ACTIVITY OF THE PERSON AS A CONDITION
OF INTELLECTUAL ABILITY
Natalya T. Badmaeva
A/Professor, Buryat State University
24a, Smolina Str., 670000 Ulan-Ude, Russia
The article deals with an activity as one of the basic conditions for development of intellectual ability. We have revealed that motivational
mechanisms are the impellent of personality activity. Dynamic indicators of motivation and indicators of personal features including intelligent have close correlation.
Keywords: activity of the person, intellectual ability, motivation.
The formation of human abilities is considered as an active process on the part of the
subject. The activity of the individual is an important condition for the development
of intellectual abilities. At the same time, motivational mechanisms act as the driving
force of this activity. The activity of the individual manifests itself through motives,
which are the internal determination of activity. A person as an independent subject of
activity, including educational and cognitive, should be able to actively and
consciously manage the course of their activities.
Leading Russian psychologists have convincingly proved that neither the theory of
hereditary abilities, where abilities are reduced to inclinations, nor the theory of
acquired abilities, where the natural prerequisites of abilities, which are considered to
be conditioned only by the environment and upbringing, are completely ignored. In
the first case, the determination of abilities is reduced only to internal, in the second
case — only to external conditions, while in the formation of abilities, external causes
act indirectly through internal ones.
The study of the internal conditions of the development of intellectual abilities and
their interrelationships with external conditions is the theoretical basis, which, in our
opinion, is one of the main ones in solving many general psychological and social
problems. A. N. Leontiev considered the mastery of the external world, its
appropriation as a process, as a result of which "the higher human abilities embodied
in the external form become the internal property of his personality, his abilities" [2,
p.11].
L. A. Wenger [1] suggested that by their psychological mechanism, abilities in
general, including intellectual ones, are indicative actions. This assumption is
consistent with the idea of the relationship of abilities with knowledge, skills and
abilities, and explains why the development of abilities acts as a "side effect" of
learning. The currently existing forms of training are mainly aimed at the formation of
knowledge, skills and abilities, while the indicative actions are formed spontaneously
and therefore look like a "side effect" of training. The task of pedagogy is to
transform the formation of indicative actions from a side effect to a direct learning
effect.