Креативність та інтелект дітей молодшого шкільного віку: особливості взаємозв’язку

Abstract

У статті подано теоретичний аналіз та емпіричне дослідження особливостей прояву взаємозв’язку креативності та інтелекту дітей молодшого шкільного віку. Рівень розвитку інтелекту виступає своєрідною базою, що визначає прояв і розвиток креативності. Подальший механізм розвитку креативності характеризується зростаючим впливом мотиваційних і особистісних компонентів. In the article theoretical analysis and empiric research of features of display of intercommunication of creativity and intellect of children of primary school age are given. In numerous researches, executed within the framework of the most various approaches and methodological conceptions, a thesis is grounded and confirmed that the high display of creativity is possible only at presence of high level of intellectual capabilities. Development of intellect comes forward an original base which determines a display and development of creativity capabilities. The subsequent mechanism of development of creativity does not correlate straight with development of intellect, but characterized growing influence of motivational and personality components. An attempt to analyse the features of display of intercommunication of creativity and intellect of children of primary school age is done in our research. A coefficient of correlation (for Spearman) between the level of creativity and coefficient of intellect is meaningful, that confirms close connection of intellect with creativity in a primary school age. An intellect and creativity is the in direct ratio CPLD sizes: with growth of general level of intellect the level of creativity grows and vice versa. The analysis of mean values of indexes of intellectual development in sub-groups with low, middle and high creativity rotined linear connection between creativity and intellect of children of primary school age. It is discovered that the level of intellect grows with growth of level of creativity. Students with the heightened level of intellectual development have middle and high level of creativity, while the not a single probed with the low level of creativity does not have a coefficient of intellect higher norms. To analyze the features of creativity of probed with the level of intellect below norms it is impossible because of their absence. An idea about the threshold effect of indexes of psychometric of intellect in relation to creativity is confirmed in that sense, that for the children of primary school age with the subthreshold value of level of intellect linear dependence is marked between development of creativity and intellect.