Abilities and their manifestations. Human abilities and their development. Ability Development Levels

2 months 8 days

Remember that the ability is given to a person in accordance with his character or occupation.

And remember! Two identical abilities in different people can only be innate. Everyone's lightning strike abilities are unique. For one person - no more than one ability!

List of abilities that appeared in the inhabitants after being struck by lightning:

Absolute truth- the ability to recognize the truth when a person speaks or lies in any situation.

Absolute Memory- instant memorization and storage of any amount of information of any kind (sound, text, etc.). With an overabundance of information, it is necessary to turn off the brain for a while so that it is possible to “digest” the information

Memory absorption- reading someone else's memory by touch.

adrenaline rush- with this ability, a person controls the amount of adrenaline in the body, in some way increasing his speed, strength, endurance and pain threshold. The disadvantage of this ability is "adrenaline madness", that is, the longer a person uses the ability, the more likely it is to lose control of himself. Requires careful handling.

Atmokinesis- weather control, that is, all possible atmospheric phenomena, including changes in humidity and temperature.

Audiokinesis— generation and control of sound waves.

autogenism(similar to hypnosis) - mind control. Mind control even over long distances.

Devotion Aura- creates an aura around the wearer that inspires confidence in everyone near whom the wearer is located or who looks at him. Does not work against beliefs (eg, if the person is sure that the carrier is lying).

Amur- the ability to create short-term hobbies and light sympathies (the effect of Cupid's arrows).

Bionics- the ability to "revive" not large objects, in the form of creatures - most often just animals. Living creatures cannot exist for a long time, and it is not always possible to breathe life into it. One of the most exhausting human abilities.

bioelectric field- a field that destroys or temporarily disables all electrical devices in range

Biomorphic adaptation- the ability of the body to adapt to the environment, so as not to be injured or killed. The effect may be permanent or temporary.

Vampirism- sucking out vitality, energy and possibly even life itself from the victim.

Item Explosion- a powerful ability that involves accelerating particles with the help of the mind and hands, which leads to the explosion of objects.

Impact on probability fields- the ability to influence the successes and failures of oneself, as well as others.

cracker– breaks any locks, no matter what protection they have, with one touch.

"Leader"(crowd control) is a rather rare gift, similar to empathy or suggestion, which gives power over the human masses. A person with this ability can calm, excite and direct the crowd, subordinating it to his goals.

hydrokinesis- mental control over water in a solid, liquid and gaseous state.

Hypnosis- the ability to introduce an opponent into a trance, to subjugate people to one's own will.

Gestalt connection- a telepathic connection between a certain circle of persons, mentally tightly connected with each other.

Dehydration- the ability to suck water out of the victim, up to the deprivation of life from dehydration.

dynamopathy- the ability to feed on the fears of other people, thereby increasing physical parameters (strength, speed, endurance, metabolism, etc.)

Breathing underwater- the ability to stay under water for a long time without oxygen or in any other environment where there is no air.

Infection- transmission of sexually transmitted diseases by touch

Information Capture- the ability to receive information in some non-traditional way, through touch, blood, etc.

Mirror- the ability to arouse sympathy in the interlocutor in various ways, copying his manner of speech, habits and even appearance. The owner of the ability seems very pleasant in communication.

Emission of pheromones (charm) influence on the mood of others, on the attitude towards oneself.

Illusions- the ability is similar to the materialization of "thought forms", only in this case materialized objects, like holograms, are intangible and practically safe. The creation of illusions can be used as a psychological attack.

Illusions through paintings- the ability to create pictures that can turn into reality in whole or in part. You can know that the ability worked only by seeing the result - the disappearance of the drawing

Cyberpathy- the ability to think like a computer, to get the necessary information from your memory as quickly as possible, to perform several tasks at the same time and to work with computers as efficiently as possible.

Copying objects- the ability to create copies of inanimate objects

Mind Control- temporary control over the minds of other people, which allows for some time to "get the opponent to use."

cryokinesis- the ability to control ice and cold, the ability to create ice figures (for example, columns with which you can climb; ice slides), lowering the temperature.

lacrimosa(from lat. Lacrim - pouring, mosa - tears) - the release of poison when a person experiences fear, anger, adrenaline rush. Infecting others with this poison (30-40 meters of the ability). Is the epicenter of the infector's tears (a person cries tar-like tears)

Levitation- the ability of a person to overcome gravity; a person maintains or consistently changes his position in three-dimensional space in spite of gravity.

Lumokinesis- the creation of light in all its manifestations.

Lung manipulation- the ability to inhale and exhale a huge amount of air, which makes it possible to create the strongest gusts of wind, and sometimes even hurricanes.

Energy Manipulation- the ability to absorb, transform and manipulate a certain type of energy.

mental block- the ability to put a partial block from various influences on consciousness (telepathy, hypnosis, penetration into dreams, etc.).

Flicker in motion- the ability to instantly move within hundreds of meters. The endpoint must be visible. At a high level, there is no need to see the end point, the range increases to a kilometer.

Magnetism- the ability to create magnetic fields of any form (both natural and artificial) and control them only with a small degree of concentration. This ability also allows you to pull anything metallic towards you.

Materialization of "thought forms"- a rare and little-studied psychophysical phenomenon, which is the giving by mental effort of the property of some materiality to imaginary "thought forms". Simply put, it is the ability to materialize thoughts.

Phoenix Mimicry(incomplete) - The ability includes the traits of the mythical phoenix bird: crying with healing tears, self-ignition and rebirth from the ashes in case of death.

The magic of colors- the ability to change the color of inanimate substances that are in a solid state of aggregation by touch.

Necroism- Indigo is completely dependent on the dead. It is necessary to kiss the dead, like a vampire - to drink blood. At a very advanced level, it becomes possible to control the dead. Necroic calmly endures the influence of dark forces, while others are deadly.

Invulnerability- the ability to be invulnerable to one or different methods of physical influence (not to be confused with immortality).

heightened senses- all five senses - sight, taste, hearing, touch, smell - are maximally sharpened. Very high load on the mind.

Animation of drawings- the ability to translate into reality personally drawn. However, the ability does not imply that the materialized item will have the same characteristics and be able to perform the same functions as its prototype. For example, a painted gun will be a useless toy made of a single piece of metal - in order for it to shoot, you will have to accurately draw every detail and assemble it yourself.

Omnilingualism- the ability to understand any form of language, a real polyglot.

Revival of emotions- the ability to materialize emotions. For example, materialized anger may appear as a monster, and so on.

Plasmokinesis- the ability to produce plasma. Otherwise, the transformation into a living torch. The ability, however, does not include control and fire generation. A person, however, is able to set fire to everything that he touches.

Immersion in an illusory dream- a person with such abilities can put a person to sleep if he has ever heard what exactly the victim wants to see there. Only the owner of such an ability can withdraw from this state.

Pyrogeneration is one of the methods of regeneration. Healing wounds with fire.

Consuming the souls of the dead- the ability to "take away" unique abilities from the dead.

pain absorption- the possessor of the ability can take away the pain of another person for himself, and he will feel it much more strongly.

prophetic dreams- the ability to see dreams showing certain events of the future.

Psionic influence- the ability, thanks to which you can cause in a person, for example, anger, which can lead to starting a fight. This ability manifests itself unconsciously when a person is in danger.

Psionics of fear- suggestion to the victim of thoughts that awaken fear in her. Causing in a living creature an uncontrollable attack of outwardly causeless horror, which is why the creature ceases to adequately respond to what is happening.

Psi healing- psychic healing, carried out by mental effort.

Psionic influence- increased impact on anything living. The ability to evoke strong emotions in another person. It manifests itself spontaneously in moments of serious danger.

Regeneration- the ability to restore damaged tissues over time, and sometimes entire lost organs. Perhaps, if the brain is not damaged.

retroscopy- a kind of clairvoyance, representing the perception of information about past events. It also includes the diagnosis of diseases and causes of death of previously living people from their photographs, artistic portraits and, in some cases, from sculptural images.

evil eye- the innate ability to impose hard-to-reversible evil eye and damage.

Super Endurance- the ability of the body to endure much greater loads for a longer time than an ordinary person.

Superflexibility- the ability of the body to increased flexibility and elasticity of its components.

Superstrength- the ability of the body to provide high resistance to physical damage.

Superbuoyancy- the ability, due to certain characteristics of the body, to jump higher and further.

overreaction- an increased reaction to what is happening in space caused by the accelerated transmission of information along the nerve pathways.

Super strength- the ability to lift large masses, as well as the use of force for other physical impacts

Memory erasing- a rare ability, thanks to which you can erase the memory of any event to any number of people. As a rule, this is the ability of especially strong telepaths.

Sonar- the brain generates waves that propagate around a person, which ricochet off the physical body and again transmit information to the brain. Thus, you can navigate the terrain, know what is on which side (if you, for example, have lost your sight).

super speed- the ability to move quickly and get things done

Terrakinesis- manipulation of the earth. Causing earthquakes through exposure to a large amount of energy.

Toxikinesis— acid generation and management.

Transmigration- the ability to place one's consciousness in the bodies of other living beings. Own body at the time of "resettlement" is in a state of clinical death. There is a high probability of "getting stuck" in someone else's body.

Umbrakinesis- mental control over the shadow / darkness / dark energy.

Managing your own energy- does not need sleep and rest. A side effect is the "transmission of fatigue" to others. It can be prevented by eating a large amount of high-calorie food or by taking a drug, which will immediately reverse the ability and make you fall asleep, i.e. forced sleep. When you are nervous or stressed, you use more energy, so you either need to eat more, or people will simply fall asleep around. Not to be confused with energy vampirism.

fireworks(fireworks generation) - the generation of plasmoids of various strengths, shapes and colors, from simple bright flashes to strong explosions, and their power is directly dependent on the emotional state.

ferrokinesis- mental control over iron.

Fairy- the ability to fulfill the desires of others. Often (and not only at the initial level) it can be performed verbatim and lead to a completely opposite result. Most often, fairies refuse to fulfill the wishes of the rest, until the person is firmly convinced that he wants it. You can not fulfill the desires of people aimed at other people around. At the same time, for every ten wishes fulfilled by others, the indigo gets the opportunity to fulfill one of his own.

Phasing- the ability to push the molecules of his body through objects. Also, in the process of development, the possibility develops into an influence on the molecules of other bodies upon contact, that is, the mutant not only slips through the wall himself, but also in his clothes or with some object, person, and so on. Later, he is able to walk on air, water, and so on by flattening the molecules surrounding his body.

Walking on surfaces- the ability to walk on walls, as well as on water, air. In general, a rare ability that gives the ability to walk on any surface (including invisible to the human eye)

Chameleon The ability to transform into any object or person.

shapesteeling- the ability to merge body and mind with another being, taking it under his control, which leads to the creation of a completely new and more powerful mutant.

Energy exchanger- the ability to take and give energy (light and electrical).

electrokinesis- the ability to control electric current, as well as recreate it, control electrical impulses, the ability to throw lightning with your fingertips.

empathy- the ability to feel other people's emotions, feelings, fears and the ability to influence them by changing their own mood.

Clairvoyance- extrasensory perception of information in accordance with any specific mental questions, information about any current events.

Clarity- the ability to feel energy fields, auras and vibrations. Often mistakenly considered empaths, but, unlike the latter, they cannot feel internal emotions, determining only the external energy of the subject.

Source:
Misfits: Until we bleed
In short, it's like this. We were doing community service. When the lightning flashed, we all got super powers. Now Simon can become invisible. Everyone who touches
http://misfits.rolfor.ru/viewtopic.php?id=37

Alexander Gerasimenko

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  There are dozens of talents that can be recognized in today's society. At school, only two are able to evaluate: mathematical and verbal. School opinion cannot be trusted. First, the view is too narrow. Secondly, often, not objectively - desiring complete repentance on the part of students, teachers in many cases put the stigma of "mediocrity" in order to manage the class (remember how the teacher called Einstein's parents to school and asked to transfer him to a school for the underdeveloped?)

  Here is just a small list of talents, believing in which people became happy and rich:

  Lots of talent. You only need to find one. You have to believe in it and build your life on it. It will be very interesting for me to read what talents are familiar to you from your life experience. If you have friends who make money from unusual talent, please share.

  Also, watch my video “How to develop talent”

  human abilities list

  In some cases, skill is a way of applying knowledge in practice mastered by a person. Knowing the surrounding reality, the laws of nature and society in the teaching, a person acquires knowledge. With the development of human society, people's knowledge improves and changes. Knowledge is passed on from generation to generation. Having received knowledge, a person must apply and use them in life, in practice. In order for a student to master skills - be able to count, write, read, etc., he must know how to do it. Having received knowledge, he learns to apply them in practical activities - he develops a skill. In the process of exercises, in the course of practical activities, skills are improved; in connection with this, the activity becomes more perfect.

  However, having knowledge, the student may not have the appropriate skills. So, a student may well know the rule about spelling a soft sign after feminine nouns hissing in names. But knowing the rules does not mean the ability to write correctly. A student began to write and made mistakes, failing to apply the rule in practical work. Skills are acquired through practice. Only after the student, doing the work on his own, will accurately apply this rule, we can say that he has the appropriate skill.

  Skills are not always based on knowledge. A number of motor skills - the ability to walk, swim, speak, etc. - are developed in a person through exercises, training, without relying on knowledge, on any rules. Usually a child who learns to walk or speak does not receive prior special knowledge on how to do it. He's just exercising, imitating adults.

  Human skills are manifested at different levels. For example, we will say about a first grader that he can read, and the same about an adult. A novice swimmer and a master of sports in swimming can swim.

  Naturally, as a result of long exercises, the activity is performed more and more correctly, accurately, quickly, economically, without errors. This, in particular, leads to the fact that well-mastered operations as part of an activity begin to be automated, without direct control of consciousness. A skill is an action in which individual operations have become automated as a result of exercises. In other words, a skill is a partially automated action. Such, for example, are the skills of skiing - after all, people do not realize which muscles and in what order are contracted at the same time. We can walk in deep thought, thinking about something extraneous, admiring the beauty of the winter landscape. Such is the skill of fluent reading.

  The activity itself, as we have already mentioned, is always done consciously. But the individual operations included in its composition, as a result of training, exercises become automated. Consciousness in this case is not turned off completely, but it is directed not to the technique of performing operations, but to the general management of activities, awareness of its tasks, to the search for the best ways to solve these problems. You can fully concentrate on the content of the book when the reading process itself is automated. A musician-performer will be able to penetrate into the essence of a musical work only when both the process of reading notes and the very technique of playing are automated. But if a talented pianist, during a musically expressive performance of a piece, suddenly concentrated on the thought of which fingers and which keys he should press, his playing would end there.

  If any difficulties arise in the implementation of operations, the consciousness again begins to control them until the difficulties that have arisen are eliminated.

  Distinguish between motor (motor) and intellectual skills (or skills in the field of mental work), such as spelling skills, skills in solving typical problems, etc.

  Knowledge and skills are needed to form an intellectual skill. In order to develop writing skills, the student must learn how to hold a pen, how to use it, must know the letters, know how they are written, then he must learn how to use the pen, be able to write letters, etc. After many exercises, the student has mastered the technique of writing and as a result of this he stopped thinking about how letters should be written; his consciousness switched to the content of the letter - the child developed writing skills. Therefore, without knowledge and skills, an intellectual skill cannot be formed.

  As for the physiological mechanisms of skills and abilities, their essence lies in the formation of a system of conditioned reflex connections.

  There is a difference between animal skills and human skills. It is determined by the already known position that human activity is always conscious in nature, while animals do not possess consciousness. From the point of view of physiology, this means that the skills of animals are formed only on the basis of the first signal system, while in humans it is under the control and with the obligatory participation of the second signal system. Reinforcement also comes through the second signaling system in the formation of conditioned reflex connections - an indication of the teacher or instructor to the correctness or error of the action, verbal approval or reprimand, control of actions according to written instructions, etc.

  The physiological basis of skill is a dynamic stereotype. A well-developed dynamic stereotype underlying the skill loses its systematic connection with the second signaling system, which is the physiological basis of consciousness. The second signal system is more and more. more exempt from direct participation in the management of individual links of the dynamic stereotype. It governs the stereotype as a whole and is again included in the management of its individual links only when any difficulties arise.

  The process of formation of skills and abilities. Both knowledge and skills are developed through practice. Exercise is the repeated repetition of actions for their conscious improvement. But the exercise is not just a repeated mechanical repetition of actions. As you know, there are people with very bad handwriting. They write all their lives, and their handwriting does not improve from this. You can often repeat the same actions, but if there is no conscious goal to improve them, improvement may not occur.

  When organizing exercises, it should be borne in mind that if the same exercises are repeated for a long time without a break, then their results, due to developing fatigue, not only do not improve, but worsen. So it is necessary to distribute the exercises in time.

  The main indicators of successful skill formation are the systematic achievement of higher and higher quality of work, a decrease in the number of errors, and an ever faster pace of work. An important point in the formation of a skill is the elimination of unnecessary movements and the removal of muscle tension (this also applies to the emerging skills of educational work - remember how a first grader writes his first letters, convulsively squeezing a pen and straining his whole body). Another important point is the unification of individual private movements or actions into one holistic one, when the transition from one link to another occurs smoothly, evenly, without jerks and stops (for example, the transition from reading in syllables to the skill of reading words, the transition from element-by-element writing of letters to the image of a letter in general, etc.).

  We will show the most important moments of the formation of learning skills using the example of the formation of writing skills.

  The formation of writing skills requires special training. As a rule, by the time the child enters school, such preparation has already taken place. First, during preschool childhood, the movements of the fingers and hand develop, although the ossification of the fingers has not yet been completed. By the age of seven, a child's phonemic hearing is sufficiently developed and ready for auditory analysis and synthesis; the articulatory system in most children is also quite prepared for the pronunciation of speech sounds, which is very important for the beginning of learning written speech. A well-known experience of visual control of finger movements has been accumulated.

  Teaching writing skills begins with the fact that the child masters the writing of individual elements of letters. This prepares him for writing the letter as a whole.

  At the first stage of the formation of the writing skill, the teacher shows how to write the elements of letters, introduces the student to the rules for their style. The teacher strives to ensure that knowledge is acquired firmly; to do this, he talks with the student, asks him questions like: “Sasha, tell me, how will you write? How will you hold the pen? As a result of the exercises, students develop the ability to write the elements of a given letter (sticks, hooks, ovals, semi-ovals). When writing, the student masters writing one part of the letter, then the second, and so on.

  At the second stage of skill formation, all these actions are combined into one action - the student already writes letters as a holistic graphic image of sound. Previously independent actions - writing the elements of a letter - entered into a holistic action - writing a letter. At the third stage, children practice in a coherent writing of syllables and words.

  In the first three stages (especially the first and second) there is a very large expenditure of energy. Sometimes the child almost lies down on the desk, makes a lot of extra effort, squeezes the handle too tightly, makes too much pressure, makes a lot of unnecessary movements; his face expresses tension. Gradually, the tension disappears, the movements are coordinated, they become more confident, clear, and, finally, an even, calm writing appears.

  At the first stages of the formation of the writing skill, the leading one is visual control over movements, correct spelling. Gradually gains importance and motor control. In the process of writing, signals from the fingers and hand, from the forearm and shoulder part of the arm begin to flow into the cerebral cortex. The correctness of writing begins to be assessed by motor sensations, and the role of visual control to a certain extent weakens. What is full motor control over the process of writing, it is easy to understand if you try to write your last name with your eyes closed.

  At the fourth stage, the speed of writing gradually increases, the individual rhythm of movements and the individual stereotype of writing the same letters are fixed - a handwriting is developed. Writing skills have developed.

  On the basis of the existing writing skill, a spelling skill is subsequently formed - the skill of grammatically correct writing without awareness of the corresponding rules. At first, the Schoolchild, before writing a word, applies a detailed rule, pronounces it aloud or to himself. Then, when the skill is formed, the rule collapses - the student writes correctly without remembering the rules; the need for this arises only at the request of the teacher. Subsequently, the rule is remembered only in the most difficult cases.

  Interaction of skills. Different skills interact with each other, affect each other in different ways. An existing skill may contribute to the assimilation of a new action or, conversely, interfere with its assimilation. The positive impact of a previously learned skill on mastering a new action is called skill transfer. So, the skill of the driver facilitates the assimilation of the skill of the tractor driver. The fact that the student has the skill of working with a file facilitates the formation of the skill of working with a hacksaw when cutting metal. The skills developed while solving mathematical problems of one type help to solve problems of another, similar type: to analyze the conditions of the problem, to establish the relationship between these problems, to plan a solution.

  The transfer of skills is possible only if there is something in common in the old and new activities. If the old and new habits have nothing in common, but, on the contrary, the ways of implementing them differ sharply, then the old habit hinders the formation of a new one. The negative impact of old skills on learning new ones is called skill interference. For example, a schoolboy in childhood learned to swim in a very imperfect way. Then he entered a sports school, where they began to teach him to swim in the breaststroke style, but the old skill interfered with the assimilation of the new one, and the boy had to relearn for a long time.

  It is easier to develop a new skill than to rebuild a badly formed old one. As they say, it is easier to teach than to relearn. That is why it is sometimes so difficult to teach a first grader to read correctly: at home he was taught by non-specialists in letter reading (in which the child first pronounces all the letters of the word). It is very difficult to rebuild such an acquired erroneous method of reading, and the child does not read for a long time, but “literally composes”.

  The teacher must take into account the possibility of transfer and interference of skills. It is necessary to bring to the consciousness of students essentially similar or, conversely, significantly different in skills. This facilitates transfer and reduces interference. For example, the teacher specifically draws the attention of the students: “Please note that the following problem is solved in the same way as the previous ones”; “But this problem cannot be solved in the old way - it is solved in a completely different way. Try to find it."

  With a long absence of exercise, the skill is gradually destroyed. To restore the skill, you need to repeat the corresponding exercises again.

  Krutetsky V. A. Psychology: A textbook for students ped. schools. - M.: Enlightenment, 1980.-352 p., ill.

  The concept of ability is used in everyday life to explain cases where different people in the same conditions achieve different successes (especially if these successes vary greatly among themselves). In this regard, one can immediately point out the phenomenon that people, in fact, very often tend to pass off their “I don’t want” as “I can’t”. This “I don’t want to” can hide lack of will, laziness, low motivation, and other personal characteristics. And behind this “I can’t” (low abilities) in many cases there is a psychological defense. The fuzziness of everyday understanding of the phenomenon of abilities also influenced theoretical psychology.

  The word "ability" has a very wide application in a wide variety of areas of practice. Usually, abilities are closely tied to a particular type of activity performed: high abilities - high-quality and effective activities, low abilities - low-quality and inefficient activities.

  The phenomenon of ability is usually explained on the basis of one of three ideas:

  1) abilities are reduced to all kinds of mental processes and states, stem from their characteristic features in a given person,

  2) abilities are reduced to a high level of development of general and special knowledge, skills and abilities (KUNs) that ensure the successful performance of various types of activities by a person,

  3) abilities are not ZUNs, but what ensures their rapid acquisition, consolidation and effective use in practice.

  A little clarification needs to be made on the last point. Indeed, one can often observe how two specialists with the same level of training, under otherwise equal (similar) circumstances, achieve different successes. Of course, chance is of great importance in life. However, in order to put their ZUNs into practice, there are also conditions: a person must have an active life position, be strong-willed, purposeful, rational, etc.

  B. M. Teplov identified three main features of the concept of "ability":

  Individual psychological characteristics that distinguish one person from another (if some quality is not unique, like everyone else, this is not an ability),

  Individual psychological characteristics that are related to the success of an activity or a series of activities,

  Abilities can exist without ZUNs.

  A classic example: the famous artist V. I. Surikov, could not enter the Academy of Arts. Although Surikov's outstanding abilities appeared early, he had not yet formed the necessary skills and abilities in drawing. Academic teachers denied Surikov admission to the academy. The inspector of the academy, having looked at the drawings submitted by Surikov, said: "For such drawings, you should even be forbidden to walk past the academy!"

  Teachers are often mistaken and cannot distinguish the absence of ZUNs from the lack of abilities. The opposite error is no less common: developed ZUNs are perceived as developed abilities (although a young person may simply be “trained” by his parents and previous teachers).

  Nevertheless, in modern psychology and pedagogy, there is an idea that ZUNs and abilities are closely related. Namely: in mastering ZUNs, abilities are not only revealed, but also developed.

  As B. M. Teplov believed, abilities can exist only in a constant process of development. Abilities that are not developed are lost over time. Examples of areas of human activity in which abilities are developed:

  technical creativity,

  artistic creation,

  Literature,

  Mathematics,

  Thesis about the need to develop abilities maybe also have biological implications. As studies show, the genes of humans and animals can be in an activated state or not. Environmental conditions, lifestyle affect whether genes are activated or not. This is another adaptation mechanism invented by nature for living beings.

  The success of an activity usually depends not on any one, but on a combination of different abilities. Tellingly, different combinations of abilities can give similar results. In the absence of the necessary inclinations, their deficiency can be made up for by a higher development of other inclinations and abilities.

  B. M. Teplov argued that “One of the most important features of the human psyche is the possibility of an extremely wide compensation of some properties by others, as a result of which the relative weakness of any one ability does not at all exclude the possibility of successfully performing even such an activity that is most closely related to this ability The missing ability can be compensated to a very wide extent by others, highly developed in a given person.

  The proximity of abilities to each other, the ability to interchange them, makes it possible to classify abilities. However, the heterogeneity of the problem of abilities has led to the fact that the classifications differ significantly from each other.

  First basis of classification

  One of the bases for classification is the degree of naturalness of abilities:

  Natural (natural) abilities (that is, biologically determined),

  Specific human abilities (having a socio-historical origin.

  The natural elemental abilities are:

  Perception,

  Fundamentals of communication.

  The makings of a man and the makings of an animal are not the same thing. A person develops abilities on the basis of inclinations. The formation of the ability occurs in the presence of elementary life experience, through the mechanisms of learning, etc.

  Specific human abilities:

  special ability,

  Higher intellectual abilities.

  General abilities are characteristic of most people and determine the success of a person in various activities:

  thinking ability,

  The subtlety and precision of hand movements,

  Speech, etc.

  Special abilities determine the success of a person in specific activities, the implementation of which requires the makings of a special kind and their development:

  musical ability,

  mathematical ability,

  linguistic abilities,

  technical ability,

  literary ability,

  Artistic and creative abilities,

  Athletic ability, etc.

  Intellectual abilities can be divided into:

  theoretical abilities,

  practical ability,

  learning ability,

  Creative skills,

  subject abilities,

  interpersonal abilities.

  These types of abilities are closely related to each other, intertwined. The presence of, say, general abilities in a person does not exclude the development of special abilities, as well as vice versa. General, special and higher intellectual abilities do not conflict, but coexist, complement and enrich each other. In some cases, a high level of development of general abilities can act as special abilities in relation to certain types of activity.

  Practical orientation

  Another basis for the classification of abilities is the degree of their practical orientation:

  theoretical abilities,

  Practical ability.

  Theoretical abilities provide the quality and effectiveness of abstract-theoretical reflections, practical - concrete substantive actions. The development of this or that type of ability is closely connected with the inclinations of a person: what he likes, to theorize or act. Therefore, it can often be observed that in some people only theoretical abilities (different) are well developed, in others - only practical ones.

  These individual psychological characteristics are called the abilities of the individual, and only such abilities are singled out that, firstly, are psychological in nature., Secondly, vary individually. All people are capable of walking upright and mastering speech, but they do not belong to the actual abilities: the first - due to non-psychology, the second - due to generality.

  Capabilities- these are individual psychological characteristics related to the success of any activity, not reducible to the knowledge, skills and abilities of the individual, but explaining the speed and ease of their acquisition.

  However, the development of ability must have some kind of “beginning”, a starting point. Makings- this is a natural prerequisite for ability, anatomical and physiological features that underlie the development of abilities. There are no abilities, both outside of activity and outside of inclinations. Inclinations are innate and static, unlike dynamic abilities. The deposit itself is not defined, it is not aimed at anything, it is ambiguous. It receives its definiteness only by being included in the structure of activity, in ability dynamics.

  Perhaps, from some natural inclination, a person will develop, for example, mathematical abilities, and possibly others. The problem is that, contrary to popular and simplified everyday ideas, there is no unambiguous and clear localization of higher mental functions in the human brain. From the same physiological "material" different psychological abilities can develop. This is definitely the orientation of the individual and the effectiveness of the activity.

  A person has many different abilities: elementary and complex, general and special, theoretical and practical, communicative and subject-activity.

  A person's abilities not only jointly determine the success of activities and communication, but also interact with each other, exerting a certain influence on each other. Depending on the presence and degree of development of individual abilities, they acquire a specific character.

  Ability and activities

  In psychology, there are two main approaches to understanding abilities, their origin and place in the system of activity, psyche and personality.

  Activity approach

  The first approach can be called active, and behind it are the works of many domestic researchers, starting with B. M. Teplov. The second approach is no less developed, combined with the first, but is referred to as the knowledge approach. Ability problems were also studied by A. R. Luria (1902-1977), P. K. Anokhin (1898-1974), V. D. Nebylitsin (1930-1972) and others.

  Let's start from the position of B. M. Teplov, whose work on the psychology of musical abilities, carried out in the 1940s, has not lost its scientific significance even today.

  Emphasizing the connection of abilities with successful activity, one should limit the range of individually varying features only to those that provide an effective result of activity. Capable people are distinguished from the incapable by faster development of activities, the achievement of greater efficiency in it. Although outwardly abilities are manifested in activities: in the skills, abilities and knowledge of the individual, but at the same time, abilities and activities are not identical to each other. So, a person can be well technically prepared and educated, but little capable of any activity. For example, at the exam to the Academy of Arts, V. I. Surikov was denied training, because, according to the examiners, he completely lacked the ability to visual activity. The inspector of the Academy, having looked at the drawings presented to him, said: “For such drawings, you should even be forbidden to walk past the Academy.” The mistake of the teachers of the Academy was that in the exam they did not evaluate the ability at all, but only the presence of certain skills and abilities in drawing. In the future, Surikov refuted this mistake by deed, having mastered the necessary skills and abilities within 3 months, as a result of which the same teachers considered him worthy of enrolling in the Academy this time. Thus, it can be said that abilities are manifested not in the knowledge, skills and abilities themselves, but in the dynamics of their acquisition, in how quickly and easily a person masters a specific activity. The quality of the performance of the activity, its success and level of achievement, and also how this activity is performed depends on the abilities.

  As A. V. Petrovsky notes, in relation to the skills, abilities and knowledge of a person, abilities act as some kind of opportunity. Here we can draw an analogy with a grain thrown into the ground, the transformation of which into an ear is possible only under many conditions that favor its development. Abilities are only the possibility of a certain development knowledge, skills and abilities whether it becomes a reality depends on various conditions. So, for example, the mathematical abilities revealed in a child are by no means a guarantee that the child will become a great mathematician. Without appropriate conditions (special education, creative teachers, family opportunities, etc.), abilities will die out and never develop. It is not known how many geniuses have not been recognized by society. The life story of Albert Einstein, who was a very ordinary student in high school, can be indicative.

  However, knowledge, skills and abilities remain external to abilities only until they are mastered. Being found in activity as it is mastered by a person, abilities develop further, forming their own structure and originality in activity. The mathematical abilities of a person will not be revealed in any way if he has never taught mathematics: they can be established only in the process of assimilation of numbers, rules for working with them, solving problems, etc. For example, phenomenal counters are known - persons who perform complex calculations in their minds with extreme speed, while possessing very average mathematical abilities.

  Knowledge approach

  Let us turn to the second psychological approach, to understanding the connections between ability and activity. Its main difference from the previous concept lies in the actual equating of abilities to the current level of knowledge, skills and abilities. This position was held by the Soviet psychologist V. A. Krutetsky (1917-1989). The knowledge approach is accentuated, as it were, on the operational aspect of abilities, while the activity approach highlights the dynamic aspect. But after all, the speed and ease of development of abilities is ensured only by appropriate operations and knowledge. Since the formation does not start “from scratch”, it is not predetermined by innate inclinations. Relevant knowledge, skills and abilities of the individual are in fact inseparable from the understanding, functioning and development of abilities. Therefore, numerous works of the "knowledge" approach, devoted to mathematical, mental, pedagogical abilities, as a rule, are widely known and promising.

  Ability Hierarchy

  Abilities exist and develop or perish in exactly the same way as psychologically “initial” needs, motives for activity. The personality has its own dynamic hierarchy of abilities. In this structure, special personal formations are also distinguished, called giftedness.

  giftedness- a qualitatively unique, personal combination of abilities.

  According to the position of B. M. Teplov, giftedness, like ability, is not innate, but exists in development. It is very important that this concept, first of all, quality. In this regard, the author strongly opposed his interpretation of giftedness and the concept of "intelligence quotient" common in Western psychology as a universal quantitative measure of giftedness.

  Any giftedness is complex, i.e. includes some general and special moments. Under general giftedness refers to the development of relatively broad and universally involved psychological components, such as memory and intelligence. However, ability and giftedness can exist only in relation to a certain specific activity. Therefore, general giftedness should be attributed to a certain universal activity. Such is the whole human psyche, or life itself.

  Special talent has a narrower conceptual content, since it refers to some special, i.e. regarding a specific activity. But such a gradation of activity is conditional. So the structure of artistic activity includes perception, and drawing, and composition, and imagination, and much more, which requires the appropriate development of special abilities. Therefore, general and special abilities really exist in a personal, activity-based unity.

  A high degree of giftedness is called talent, in describing the qualities of which many expressive epithets are used. These are, for example, outstanding perfection, significance, passion, high efficiency, originality, diversity. B. M. Teplov wrote that talent as such is multilateral. According to the laws of probability theory, not everyone can be “outstanding”, therefore, in reality, there are few talented people.

  Genius- this is the qualitatively highest degree of development and manifestation of giftedness and talent.

  A genius is characterized by uniqueness, the highest creativity, the discovery of something previously unknown to mankind. A genius is unique, not like other people, and sometimes so much so that it seems incomprehensible, even superfluous. It is extremely difficult to unequivocally define, recognize someone as a genius. That is why there are many more "unrecognized geniuses" than they really are. However, geniuses have always been, are and will be manifested, since they are necessary for society. Geniuses are as diverse as the abilities, talents, circumstances, and activities that form them. That's why they are geniuses.

  Problems of diagnosing abilities

  The problems of diagnosing abilities have never lost their relevance. They are especially acute in today's Russia in the context of the modernization of education. Let us outline only some controversial, unresolved issues, for example, the problem of creating elite schools and other educational institutions for gifted children. The giftedness of young generations is the key to a worthy future for any country. But the main question is whether there are reliable objective criteria for giftedness in science. It should be said that there are no such valid criteria in modern scientific psychology for large-scale measurements. But then their place will be taken by semi-professional, status, financial and other criteria of children's giftedness. Perhaps it would be more expedient and more humane to invest appropriate efforts and funds in work with “ordinary” children?

  Abilities and inclinations are singled out as one of the parameters of the integral mental make-up of a person. They give a psychological description of a person from some specific side that is vital. The words "able" or "unable" are widely used in everyday life, especially in the practice of teaching. The concept of ability is debatable, contains difficult universal, psychological, including ethical, moral issues. This concept intersects with many other psychological categories and phenomena. Consider the actual psychological interpretation of abilities, which often differs from their everyday understanding.

  In the modern Russian school, the trend of ever earlier diagnostics of “special” abilities and inclinations of students is being spread more and more widely. Almost from the first year of study, it is determined what the student is capable of: for the humanities or the natural sciences. Not only is there no proper scientific consistency behind such a diagnosis, it is simply not ethical and directly harms the entire education, the entire mental and personal development of the child.

  However, one of the urgent problems of the ongoing modernization of education in Russia is the profiling of school education. Someone has allegedly already proved that the sooner a student chooses a profile of education, the better for him and for society. Someone believes that a teenager is already able to make an unmistakable choice of a future profession, and that in most cases he does it.

  Any person does not have a more direct and reliable way to develop their abilities and personality as a whole than public, well-organized, but not lightweight and simplified, but optimally intense, developing and creative training.

  The fact that any person has abilities, everyone knows. But not everyone can confidently name their inborn data. How to determine the ability of a person, in which direction to develop? Let's clarify this issue.

  These are the personal characteristics of the individual, relying on which the person achieves significant success in a certain type of activity. Abilities are not directly related to skills, knowledge and skills, but manifest themselves in the speed, depth and thoroughness of comprehending the methods and techniques of activity. They are given to a person from birth, therefore, already in childhood, the child’s inclinations for one or another occupation are manifested.

  Human innate ability

  

  Usually no one notices or pays attention to them. Why over time, the ability to rejoice, to be in the present tense, to communicate, to play, to enjoy life, to express emotions openly, to feel love, to be active and happy is lost. And a person yearns for childhood, as for a lost paradise. There is a way out here, its door is wide open, one has only to want to use it. What does it mean? Just treat everyone with love and be grateful for every minute you live. You will see how the feeling of fullness of life will return, and with it happiness.

  The hidden possibilities of man

  

  By the way, they are also congenital, but they often manifest themselves as a result of sudden shocks, critical situations, in the vast majority of a negative nature. Then the person suddenly "sees the light", becoming a clairvoyant, he is subject to telepathy, x-ray vision and similar phenomena.

  Talents

  

  It is them that we most often mean by the phrase "human abilities." When an individual is realized in any activity, reaching significant heights, talent is evident. Musical, artistic, literary, sports, etc. If a child likes to do something, it makes sense to pay close attention to this activity and help the young talent to set foot on the path of developing his talent.

  Human abilities: to acquire and develop

  How to find your unique abilities? Can they be formed? These tasks can be solved in two ways:

  Scenario #1

  

  
  

  As mentioned above, this is the experience of a critical situation, though not necessarily sudden. The development of abilities is helped by a feeling of hopelessness, a forced state of affairs, when life itself dictates conditions. For example, a civilian does not have the ability to survive in extreme conditions. And if there was a war, he willy-nilly will develop new skills. If a person is hungry and unclothed from childhood, he will either develop a criminal talent, or become a businessman, or both. While peers who grew up in warmth and comfort, most likely, will become just competent specialists in any business.

  Scenario #2

  

  First, answer the question of whether there is a need to develop the ability to play billiards if you have never taken a cue in your hands? Then how do you know if you have these abilities? Conclusion: you can find your talents by experience. The main thing is that you like the business that you will be doing, and everything else will follow.

  The problem of abilities was dealt with by B.M. Teplov, K.K. Platonov, A.N. Leontiev, L.S. Vygotsky, V.N. Druzhinin. Engaged in: V.A. Krutetsky, and others. Contributed to the study of the abilities of N.S. Leites, V.N. Myasishchev and others.

  Teplov B.M., believed that the concept of “ability” always contains three features: “Firstly, abilities are understood as individual psychological characteristics that distinguish one person from another. Secondly, abilities are not called any individual characteristics in general, but only those that are related to the success of performing an activity or many activities. Thirdly, the concept of “ability” is not limited to the knowledge, skills or abilities that a given person has already developed.”

  At Platonova K.K. another approach to the concept of abilities: “Ability is a personality quality that determines the success of mastering a certain activity and improvement in it.”

  By Shadrikov V.D.,“abilities are the properties of functional systems that implement individual cognitive and psychomotor processes (perception, memory, thinking, etc.), which have an individual measure of severity, manifested in success and qualitative originality of the performance of an activity.” At the same time, each ability determines the performance of many types of activities, including those being mastered for the first time. The success of any activity is based on a combination of a number of abilities, individually unique for each person.

  By Rubinstein S.L.“Ability in a more special sense of the word is usually understood as a complex formation, a complex of mental properties that make a person suitable for a certain, historically established type of socially useful activity.”

  From the above concepts of abilities from the point of view of various authors, we can say that a person is not born capable of a particular activity, his abilities are formed, formed, developed in a properly organized corresponding activity, during his life under the influence of training and education. Abilities are lifelong, not innate education.

  
  
  

  Types of abilities.

  There are different points of view on the question of the types of abilities.

  For example, if we take V.D. Shadrikov’s point of view on this issue, then his understanding of abilities as properties of functional systems that implement individual mental functions allowed him to form a hypothesis regarding the problem of general and special abilities. It lies in the fact that “man is naturally endowed with general abilities. Nature did not have the luxury of laying down special abilities for every activity. Any activity is mastered on the basis of general abilities that develop in this activity. Special abilities are general abilities that have acquired the features of efficiency under the influence of the requirements of activity.

  Shadrikov V.D. highlights spiritual abilities, by which he understands “the unity and interconnection of the natural abilities of an individual, transformed in the process of activity and life, the abilities of a person as a subject of activity and relationships, as well as the moral qualities of a person as a person. Spiritual abilities grow out of general abilities - this is the highest stage in the development of abilities.

  Leontiev A.N. offers to clearly distinguish between two kinds of abilities in a person: “Firstly, abilities natural or natural, basically biological; Secondly, specific abilities human, which have a socio-historical origin. Natural abilities are common in man and animals. Such abilities are connected with inclinations, but are not identical to them. Natural abilities are not the inclinations themselves, but what is formed on their basis (for example, the formation of conditional relationships). Specific human abilities are neoplasms that are formed in individual development, and not the identification and modification of what is inherent in heredity (for example, speech, musical, design abilities, etc.).

  From point of view Krutetsky V.A.., the individual abilities of a person do not yet guarantee the successful completion of complex activities. For successful implementation, mastery of any activity, a certain combination of separate, particular abilities is necessary, forming a unity, or, as they say, an ensemble of abilities. Krutetsky distinguishes between educational and creative abilities. Teaching ability associated with the assimilation of already known ways of performing activities, the acquisition of knowledge, skills and abilities. Creative skills associated with the creation of a new original product, with finding new ways to perform activities. There is no reason to sharply separate educational and creative abilities: educational activity also includes elements of subjective creativity. He also distinguishes between mental and special abilities. General mental- these are the abilities that are necessary to perform not just one, but many types of activities. These include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, focused attention, etc.

  Special abilities- these are the abilities that are necessary for the successful implementation of any specific activity - musical, mathematical, constructive and technical, etc. These abilities represent the unity of separate private abilities.

  Platonov K.K. identifies elementary and complex abilities, which in turn are divided into general and particular.

  Elementary general are abilities for individual properties of forms of reflection as elementary, inherent in all individuals, but not equally in mental activities. For example, the ability of judgment, imagination, emotional memory, etc.

  Elementary private abilities are individual properties (features) of the personality, formed on the basis of an individually peculiar generalization of the corresponding mental processes, as also elementary, but not all inherent mental types of activity. For example, pronounced intelligence, kindness, courage, emotional and motor stability, etc.

  Sophisticated common are the ability to work, to communicate, speech, to learning, to education, moral, legal abilities, inherent, although not equally, to all people.

  Complex private(special) are professional and similar abilities.