For example theoretical abilities are characterized as abilities that determine the propensity for abstract logical thinking. Practical abilities are characterized as abilities that determine the propensity for specific practical actions, etc.

General abilities – determine success in various activities and communication contexts (mental abilities, developed speech, accuracy and speed of movements, etc.)	Special abilities – determine success in different types of activities and communication contexts, a special kind of dispositions and their development are needed (mathematical, technical, literary-linguistic, artistic-creative, sports, etc.)
Theoretical abilities – determine the propensity for abstract logical thinking.	Practical abilities – determine the propensity for specific practical actions.
Educationalabilities – influence the success of the acquisition of knowledge and skills.	Creative abilities – influence the success in creating works of material and spiritual culture, new ideas, discoveries, inventions.
Communication abilities – determine productive human interaction.	Subject-activity abilities – determine the productive interaction of a person with nature, technology, signs, artistic images, etc.

Table 1

It is interesting to note that the combination of theoretical and practical abilities is the characteristic of multitalented people.In psychological and pedagogical researches the classification of abilities is also often mentioned including the following dichotomies: 1) elementary / complex; 2) general / special. They can form four types of abilities: elementary general, elementary special, complex general, complex special. Their inherent characteristics are described in Table 2.

Elementary
general	complex
inherent in all students: the ability to feel, perceive, think, experience, remember, make and implement a decision. They manifest themselves in appropriate actions in the educational process (sensory, mental, volitional), with varying success.	more complex personality traits that are not inherent in all students: eye sight measurement, musical ear, critical thinking, kindness, determination and perseverance, semantic memory, etc. are manifested in educational activities with varying success.
Complex
general	complex
structures of personality traits inherent in all students: ability to social activities (play, communication, aesthetic and moral activities).	abilities for professions that are not inherent in all students: professional, specific ones.

Table 2

This classification can be supplemented with the following comments based on it:

Comment 1) elementary general abilities are the basis of the other three groups of abilities, because a student is naturally endowed with general abilities and any activity is mastered on the basis of elementary general abilities;

Comment 2) special abilities create conditions for successful performance of a certain type of activity (technical, musical, literary), and professional abilities determine the success of a person performing different types of labour and are formed on the basis of general and special abilities;

Comment 3) any activity is based on both general and special abilities; at the same time general abilities provide mastery of different types of activities, and special abilities are crucial for success in one type of activity;

Comment 4) the quality of a student’s actions depends on the level of his general and special abilities.

We have also analyzed the definitions of the concept “abilities” of several researches.They are presented in Table 3.

S.L. Rubinstein	- abilities are not limited to knowledge and skills, they are mutually dependent: on the one hand abilities are a prerequisite for mastering knowledge and skills, on the other hand, in the process of this mastery, various abilities are formed.
B.G. Ananyev	- abilities are developed on the basis of dispositions in the process of activity; - the development of abilities and character is a single process.
V.А. Krutetskiy	- abilities exist and develop in the context of human activity. Therefore, abilities can be identified based on the analysis of specific activities.
V.D. Shadrikov	- abilities are the properties of functional systems that implement individual mental functions that have an individual measure of expression, manifested in the success and qualitative originality of activity development and implementation.

Table 3

Thus, the analysis of all the presented definitions shows that:

Firstly, human abilities are abilities for any kind of activity (e.g, work, training).

Labor or educational activity is the basis for the manifestation, formation and development of abilities;

Secondly, abilities exist in continuous development. Their nature is dynamic, not static. Therefore, it can be assumed that by influencing abilities with activity, it is impossible to fail to develop them.

Thirdly, any person, as a possessor of certain psychological qualities - dispositions, has potential opportunities for abilities development.

Fourthly, performing various types of activities can identify and develop new personal abilities.

References:

1) Ananyev B. G. The ration of abilities and giftedness // Abilities issues. М., 1962.

2) Klimov Y. А. Psychology: Textbook for school. М.: "Culture and sports", Book craft association "UNITY", 1997. 287 p.

3) Krutetskiy V. А. Mathematical abilities psychology of school students. М., 1968.

4) Petrovskiy А. B. Introduction to psychology. М., 1946.

5) Rubinstein S. L. Fundamentals of general psychology. Compilers, comment and concluding remarks authors А. V. Brushlinskiy, К. А. Albuhanova-Slavskaya. SPb: Book craft association "Piter", 2000.

6) Rudin P. V. Psychology, textbook edited by Rudina P.A., М.: Physical culture and sports, 2000.

7) Teplov B. М. Abilities and giftedness. М., 1941.

8) Shadrikov V. D. Abilities psychology / Psychological journal. Vol. 27. No 1. 2006. P. 134.

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