Volume 03 Issue 03-2023
43
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
43-49
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article focuses on the issues of relation of reflexivity with the features of the system of general abilities. It
describes the content of the concept of reflexivity, its place in the system of abilities, and the embodiment of
intelligence as an independent phenomenon. Also, the relationship of reflexivity with creative abilities, creativity and
characteristics of the educational type is substantiated.
KEYWORDS
Reflexivity, ability, creator, intelligence, creative ability, creativity, education, reflexive ability, cognitive field,
acquisition, divergent abilities, intellectual activity.
INTRODUCTION
Analyzing the problem of reflection shows that there
are many studies on it and different ways of studying
it. At the same time, the approach, methods and
strategies of learning are also different from each
other. In many cases, broad general psychological
concepts such as "mental processes", "mental
properties", "mental states" and others remain
incompletely covered in relation to the category of
reflection.
3 different types of difficulties in developing the above-
mentioned reflection problem (at the same time,
specific aspects of this problem) A. V. Karpov [5; 44], in
his opinion, are interconnected and mutually
supportive. Therefore, it is desirable to take into
Research Article
DEVELOPMENT OF REFLECTIVENESS IN THE SYSTEM OF GENERAL
SKILLS
Submission Date:
March 17, 2023,
Accepted Date:
March 22, 2023,
Published Date:
March 27, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue03-10
N.I. Khalilova
Department Of Educational Psychological Support Of Service Activity, Public Security University Of The
Republic Of Uzbekistan, Doctor Of Psychology (Dsc), Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 03-2023
44
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
43-49
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
account this interaction in the methods of its
elimination and further development of the problem.
Synthesizing and summarizing all the various and
numerous information about reflection can be
relatively constructive if it is carried out based on the
exact scientific categories of psychology. It would be
more effective if these categories included all aspects
of the psyche.
It is well known that the division of the subject of
psychology into three such categories has long existed
in the apparatus of concepts and taxonomic schemes.
These concepts have passed the test of time and
proved to be relatively adequate in the ontology of the
subject of research - the study of the psyche.
Obviously, we are talking about the triad of "process-
property-state". Also, along with the differentiation
and clarification of the subject of reflection
psychology, the issue of operationalization is
becoming more urgent.
Reflexive problem research has always had its own
autonomy (independence). The development of this
problem has the characteristic of "parallel" with other
main directions and problems of psychology. The
originality, rarity and independence of "reflexive"
studies distinguish it from other studies. Such self-
sufficiency of the problem of reflection is visible even
outside the traditional studies, that is, the theory of
mental processes, mental states, and mental
properties. However, it is necessary to recognize the
fact that reflection is a synthetic psychic reality, which
is a process, a property, and a state at the same time.
And on the contrary, three main plans can be
distinguished in the general phenomenon of reflection:
reflection-process, state and characteristic. This triad
of basic concepts is interconnected and has an
inseparable synthesis. In the author's opinion, it is
appropriate to consider the problem of reflection in
the field of general abilities, if it is applied to higher
education and post-higher education.
The problem of abilities is one of the most fundamental
theoretical issues of psychology. It is very versatile and
allows to distinguish many main, special aspects. In
particular, the dependence of abilities on heredity, the
ratio of abilities and abilities, the existence of abilities
during the period of activity, the development of
abilities, the composition of abilities in and through
activity, the principles of diagnosis of abilities, the
problem of classification of abilities, etc.
Views on the composition of general abilities cannot be
said to be complete and complete. Because they do
not take into account important and special
components such as self-awareness and reflexive
management. Undoubtedly, the general composition
of the psyche cannot be comprehensively explained
without taking into account the reflexive level of its
organization.
Although there are not many theories that interpret
reflexivity as an ability, they can be divided into two
categories: the group that includes reflexive processes
as part of the intellect and the group that explains
them as independent.
S.V. Mikhaylova distinguished a separate group of
reflexive abilities in the structure of abilities according
to the following descriptions:
1) reflexive abilities are based on genetic reflexive
"talents";
2) reflexive abilities have an individual measure of
expressiveness;
3) there is an individual difference in reflexive abilities
on all indicators;
Volume 03 Issue 03-2023
45
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
I
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03
Pages:
43-49
SJIF
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FACTOR
(2021:
5.
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
4) reflexive skills perform many tasks (polyfunctional)
[7].
Along with explaining reflexivity as a skill, S.V.
Mikhaylova considers them only within the framework
of pedagogical activity, not including them as part of
either specific or general skills.
G.P. The methodological approach proposed by
Shchedrovitsky also explains the nature of abilities in
relation to reflexivity[8]. In his view, abilities are
neither a natural structure nor a "formative structure"
as a whole. Reflexivity, like any ability, is actualized by
the subject as a "means of readiness to perform an
activity."
At the same time, reflexivity can have two different
meanings: as an ability, at a certain stage of a person's
ontogenesis, it gives a person the opportunity to
control the development of his abilities by choosing
the type of activity manifested in these abilities. Thus,
reflexivity is an instrumental tool for the development
of thinking skills.
Much of the research on the problem of general ability
has focused on the problem of creativity and
intelligence. Intelligence models are very difficult to
classify. Nevertheless, the classification of intelligence
presented by M.A. Kholodnaya can be considered quite
successful[9]. The author distinguished a socio-
cultural,
genetic,
process-activity,
educational,
informational, phenomenological, functional-level and
regulatory (management) approach.
The main criterion for distinguishing intelligence as an
independent reality, regardless of the direction and
paradigm of research, is its function in controlling
behavior. When interpreting intelligence as an ability,
first of all, its adaptive importance in human life is
taken into account. Manifestation of intelligence as an
ability is realized in universal adaptability, when an
individual
achieves
"equilibrium"
with
the
environment. Any intellectual act requires activity and
self-control in its implementation from the subject
during the period of adaptation. According to E.A.
Golubeva, activity and self-control are the main factors
of intellectual efficiency. The criterion of intellectual
behavior is not to change the external environment,
but to open new opportunities for the individual's
adaptive actions [2].
Based on modern concepts of intelligence, the
universality of intelligence as a general ability, that is,
the idea of its impact on success in solving any task,
has been developed in various models of intelligence
[2; 24; 76].
Conditionally, all factor models of intelligence can be
divided into four groups according to two bipolar
characteristics:
1) according to the source of the model - observation
or empirical data;
2) according to the structure of the model of
intelligence - transition from individual characteristics
to the whole and from the whole to individual
characteristics.
A model can first be developed on a theoretical basis
and then tested in empirical studies. J. Gilford's
intelligence model is a clear example of this. The author
theoretically interpreted the results of large-scale
empirical studies and created his own model. Ch.
Spearman's model can be a clear example of this. One
of the variants of multidimensional models, that is, the
primary intellectual factors are distinguished - Dj.
Gilford, L. Thurstone, V.D. are Shadrikov models [10;
111].
Volume 03 Issue 03-2023
46
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
03
Pages:
43-49
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Another group of models - hierarchical models (F.
Vernon, P. Humphreys) are multi-level. Factors are
placed at different levels according to their centrality:
at the highest level - the general factor of "mental
power", at the second level its derivatives, etc. Factors
are interconnected, the level of development of the
general factor depends on the level of development of
specific factors.
Cognitive models of intelligence define the concept of
"intelligence" as an independent system of cognitive
processes that serve to solve problems. According to
psychologist-cognitivists, individual differences in
solving the task are manifested in information
processing. Factor-analytical data are used to ensure
the reliability of cognitive models.
In the late 1980s and early 1990s, R. Sternberg's theory
of intelligence became popular [6; 103]. His model is
evaluated by some authors as general psychological
rather than cognitivist. R. Sternberg explains the
differences in intellectual efficiency with the difference
in the cognitive structures of the individual and
distinguished three types of intelligence components
that respond to information processing:
1. Metacomponents - management processes - provide
management of the information processing process:
1) recognition of the existence of the problem;
2) to understand the problem and choose suitable
processes to solve it;
3) choosing a strategy;
4) choosing a mental representation;
5) distribution of "mental reserves";
6) control the solution of the problem;
7) assessment of the effectiveness of the decision.
2. Executive components - a process at a relatively
lower level of the hierarchy, which is the process of
"individual thinking". According to R.Sternberg, it
includes
coding,
determining
relationships,
establishing compatibility, comparing, justifying, and
answering.
3. The knowledge acquisition component is necessary
for the subject to learn what the metacomponent and
the performance component do:
1) selective coding;
2) selective combination (collection);
3) selective comparison. During problem solving, this
component
works
in
concert
with
the
metacomponents, directing the activities of the
executive and cognitive components, and in turn
providing feedback for the metacomponent.
The interaction of intelligence with the environment is
manifested in the form of practical and social
intelligence. According to R. Sternberg, intelligence
serves to ensure the individual's relationship with the
external environment. The author distinguished three
types of such relations: adaptation, internal selection
and creation of existence. The success of the spread of
all types of relationships allows the individual to
maintain a stable interaction with the external
environment.
This model is the first to determine the place of the
metacomponent in the structure of intelligence. Prior
to the emergence of this model, the meta-processes
that provide the control function of the attitude to the
analytical cognitive process were highlighted in the
works of A. Brown, D. Flaywell, D. Miller and others.
Volume 03 Issue 03-2023
47
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
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03
Pages:
43-49
SJIF
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FACTOR
(2021:
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)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Nevertheless, the idea of including metaprocesses in
the model of intelligence belongs to R. Sternberg.
In Russian psychology, a number of authors studied
intellectual tasks as a manifestation of general
intellectual abilities. One such theory is M.A.
Kholodnaya's theory of mental experience developed
within the cognitive approach. According to the
author, psychometric intelligence is a kind of
epiphenomenon of mental experience, which reflects
the content of individually acquired knowledge and
cognitive operations. According to its ontological
status, intelligence is the form of individual mental
experience in the form of mental structure in the form
of prediction of the mental field and the construction
of the mental representation of the objective being [9].
M.A. Kholodnaya distinguishes cognitive experience,
metacognitive experience, intentional experience and
a group of intellectual abilities as part of intelligence.
Metacognitive experience is related to the regulatory
(management) system of the psyche, and intentional
to the motivational system. Abilities and blocks of
cognitive experience are intellectual. [9].
Many intelligence researchers connect the concepts of
intelligence and creativity and distinguish between
convergent and divergent abilities, the basic structure
of abilities in the psyche [3; 99]. Convergent abilities
manifest themselves in the efficiency of the
information processing process. They represent the
adaptive capabilities of individual intelligence.
Convergent abilities are characterized by three
properties of intelligence:
1. The degree property of intelligence represents the
level of development of verbal and non-verbal
cognitive processes as the basis of reflection.
2. The combinatorial properties of intelligence are
characterized by the ability to identify various types of
communication, relationships and patterns.
3. The process (procedural) property of intelligence
represents elementary processes of information
processing, operations, methods and strategies of
intellectual activity.
By divergent abilities, most researchers understand
creativity as creative ability, the need and ability to
creatively change the environment. As a general ability,
creativity is the ability to advance many original, unique
ideas under conditions of unrestricted activity. A series
of specific properties of intellectual activity are given
as a criterion for the development of creativity:
1) speed - the amount of ideas that appeared in a
certain time unit;
2) originality-uniqueness - developing ideas that are
"unique", different from the generally accepted typical
answers;
3) sensitivity - sensitivity to unusual parts,
contradictions, uncertainties, as well as the ability to
move from one idea to another very quickly and easily;
4) metaphoricity - the ability to work in an imaginary
and even fantastic situation, a tendency to use
symbolic and associative means in expressing one's
ideas, to see complexity in simplicity, and simplicity in
complexity.
The most complete classification of creativity as the
ability to be creative was proposed by V. N. Druzhinin
[3]. The author distinguished three different
approaches to the problem of creative abilities:
1. Creative abilities cannot exist on their own.
Motivation, values, personality qualities, as well as
Volume 03 Issue 03-2023
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VOLUME
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SJIF
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Publisher:
Oscar Publishing Services
Servi
intellectual ability play an important role in the
determination
of
creative
behavior.
D.
B.
Bogoyavlenskaya's theory that creativity is provided by
stable personality structures is especially important [1].
2. Creativity is a general independent ability that does
not depend on intelligence.
3. A high level of intellectual development determines
a high level of development of creative abilities and
vice versa.
Referring to the process of learning as another general
ability, it can be noted that it is considered in a broad
sense as the ability to acquire new knowledge and
methods of activity. In a narrow sense, learning means
the volume and speed of intellectual activity under the
influence of one or another factor. In this case, the
amount of help needed for the child, the ability to carry
out the tasks of this type, and to transfer the acquired
knowledge and methods of action, is shown as a
criterion of learning.
A number of researchers distinguish two types of
education according to the method of acquiring
knowledge and the variety of neurophysiological
mechanisms.
1. Explicit learning - learning takes place very quickly,
where the leading role is played by conscious control
of information processing.
2. Implicit learning - learning is slow, gradual
assimilation of information and without realizing the
development of the effectiveness of one's activity.
3. Z.I. Kalmikova suggests the following as criteria for
the level of development of education: quick formation
and transfer of generalizations, sensitivity to external
help, intellectual flexibility [4]. The main component of
education, according to the author, is "depth,
flexibility, stability, reflexivity, independence" of the
mind.
It can be seen from the above points that reflexivity is
the basis of general abilities of a person. In particular,
the development of reflexivity is related to a person's
intellect and intellectual sphere, increasing his interest
in knowledge, his enthusiasm, and his knowledge of
the unique features of the human world. At the same
time, reflexivity as a skill is determined by personal
creativity, the level of development of creativity.
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American Journal Of Social Sciences And Humanity Research
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VOLUME
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Pages:
43-49
SJIF
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(2021:
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993
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Oscar Publishing Services
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