Level Of Intellectual Development Research Articles

Features of the perception and understanding of emoji by adolescents with different levels of intelligence

The present study aims at the comparative analysis of the patterns of the identification of images that reflect basic and complex emotions by adolescents with mild intellectual disturbances and by normatively developing peers. The research involved two groups of adolescents. Author's technique was developed and further applied, containing seven multiple choice tasks to study the non-verbal information perception patterns in adolescents with mild intellectual disturbances. It was determined that during saccadic eye movements, all adolescents, regardless of the level of intellectual development, better define such emotions as “joy” and “fear”. For normatively developing adolescents, the zone of interest corresponds to the mouth area as the most moving part of the face, while peers with mild intellectual disturbances take longer to examine the eye area, which is inherent in children in the early stages of ontogenesis. Data indicate that normatively developing adolescents can combine individual image elements into a single whole, while adolescents with intellectual disabilities, lingering on individual image elements, are incapable of creating a single image of it.

PSİXİ İNKİŞAFINDA LƏNGİMƏ OLAN UŞAQLARDA İDRAKİ PROSESLƏRİN XÜSUSİYYƏTLƏRİ

Key words: mental retardation, cognitive activity, pathology, correction system, memory, level of intellectual development, auditory-visual-motor coordination, perception, cognitive sphere, repetition, comprehension, memory, communication

The Effect of Intellectual Development on Approaches to Learning: A Study of the Perry Model with Pre-Service Teachers in Turkey

The recent research seeks to figure out the influence of intellectual development on learning approaches, after controlling for ages. Data were gathered from 322 pre-service primary school teachers through the Turkish versions of the University Students’ Intellectual Development Scale and the Revised Two-Factor Study Process Questionnaire. Quantitative data were analyzed via statistical software using descriptive statistics and a one-way multivariate analysis of covariance. Results revealed pre-service teachers’ learning approaches significantly differ on their levels of intellectual development, after controlling for their ages. Pairwise comparisons also revealed relativistic thinkers learned deeper than multiplistic ones, holding their ages constant. Enabling teacher educators in Turkey to recognize the intellectual development levels of pre-service teachers, these results may imply several suggestions for healthier communication with pre-service teachers. This study may also help teacher educators in highering pre-service teachers’ intellectual development levels in order to make them learn deeper.

The effect of gender differences on the reliability of aptitude screening of aviation specialists

The Aim.This paper examines the problem of reliability of aptitude screening currently in place in commercial aviation in terms of its indiscriminate applicability to males and females. The task consisted in evaluating some professionally important qualities in males and females, who have successfully completed aptitude screening while being admitted to the aviation school, and identify the presence or absence of differences between the obtained results. For that purpose, a research was conducted that involved 60 third-year traffic controller students of the Saint Petersburg State University of Civil Aviation (35 males and 25 females).Methods.The psychodiagnostic method included the Prognoz-1 and Prognoz-2 stress tolerance evaluation forms developed in the S.M. Kirov Military Medical Academy, H.J. Eysenck intellectual development test, A. Buss and A. Durkee hostility assessment forms. The authors’ earlier findings were also used. Statistical processing was performed using correlation analysis and Pearson’s chi-squared test.Results.The analysis of psychodiagnostic findings has shown the absence of positive differences in the intellectual development of males and females in the observed group. In general, the intelligence of the study participants was sufficiently high (121.17 average IQ for males and 123.04 for females). The assessment of the stress tolerance of the surveyed group using two different variants of the Prognoz forms also has not identified any significant differences between males and females (stress tolerance of females is somewhat lower, than that of males, but the identified difference is obviously not crucial). However, both among males (1 person) and females (1 person) participants were identified, for whom the prediction per both diagnostic method was “unfavourable”. Positive differences between the examined males and females were identified in terms of tendency towards physical aggression (A. Buss and A. Durkee test).Conclusions.The psychodiagnostic method used as part of this work have not identified fundamental gender differences. An exception is the tendency towards physical aggression. In females this indicator is clearly lower, though there are girls who display high aggressiveness. Most experimental subjects demonstrated high stress tolerance and sufficiently high level of intellectual development. And while the examined group does not display clear differences in IQ (there are reasons to believe that the larger is the surveyed group the less significant are the positive differences between males and females in terms of intellectual development), however, the trend of female aviation specialists having overall higher IQ can be observed. The research must continue, extending the range of assessment methods, including alternative approaches that do not involve personality inventories, while simultaneously evaluating the extent of professionally important psychological qualities of aviation specialists, yet not with respect to gender, but in accordance with a candidate’s identified gender type.

ІНЖЕНЕРНА ОСВІТА В ШКОЛІ: ВИКОРИСТАННЯ ОСВІТНЬОЇ РОБОТОТЕХНІКИ У ПРОЦЕСІ ДОСЛІДНИЦЬКОГО НАВЧАННЯ ПРЕДМЕТІВ ПРИРОДНИЧО-МАТЕМАТИЧНОГО ЦИКЛУ

Розглядаються розроблені та апробовані в рамках експериментального дослідження варіативні моделі дослідницького навчання предметів природничо-математичного циклу з педагогічно виваженим використанням комп’ютерно орієнтованих методичних систем. Забезпечується концентрація навчальних ресурсів, багатогранність індивідуальних траєкторій розвитку особистості учнів та результатів формування необхідних міжпредметних та метапредметних знань; доступність та рівність можливостей учнів в навчанні; орієнтація змісту, форм та технологій підготовки учнів на інтеграцію освітню, наукову, дослідницьку, виробничу в умовах дослідницького навчання.
 Здійснено ґрунтовний аналіз шляхів впровадження освітньої робототехніки і електронних лабораторних комплексів в закладах загальної освіти та добір ефективних шляхів в контексті неперервності освіти. Пропонуються рекомендації, отримані в результаті апробації факультативних курсів в навчально-виховному процесі та позашкільній діяльності, які за змістом погоджені з чинними програмами предметів природничо-математичного циклів. Для організації пізнавальної діяльності школярів у сфері освітньої робототехніки пропонується ряд конструкторів, використання яких дозволяє учневі досить впевнено зібрати структуру, під’єднати датчики і електродвигуни, скласти програму і запустити модель робота. Здійснено узагальнення досвіду в рамках експериментального дослідження щодо впровадження та використання STEM–підходів в освітньому процесі та позашкільній діяльності в контексті неперервності освіти.
 Дослідження присвячено одній з найбільш актуальних в теоретичному плані проблем – проблемі психологічної природи та умов розвитку інтелекту учнів. Напрямок такого дослідження має фундаментальний характер, оскільки йдеться про розроблення нової концепції розвитку інтелекту дітей під час дослідницького навчання предметів природничо-математичного циклу в школі. Обчислення кореляції між показниками переваги у ставленні учнів до використання інформаційних ресурсів і рівнями інтелектуального розвитку учнів для окремих груп інформаційних ресурсів використовуються для здійснення коригування авторської методики дослідницького навчання з метою педагогічно доцільного та методично вмотивованого добору навчальних ресурсів для мінімізації протиріч з врахуванням рівнів інтелектуального розвитку учнів, характерними для конкретної групи учнів.

Features of structure of intellectual development of children of preschool and younger school age with the expressive language disorder (the general speech underdevelopment)

The article presents the results of a study concerning the features of level and structural characteristics of intellectual development for children aged 4 to 11 year and have general speech underdevelopment (GSU) at 1–4 levels. The level of intellectual development of children was measured by Wechsler Intelligence Scale (WISC or WPPSI). The assessment of speech development and designation of the child’s speech development to a particular level was carried out by a speech therapist. A comparative analysis revealed significant differences in the level and structural characteristics of the intellectual development of children with a general speech underdevelopment, and children without speech disorders. The indicator of verbal intelligence according to WISC and WPPSI among children with GSU is significantly lower than in children without speech disorders. The greatest extent significant differences find out between children with GSU and children without speech disorders by “Similarities” subtest. In addition, within themselves the group of children with GSU is heterogeneous. The indicator of verbal intelligence in children with GSU level 1 is significantly lower than in children with GSU at levels 2–4. Children with GSU from levels 1–3 perform significantly worse on the “Similarities” subtest than children with GSU level 4. Sufficient differences were obtained between the results of children with GSU level 1 and children with GSU from levels 2–4 when performing the “Digit Span” subtest. There were no significant differences in indicators of nonverbal intelligence between the control and experimental groups. Significant differences were found between children with GSU at levels 1–2 and children without speech disorders in indicators of general intellectual development. The results of the study may be of practical importance in the diagnosis of children with speech impairments and the correctional work with children in this category.

Интеллектуальное развитие младших школьников и способы выполнения задания методики Выготского—Сахарова

An attempt was made to reproduce L.S. Vygotsky’s study on development of concepts, in order to identify ways that contemporary 7- and 9-year-olds use to solve the task of the Vygotsky’s cubes (double stimulation technique). The assumption about the relationship between the dominant method of abstraction used by elementary schoolchildren and their level of intellectual development was tested. For the purposes of the study 197 children enrolled in 1st (n = 102) and 3rd classes (n = 95) were tested. Our results partially coincide with those obtained by other authors, and the differences and similarities are discussed. Qualitative differences in performance on the double stimulation technique were also found between the children scoring high versus low scores on the Raven’s SPM test, showing different thinking processes between those groups. We discuss the significance for further research of obtained relationship between the elementary schoolchildren approach to the double stimulation technique and the level of their intellectual development.

Digital Education in the International Pedagogical Discourse

AbstractThe article analyzes the essence of the concept of “digital education”, the way of its formation in the international pedagogical discourse. The modern international tendencies of development of digital education which are shown in the conditions of acceleration of processes of digital transformation of a society and their realization in educational establishments are characterized. An important consequence of the digital revolution is the explosives growth of accessible and potentially useful information in various forms – not only traditionally textual, but also visual, audio. All paper is gradually converted to electronic format. One of the most significant innovations is the active implementation of digital education. The results of the comparative analysis have highlighted a number of major components of the digital education system. It has done the analysis of modern trends, which are today the main ones in the implementation of digital education in different educational institutions. The essence and basic qualities of distance and online learning are revealed. The role and main spectrum of tasks that automated testing in the control of knowledge and skills of education recipients is analyzed. A number of important areas are highlighted, which greatly increase the effectiveness of teaching and at the same time require a revision of traditional approaches to learning using mobile devices. Here are some of the key features of Learning Management Systems (LMS). The technology of adapting computer game techniques to non-game processes and events is discussed to increase the involvement of participants in the educational process. A number of benefits of digital education, combined with adaptive learning and personalization, have been highlighted, which are able to help each educator to achieve an optimal level of intellectual development according to his or her natural abilities and inclinations. It is established that the process of following modern trends and tendencies in the field of digital education will change the traditional plane of problems of education, the process of obtaining education will be wider and more flexible.

ТВОРЧИЙ ПОТЕНЦІАЛ ЯК ЕЛЕМЕНТ КОНКУРЕНТОСПРОМОЖНОСТІ МАЙБУТНЬОГО ФАХІВЦЯ

The training of specialists for the service sector is aimed exclusively at the training of qualified professionals, competent, flexible and mobile, with the creative approach to solving the problem prevailing over other means. The current state of affairs in the sphere of hotel and restaurant business and tourism demands from the society as a whole and educational establishments, in particular the formation of a person who has creativity, craving for the search for extraordinary variants of the way out of the situation with the smallest losses, sufficient level of intellectual development, behavioral flexibility, rationalism and autonomy, which is extremely necessary in the actual harsh conditions of doing business in principle. The terms of work in the sphere of hotel and restaurant business and tourism are filled with a huge number of crisis, stressful situations, which require from the employees of lightning-fast acceptance of flexible decisions with non-standard formulation. Today it is impossible to surprise an employer and get an ordinary job with the ability to solve trivial, standard tasks. On this basis, the issue of training staff in educational institutions that would have sufficient creative potential, able to intensify creative thinking and quickly find opportunities to solve problems is very acute. The author of the article notes that in the education system more attention should be paid to the development of creative thinking and creative approach of students especially those who will work in the service sector. The author stresses that the development of creativity in students is very important and must be engaged into the modern world, he believes that active creative thinking is inherent in each. But socium, the influence of the environment where people study or work, as well as the system of prohibitions from the younger years block the growth and development of this parameter.

АДАПТИВНЕ НАВЧАННЯ В СУЧАСНІЙ СИСТЕМІ ОСВІТИ

In the conditions of the adaptive system of learning, teaching is not only providing of new information to the students but also teaching of the techniques of independent work, self-control, mutual control, the techniques of research activity, abilities to obtain knowledge, summarize and draw conclusions. The ability to work independently is that a student must learn to do. The basic feature of adaptive system of learning is a substantial increase of time on independent work at the class, and, as a result, the normalization of the students’ work-load by independent homework. Some authors consider the adaptive system of learning as a system that is able to give help to every student to achieve the optimal level of intellectual development. The basic advantages of the adaptive system of learning with application of the information systems, the problem of adaptive learning in the modern information educational systems, planning and organization of the educational process, selection of types of the tasks, levels of their complication, sequence of material delivery, realization of different types of control have been examined. The teacher’s control, included into the independent work of the students, is oriented to help them in the formation of the ability to work independently, to carryout mutual control and self-control, help a group-mate in case of difficulties. At the time of individual control a teacher estimates creative activity of students at the moment of its display or on its results. The task of the authors of the present article is to reveal the possibility of stage-by-stage implementation of the adaptive system in to the educational process.

THE PRIMARY INVESTIGATOR’S TASKS FOR TESTIMONIES VERIFICATION

In this article there were proposed author’s definitions for “testimonies verification” and “capability to perceive”. It was emphasized that testimonies verification is the way for determination the objective truth of fact or statement of a person relating to the circumstances of criminal offence. A possibility to perceive – is the process of formulation of holistic subject subjective of criminal offence. It was pointed, that the process of perception is interrelated with such psychological cognitive processes of personality as aesthesia, memory, ideation, imagination and speech. That’s why, the certainty of information relating to the circumstances of criminal offence is conditioned by the ability of personality not only to perceive, but to: 1) feel; 2) order perceived objectively; 3) memorize, keep and reproduce perceived objectively; 4) form the subject’s image or phenomenon that is not being perceived at the moment, but it had been perceived before; 5) explain objectively that is subjectively perceived. There were concretized by the author the primary tasks of investigator for testimony verification during certain stages of interrogation (preparatory, principal and final). It was mentioned, that the primary tasks on the preparatory stage are: 1) to research the circumstances of forensic offence; 2) to collect the data about the personality of witness that is about: a) the character of relations with suspect and victim; b) his reputation; c) the presence of chronic psychological disease, natural or acquired abnormalities of the development of perception bodies; d) his individual and psychological characteristics (type of character, peculiarities of psychological perceptional processes, level of intellectual development) and etc.; 3) the composition of questions’ list, that will provide the testimonies verification. It was determined, that testimonies verification during interrogation may take place by means of testimonies comparison with available facts and methods of audiovisual psychodiagnostics. On final stage (after interrogation) investigator`s tasks are the: 1) comparison of testimonies with other persons` evidences; 2) estimation of testimonies and determination their gaps and inaccuracies; 3) preparation of clarifying questions to the witness (on necessity); 4) collection of additional information, that concretizes and clarify the circumstances of criminal offence. It was accentuated that verification’s method appliance is uninterrupted process, that comprises almost all investigative (inquiry) actions. That’s why, investigator should be aware of its essence and peculiarities of its appliance. Key words: verification, testimonies, witness, investigator, task, criminal offence.

ACTUAL DIRECTIONS OF THE OPTIMIZATION OF THE SURGICAL TREATMENT OF LOCOMOTOR DISORDERS IN SPASTIC FORMS OF INFANTILE CEREBRAL PALSY

The review of actual directions of optimization of surgical treatment of locomotor disorders in spastic forms of infantile cerebral palsy is presented. When choosing the tactics of the treatment for this category of patients, the following criteria should be taken into account: the degree of disturbances in motor activity associated with muscle tone disorders, the spasticity pattern, the presence of joint contractures, limb deformities, the level of intellectual development, the presence and severity of perceptual disorders. The implementation of simultaneous operations allows reducing the period of immobilization of the child and the period of temporary incapacity for work of parents and recommended for the treatment of patients with cerebral palsy at all levels of the Gross Motor Function Classification System (GMFCS). There are considered modern methods of surgical treatment of spastic instability of the hip when the choice of the method of correction of the acetabular component of instability depends on the degree of abnormalities of the anatomy of the acetabulum, mainly from the deficit of the bone covering of the head of the femur and the «slanting» of the roof of the acetabulum. In the treatment of contractures of knee joints in order to prevent сrush syndrome, the elongation of the medial group of tibial flexors is advisable to be used in conjunction with tonus-enhancing operations in the anterior group of femur muscles with their secondary weakness. When treating axial deformities of the knee joints and unequal length of the legs, it is important to observe the timeliness principle (during the active growth of the skeleton) with the use of minimally invasive surgical interventions - hemi and epiphysiodesis - to avoid the need for more traumatic interventions.

THE ROLE OF EDUCATIONAL ENVIRONMENT OF AN AGRICULTURAL UNIVERSITY IN FORMATION OF INTELLECTUAL POTENTIAL OF HUMAN CAPITAL

THE ROLE OF EDUCATIONAL ENVIRONMENT OF AN AGRICULTURAL UNIVERSITY IN FORMATION OF INTELLECTUAL POTENTIAL OF HUMAN CAPITAL

Показатели соматического статуса у больных с врожденной гидроцефалией

The paper studies the state of somatic status in 57 patients with General and internal congenital hydrocephalus in children from 3 months to 3 years. In addition to computerized tomography, magnetic resonance imaging, electroencephalogram, ultrasound investigation in different groups of patients studied, the intensity of psychosomatic condition, in particular depending on the stage, severity and form of dysgenesis (mono– and poly dysgenesis). The main neurological syndromes of the disease with disorders of nervous innervation, cardiovascular system, mental development. Depending on the severity of the pathology, the effectiveness of the developed treatment approaches has been established. The possibility of recovering psychosomatic status from the progredience of the course of the disease has been clarified.. The study of the immediate and in some patients with catamnesis showed that as a result of treatment, mental development was most fulfilled in patients with moderately active congenital hydrocephalus, among whom the proportion of patients with a normal level of intellectual development was about two thirds (p<0.01) due to a significant reduction in the number of children with mental retardation (p<0.01). Among patients with severe active congenital hydrocephalus, there was a significant decrease in the number of patients with mental retardation (p<0.01) and an increase in the number of children with intellectual disabilities (p<0.01), due to the maturation of patients and the expansion in the process of complex treatment and dynamic observation of opportunities to clarify the degree of mental insufficiency, rather than progredience of the disease.

ТЕОРІЯ ТА МЕТОДИКА НАВЧАННЯ ІНОЗЕМНОЇ МОВИ У СЕРЕДНІЙ ТА ВИЩІЙ ШКОЛАХ

Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.

FORMATION OF SPATIAL-GRAPHIC SKILLS IN CHILDREN WITH

This article discusses the developed set of methods for the formation of spatial-graphic skills in children of senior preschool age with delayed psychical development. For the experiment, 20 children were taken at the age of 6; 10 of whom had a diagnosis of “mental retardation”, and the other 10 children had an age level of intellectual development. The experiment was carried out in two stages: the first stage - ascertaining, the study of the state of the problem of the formation of spatial-graphic skills in children of preschool age with mental retardation; the second stage is forming, carrying out experimental work with children of senior preschool age with mental retardation. Experimental verification of the effectiveness of a set of classes with games and exercises that affect the formation of spatial graphic skills in children of senior preschool age with mental retardation. According to the results of the experiment, children of older preschool age with delayed psychical development undergoing special training increased the level of awareness of spatial-graphic skills. In determining their position in space, they operated with a significant amount of verbal spatial terminology. Children learned to differentiate, generalize, and establish spatial relations between objects and objects of the surrounding reality. Key words: delayed psychical development, spatial-graphic skills, correctional and developmental work, attention, teacher-defectologist.

Intellectual input of development by knowledge-based economy: problems of measuring in countries with developing markets

Over the past 20 years, sales volumes in the knowledge-intensive sectors of the developed world grew about 2 times faster than in the manufacturing industry. It is no coincidence that the share of knowledge-intensive sectors of the manufacturing industry and the service sector today accounts for an average of more than half the GDP of the leading industrial countries. A new, knowledge-based economy creates new resources that effectively replace natural resources and human intellect. A high-end economy is the creation of new, artificial energy and artificial intelligence and their use in all sectors of the economy. In addition, a knowledge-intensive economy is a large-scale use of scientific developments, a new content of labor and the attitude of all its participants to it. A high-tech economy is born and is able to develop in a social environment with a sufficient level of intellectual development of society. The creation of such an economy requires not only a high level of development and implementation of new resource-creating and resource-saving technologies, but also a mass knowledge of new technologies, skills to use in production and everyday life. A high-tech economy is formed in conditions of sufficient intellectual security. With all this, the urgency of finding answers to the questions is growing: what conditions are necessary for the creation and functioning of a knowledge-based economy. In this regard, firstly, the article compares the level of development of human resources in the Republic of Kazakhstan with other countries of the world, which allows us to conclude that in terms of quantitative indicators (coverage of primary, secondary, vocational and higher education, life expectancy), our country has average positions in the world ranking. Secondly, in order to identify the relationship between a number of indicators of the method of assessing intellectual security in Kazakhstan, a correlation analysis for 2004-2017 was conducted. This article expands the knowledge on methods of assessing intellectual security for the development of a knowledge-based economy in developing countries.

LOCUS OF CONTROL AS A DETERMINANT OF AGGRESSIVENESS IN INTELLECTUALLY GIFTED ADOLESCENTS

Introduction. At the present time, a state and a social request for the guidance of gifted children and teenagers, seen as comprising the primary intellectual potential of a developing society, is being articulated. As a general rule, giftedness is an adjunct to nervousness, extreme sensitivity, internal contradiction and low resistance to stress. These mental disorders may prevent a young person from forming of the proper picture of the world and developing capabilities of forming confidential and harmonious relationships. In this regard, it is necessary to identify appropriate approaches and means for ameliorating the maladaptive behaviour of gifted pupils.The aim of the research was to find out to what extent the personal locus of control determines aggressive and destructive behaviour on the part of intelligently gifted teenagers. Methodology and research methods. The research was performed on the basis of systematic and person-oriented approaches to studying the individual characteristics of students. The types of locus of personal control were determined using J. Rotter’s methodology as adapted by E. F. Vazhin, S. A. Golynkina and A. M. Etkind. As diagnostic tools, E. P. Ilyin and P. A. Kovalyov’s measurement procedure and the Buss-Durkee questionnaire were used to estimate the level of personal aggression and proneness to conflict. Results were subjected to comparative and statistical analysis using the U-Kruskal – Wallis test allowing the authors to establish the average indicator values of various pupil categories participated in the research. Results and scientific novelty. To identify intelligently gifted teenagers, the authors applied a comprehensive programme, which included the methods of psycho-diagnostics, expert estimates of teachers and parents, observation and conversations. Consequently, respondents were divided into four differentiated groups: intelligently gifted externalisers, intelligently gifted internalisers, mediumintelligence externalisers, and medium-intelligence internalisers. In the course of diagnostics, it was established that domination of the external or internal locus of control causes the specifics of aggressive behaviour among intelligently gifted teenagers and their peers having an average level of intellectual development. Statistically significant differences in indicators such as physical aggression, irascibility, irritability and irritation were revealed. An internal locus of control in a gifted person reduces physical aggression and irritability. Gifted externalisers are more inclined to use physical force in conflicts. This group is also characterized by a lack of emotional self-control, irascibility, fieriness of temper, instability, intolerance, oppositional moods and remonstrative behaviour – from passive resistance to active fighting against norms and laws which they believe to be inappropriate for them.The authors concluded that intellectually gifted teenagers with an external locus of control are in the category of teenagers-at-risk in social and psychological adaptation; therefore, they require more attention and psychological assistance. The organization of psychological and pedagogical guidance to pupils will help minimize conflicts between participants (school students and teachers) in the educational process.Practical significance. The research results can be used as informative and reflexive material by educational psychologists and teachers working with intelligently gifted children and teenagers.

Проявления интеллектуальной дифференциации в уровне и структуре гражданской идентичности студентов столичного и провинциального вузов

Introduction. This paper presents a comparative analysis of intellectual development and civil identity. Students studying at different socio-cultural environments demonstrate intellectual variability in relation to different levels of civil identity. The study provides new data on the relationship among the level of acceptance, personal traits characterizing social capital, and the structure and level of intelligence in individuals with different socio-cultural conditions.
 Methods. The level of intelligence was measured using the Test of Adults’ Mental Development (TAMD), which relied on the concept of a socio-psychological standard (SPS). The Diagnosis of Civil Identity projective technique was employed for studying civil identity. The technique included the following scales: (a) attitude towards the rights of ethnic minorities; (b) attitude towards the rights of sexual minorities; (c) attitude towards liberal values; (d) attitude towards political rights; (e) attitude towards the rights of the underprivileged; (f) attitude towards the rights of disabled persons; (g) attitude towards Russia in terms of patriotism (citizens’ attitude towards the state they live in).
 Results. A higher level of intellectual development determined students’ reflexive and critical attitude towards events in the country. Students with a high level of intellectual development (a) appreciated personal responsibility and freedom, (b) had a positive attitude towards the rights of ethnic minorities and legal protection of honor and dignity, and (c) evaluated the world on the basis of information from different sources.
 Discussion. In Moscow social medium intelligence contributes to students’ positive attitude towards liberal values and enhances their participation in democratic transformations in Russia. A higher level of intellectual development determines students’ recognition of the rights of national and ethnic minorities in a regional social medium.

Realisation of Social Needs of Students in the Field of Education in Ukraine

Realisation of Social Needs of Students in the Field of Education in Ukraine