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Проявление интеллектуальных компетенций при решении мыслительных задач различных типов
Background. The concept of ‘competency’ was introduced into intelligence research back in 1970s as an alternative to the ‘testology’ approach to measuring intellectual efficiency; however, until recently it has been predominantly used in business and education but not in academic psychology. In our study, we attempted to bring this concept back to intelligence research and defined intellectual competencies (ICs) as relatively stable patterns of individual cognitive behaviour that manifest in the process of solving cognitive tasks and ultimately lead to finding the respective solutions.
Objectives. The study was aimed at testing the following hypotheses: 1) manifestation of ICs while solving cognitive tasks of different types correlates positively with success in finding the solutions for these tasks; 2) manifestations of ICs correlate positively between different types of tasks; 3) manifestations of ICs correlate positively with psychometric
IQ and conceptual abilities.
Study Participants. 49 self-reported healthy adult volunteers (29 females; age 18–49 y.o., Меan = 22) participated in the study.
Methods. Participants were first administered J. Raven’s Standard Progressive Matrices and M.A. Kholodnaya’s Generalization of Three Words and Conceptual Synthesis tests. Then, they solved two cognitive tasks (one propositional and one performative). For statistical analysis, we used non-parametrical methods (Mann — Whitney and Kruskall — Wallis H-tests), contingency tables (Pearson χ2 and McNemar tests), and correlation analysis (Spearman’s r).
Results. Participants who manifested ICs known as ‘transformative efforts’, ‘ability to compose conceptual gestalts based on past experiences’ and ‘active information acquisition’ showed greater success when solving cognitive tasks of both types compared to participants who did not manifest these ICs (all p-values < 0.05). Differences in
manifestation of ICs while solving tasks of different types were found for ‘transformative efforts’ only (p = 0.004). Conceptual (categorical) abilities of participants who manifested ‘active information acquisition’ when solving both tasks were higher than those of participants who did not manifest this IC (p < 0.05). No difference in levels
of conceptual abilities and IQ was found between participants who did manifest ICs in the process of solving cognitive tasks and those who did not (all p-values < 0.05).
Conclusions. ICs as behavioural manifestations of individual intelligence are not directly based on either IQ or conceptual abilities. This may be related to the existence of putative core and peripheral ICs which remains to be addressed in future studies.