general characteristics human abilities

The concept of ability is used in everyday life to explain cases where different people in same conditions seek various successes(especially if these successes are very different from each other). 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 ability- quality and efficient operation, low ability- low-quality and inefficient activity.

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, follow from their characteristic features this person has

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

3) abilities are not ZUNs, but what ensures their rapid acquisition, consolidation and effective use on 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, great importance has a chance 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 the outstanding abilities of Surikov manifested themselves early, necessary skills and skills in drawing he had not yet been formed. 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. Area examples human activity in which abilities are developed:

technical creativity,

artistic creation,

Literature,

Maths,

Thesis about the need to develop abilities maybe also have biological implications. As studies show, the genes of humans and animals may or may not be activated. activated state. 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. What is characteristic different combinations abilities can give a close result. In the absence of the necessary deposits, their deficit can be made up for by more high development 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 successful implementation even in activities that are most closely related to this ability. The missing ability can be compensated within a very wide range 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.

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 ability is formed in the presence of an elementary life experience, through learning mechanisms, 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 types activities for the implementation of which the makings of a special kind and their development are required:

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 a person, say, general abilities 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 ensure 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.

Each of us has the ability to certain activities. How to recognize them and then develop them? At what age do they begin to appear? What types of them are found? Does it happen that there is only one ability, or, in general, there are several of them? Can it be argued that abilities are innate qualities, or can they still appear throughout life? How do they differ from inclinations and inclinations? The article contains answers to the questions posed.

What are abilities?

Abilities are personality traits that allow you to successfully engage in a certain type of activity. They develop from inclinations in the process of training and practice. Abilities and inclinations are not the same thing. Abilities are the result of the development of inclinations, which are due to heredity. These are innate features of anatomy or physiology that contribute to better results than ordinary people. The inclinations are due to genes that are passed down from generation to generation.

In a family of athletes, a child can easily be born who will also devote himself to sports. The son of a famous chef is likely to follow in his father's footsteps. And the daughter of the actress herself will eventually try herself on the big stage. And, most likely, she will also be able to break into this profession. Although the genotype of the child is formed under the influence of the genes of both parents. Even a real genius may not have the most developed heir if he gets less “genius” genes from his mother.

Skills and talents are interconnected, but they are of a different nature. We receive the makings even before birth, and skills need to be developed. For example, someone has the makings of mountaineering. They will not turn into abilities if this person lives all his life in the steppe or desert. The task of adults is to identify the inclinations of their child as soon as possible in order to help him realize them.

On the basis of abilities, inclinations develop - preferences for certain types of activities. That is, what is more interesting to do. Inclinations are an important motivating factor for personal development.

Following important concept- giftedness, which depends on a combination of different abilities that allow you to reach the top in a particular profession. Giftedness does not guarantee success, but it provides opportunities to achieve it.

Aptitude in psychology takes a basic level of, on which talents can develop, and in some cases, even genius. A person's abilities are the foundation for his self-realization.

What types of abilities are there?

Answering the question of what abilities are, psychology, as a science, distinguishes several classifications. According to one of them, abilities are general and special. In the first case, we are talking about personality traits that allow her to succeed in many activities. For example, a developed intellect, creativity and inquisitiveness will be equally useful both in science and journalism, politics and other professions. In the second case, predisposition to a particular occupation is implied. This may be the ability to clearly distinguish sounds or keys, which helps in music, or the ability of a person to visualize his thoughts on a canvas.

Most often, general and special skills are interconnected. For example, someone has the talent of an artist, but in this he is helped by developed spatial and figurative thinking, which are broader concepts.

Also, human abilities are of the following types:

• Intelligent;
• Structural and technical;
• Logical and mathematical;
• Creative;
• Literary;
• Musical;
• physical;
• Interpersonal-communicative.

intellectual determine the ability to assimilate new information, reproduce it in a particular situation. They play a particularly significant role for pupils, students and scientists.

Structural and technical allow you to create new mechanisms or improve existing ones. Inherent in people whose hands are not only “golden”, but also grow from where they need to.

Logico-mathematical relevant not only for mathematicians, but also for economists, accountants, programmers, as well as people who are fond of gambling.

Creative depend on the level of development of fantasy, the ability to visualize one's thoughts or emotions. They are useful even at home everyday level when you have to come out of various non-standard situations in an original way.

Next come literary, which, although they are also creative, cover a purely literary paraffia, from original SMS messages to prose or poetry.

Musical as old as humanity itself. The ability to feel the rhythm, to reproduce the melodies yourself, has always been equally highly valued.

Physical allow you to make the most of your body. They are applicable in many areas, from dance to sports or military training.

Interpersonal-communicative characterize the level of development of empathy, the ability to establish relationships. They are especially effective for businessmen, politicians, public figures, journalists, psychologists.

How to develop abilities?

Since skills appear from inclinations only in the process of learning and practice, their development requires regular training or exercises.

Firstly, you should understand what they are for. As the wound said, this is where tendencies can come in handy. You need to understand what you like, what you would like to do. When it comes to children, it is not always easy for them to form their thoughts. Therefore, adults need to carefully monitor the behavior of their child. Pay attention to those activities that arouse the greatest interest in him.

Secondly it is important to gather as much information as possible. For example, it is obvious that there are makings for boxing. It is necessary to learn as much as possible about this direction of sports, to understand its prospects and dangers. After weighing all the pros and cons, think further. Find out if there are sections nearby, ask around for feedback on trainers, etc.

Thirdly Of course, start learning and practicing. Indeed, without theory, practice does not know where to move, and without practice, theory - empty sound. This is true for sports as well as literature, science or any other discipline. Theoretical part helps to gain the necessary knowledge, and practice gives invaluable experience.

Ability is a good foundation for further success but no guarantee of it. Their implementation requires long-term self-sacrificing work. It is one thing to discover the ability to do something, and another thing to develop and improve it. But it is in labor that worthy people appear who have managed to raise their abilities to the level of talent or even genius. So even on my own capable person it’s worth at first “rolling up your sleeves” in order to later enjoy the fruits of your labors.

In life we ​​meet and communicate with different people. And every time we are convinced that all people differ markedly from each other in their abilities.

Capabilities- these are individual psychological characteristics of a person, which are the conditions for the successful implementation of some type of activity.

Every ability is an ability in any activity. Ability includes mental properties and qualities that are necessary for activity in a particular area. Ease, speed and strength of the process of mastering knowledge, skills and abilities depend on the level of development of abilities, but the abilities themselves are not limited to knowledge, skills and abilities. Those. abilities are revealed in the dynamics of acquiring knowledge, skills and abilities.

It is impossible, for example, to speak of a person's ability to draw if no one tried to teach him to draw, if he could not acquire any skills necessary for visual activity. Only in the process of special training in drawing, it can be found out whether a person has the ability for this activity.

But if a person knows and can do a lot, this does not mean that he has best abilities. Ability is almost always measured in comparative terms: if two people perform the same activity, have the same training and working conditions, but one does it faster, then he has higher abilities.

One of the most difficult questions– the question of the origin of abilities: innate abilities or are they formed during life? The answers to this question are contradictory and often contradictory. You can find statements in favor of the fact that a musician, poet, philosopher must be born, and the opposite, that "talent is 1% ability and 99% sweat."

Abilities can be innate, but only in part, i.e. they have hereditary prerequisites for their development in the form of inclinations. But it cannot be argued that the abilities themselves can be transmitted genetically. People from birth are endowed with various inclinations. Inclinations are only prerequisites for the development of abilities.

The development of abilities begins from the first days of life and can continue throughout life. For the development of abilities, there must initially be a certain basis, which is makings.

Makings- these are some congenital anatomical and physiological features of the brain, nervous system, which determine the natural individual differences of people.

However, the presence of certain inclinations in a person does not mean that he will develop certain abilities. For example, an essential prerequisite for the development of musical abilities is a keen ear. But the structure of the peripheral (auditory) and central nervous apparatus is only a prerequisite for the development of musical abilities. To what extent the inclinations of a person will be developed depends on the conditions of his individual development. Because the structure of the brain does not provide for what professions and specialties related to musical ear can arise in human society. Nor is it foreseen what area of ​​activity a person will choose for himself and what opportunities will be presented to him for the development of his inclinations.

Thus, inclinations are one of the conditions for the formation of abilities. The fact that a person has inclinations of a certain type does not mean that on their basis, under favorable conditions, some specific ability must necessarily develop. Based on the same inclinations, different abilities can develop depending on the nature of the requirements imposed by the activity.

Can be distinguished ability features:

• human abilities develop on the basis of inclinations;
• if the ability is not developed, then it may be lost;
• abilities are synthetic in nature (for example, the ability to play music cannot be reduced only to an ear for music, because for the manifestation of this ability, a sense of rhythm, diligence, etc. are also needed);
• individual abilities can partially compensate for the absence of other abilities.

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Summary

General characteristics of human abilities. The concept of ability. Determination of abilities according to B. M. Tsplov. The ratio of abilities and learning success. abilities and human development. Classification of abilities. Characteristics of general abilities. Theoretical and practical abilities. Educational and creative abilities.

Levels of ability development and individual differences. The main classification of levels of development of abilities. Congenital inclinations and genotype. The development of inclinations as a socially conditioned process. Potential and actual abilities. The ratio of general and special abilities. Giftedness. Ability Compensation. Skill and talent. Genius.

The nature of human abilities. The first theories of ability. Phrenology. Concepts of abilities by F. Halley and F. Galton. Twin method in the study of abilities. The role of the features of education in the development of abilities. The concept of abilities K. A. Helve-tion. Biosocial nature of human abilities.

Development of abilities. The main stages of development of abilities. The role of the game in the formation of abilities. Peculiarities family education and development of abilities. Conditions of macro-rosrsda and development of abilities. Career orientation problem. Classification of professional suitability and classification of professions but to E. A. Klimov.

23.1. General characteristics of human abilities

Very often, when we try to explain why people who find themselves in the same or almost the same conditions achieve different successes, we turn to the concept capabilities, believing that the difference in the success of people can be explained precisely by this. The same concept is also used when the reasons for the rapid assimilation of knowledge or the acquisition of skills and abilities by some people and the long, even painful learning of others are being investigated. What are abilities?

It should be noted that the word "ability" has a very wide use in a wide variety of areas of practice. Usually, abilities are understood as such individual characteristics that are the conditions for the successful implementation of any one or more activities. However, the term "abilities", despite its long and widespread use in psychology, is interpreted by many authors ambiguously. If we sum up all possible variants of currently existing approaches to the study of abilities, then they can be reduced to three main types. In the first case, abilities are understood as the totality of all possible mental processes and states. This is the broadest and oldest interpretation of the term "ability". From the point of view of the second approach, abilities are understood as a high level of development of general and special knowledge, skills and abilities that ensure the successful implementation of

536 Part IV. Mental properties of personality

man of various activities. This definition appeared and was adopted in the psychology of the 10th-19th centuries. and is fairly common today. The third approach is based on the assertion that abilities are not limited to knowledge, skills and abilities, but ensure their rapid acquisition, consolidation and effective use in practice.

AT domestic psychology experimental studies of abilities are most often built on the basis of the latter approach. Biggest Contribution the well-known domestic scientist B. M. Teplov contributed to its development. He identified the following three main features of the concept of "ability".

First, abilities are understood as individual psychological characteristics that distinguish one person from another; no one will talk about abilities where we are talking about properties in respect of which all people are equal.

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.

Unfortunately, in everyday practice, the concepts of "abilities" and "skills" are often equated, which leads to erroneous conclusions, especially in teaching practice. A classic example this kind can serve unsuccessful attempt V. I. Surikov, who later became a famous artist, to enter the Academy of Arts. Although Surikov's outstanding abilities manifested themselves quite early, he did not yet have the necessary skills and abilities in drawing. Academic teachers denied Surikov admission to the academy. Moreover, 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.” The mistake of the teachers of the academy was that they failed to distinguish the lack of skills and abilities from the lack of abilities. Surikov proved their mistake by deed, having mastered the necessary skills within three months, as a result of which the same teachers considered him worthy of enrolling in the academy this time. .

Despite the fact that abilities are not limited to knowledge, skills and abilities, this does not mean that they are in no way related to knowledge and skills. Ease and speed of acquiring knowledge, skills and abilities depend on abilities. The acquisition of these knowledge and skills, in turn, contributes to the further development of abilities, while the lack of appropriate skills and knowledge is a brake on the development of abilities.

Abilities, B. M. Teplov believed, cannot exist except in a constant process of development. An ability that does not develop, which a person ceases to use in practice, is lost over time. Only thanks to the constant exercises associated with systematic studies of such complex species human activities, such as music, technical and artistic creativity, mathematics, sports, etc., we support and develop in ourselves the corresponding abilities.

It should be noted that the success of any activity does not depend on any one, but on a combination of different abilities, and this combination

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tanning giving the same result can be provided different ways. In the absence of the necessary inclinations for the development of some Abilities, their deficiency can be made up for by a higher development of others. “One of the most important features of the human psyche,” wrote B. M. Tenlov, “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 connected with this ability. The missing ability can be compensated within a very wide range by others that are highly developed in a given person.

There are many abilities. In science, attempts to classify them are known. Most of these classifications distinguish, first of all, natural, or natural, abilities (basically biologically determined) and specifically human abilities that have a socio-historical origin.

Under natural abilities understand those that are common to man and animals, especially higher ones. For example, such elementary abilities are perception, memory, the ability for elementary communication. Thinking, from a certain point of view, can also be regarded as an ability that is characteristic not only of man, but also of higher animals. These abilities are directly related to innate inclinations. However, the makings of a person and the makings of an animal are not the same thing. On the basis of these inclinations, abilities are formed in a person. This happens in the presence of elementary life experience, through the mechanisms of learning, etc. In the process of human development, these biological abilities contribute to the formation of a number of other, specifically human abilities.

These specifically human abilities are usually divided into general and special higher intellectual abilities. In turn, they can be divided into theoretical and practical, educational and creative, subject and interpersonal, etc.

To general It is customary to refer to abilities as those that determine the success of a person in a variety of activities. For example, in this category are included thinking ability, subtlety and accuracy of manual movements, memory, speech and a number of others. Thus, general abilities are understood as abilities that are characteristic of most people. Under special abilities are those that determine the success of a person in specific activities, for the implementation of which the makings of a special kind and their development are necessary. Such abilities include musical, mathematical, linguistic, technical, literary, artistic and creative, sports, etc. It should be noted that the presence of general abilities in a person does not exclude the development of special abilities, and vice versa.

Most researchers of the problem of abilities agree that general and special abilities do not conflict, but coexist, mutually complementing and enriching each other. Moreover, in some cases, a high level of development of general abilities can act as special

* Psychology. / Ed. prof. K. N. Kornilova, prof. A. A. Smirnova, prof. B. M. Teplov. - Ed. 3rd, revised. and additional - M.: Uchpedgiz, 1948.

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abilities in relation to certain types of activity. Such interaction by some authors is explained by the fact that general abilities, in their opinion, are the basis for the development of special ones. Other researchers, explaining the relationship between general and special abilities, emphasize that the division of abilities into general and special is very conditional. For example, almost every person after a course of study knows how to add, multiply, divide, etc., so mathematical abilities can be considered as general. However, there are people in whom these abilities are developed so highly that we begin to talk about their mathematical talent, which can be expressed in the speed of assimilation mathematical concepts and operations, the ability to solve extremely challenging tasks and etc.

Among the general abilities of man, we with good reason should be attributed abilities, manifested in communication, interaction with people. These abilities are socially determined. They are formed in a person in the process of his life in society. Without this group of abilities, it is very difficult for a person to live. among myself similar. So, without mastering speech as a means of communication, without the ability to adapt in a society of people, that is, to correctly perceive and evaluate the actions of people, interact with them and establish good relationships in various social situations, normal life and mental development human would be simply impossible. The lack of such abilities in a person would be an insurmountable obstacle on the way of his transformation from a biological being into a social one.

In addition to the division of abilities into general and special, it is customary to divide abilities into theoretical and practical. Theoretical and practical abilities differ from each other in that the former predetermine a person's inclination to abstract-theoretical reflections, and the latter to concrete ones. practical action. Unlike general and special abilities, theoretical and practical abilities most often do not combine with each other. Most people have either one or the other type of ability. Together they are extremely rare, mainly among the gifted, versatile developed people.

There is also a division for training and creative capabilities. They differ from each other in that the former determine the success of training, the assimilation of knowledge, skills and abilities by a person, while the latter determine the possibility of discoveries and inventions, the creation of new objects of material and spiritual culture, etc. If we try to determine which abilities from of this group are more important for humanity, then in the case of recognizing the priority of some over others, we are most likely to make a mistake. Of course, if humanity were deprived of the opportunity to create, then it would hardly be able to develop. But if people did not have learning abilities, then the development of mankind would also be impossible. Development is possible only when people are able to assimilate the entire amount of knowledge accumulated by previous generations. Therefore, some authors believe that learning abilities are primarily general abilities, while creative abilities are special ones that determine the success of creativity.

It should be noted that abilities not only jointly determine the success of an activity, but also interact with each other, influencing each other.

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on a friend. Depending on the presence and degree of development of abilities included in the complex of abilities specific person each one takes on a different character. Such mutual influence is especially strong when it comes to interdependent abilities that jointly determine the success of an activity. Therefore, a certain combination of various highly developed abilities determines the level of development of abilities in a particular person.

23.2. Ability Development Levels and Individual Differences

In psychology, the following classification of levels of development of abilities is most often found: ability, giftedness, talent, genius.

All abilities in the process of their development go through a series of stages, and in order for some ability to rise in its development to a higher level, it is necessary that it has already been sufficiently formed at the previous level. But for the development of abilities, there must initially be a certain basis, which is makings. Makings are understood as the anatomical and physiological features of the nervous system, the components natural basis ability development. For example, the features of the development of various analyzers can act as innate inclinations. So certain features auditory perception can act as a basis for the development of musical abilities. The inclinations of intellectual abilities are manifested primarily in functional activities brain - its greater or lesser excitability, mobility of nervous processes, the speed of formation of temporary connections, etc., i.e., in what I. P. Pavlov called genotype - congenital features of the nervous system. These properties include:

1) the strength of the nervous system in relation to excitation, that is, its ability to withstand for a long time without revealing extreme braking, intense and often repetitive loads;

2) the strength of the nervous system in relation to inhibition, i.e., the ability to withstand prolonged and often repeated inhibitory influences;

3) the balance of the nervous system in relation to excitation and inhibition, which manifests itself in the same reactivity of the nervous system in response to excitatory and inhibitory influences;

4) lability of the nervous system, assessed by the rate of occurrence and termination of the nervous process of excitation or inhibition.

Currently, in differential psychology, the 12-dimensional classification of the properties of the human nervous system, proposed by V. D. Nsbylitsyn, is most often used. It includes 8 primary properties (strength, mobility, dynamism and lability in relation to excitation and inhibition) and 4 secondary properties (balance in these main properties). It has been proved that these properties can apply both to the entire nervous system (its general properties) and to individual analyzers (partial properties).

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It should be noted that these innate anatomical and physiological features of the structure of the brain, sensory organs and movement, or innate inclinations, determine the natural basis of individual differences between people. According to IP Pavlov, the basis of individual differences is determined by the predominant type of higher nervous activity and the peculiarities of the correlation of signal systems. Based on these criteria, three typological groups of people can be distinguished: artistic type (the predominance of the first signal system), thinking type (the predominance of the second signal system) and medium type(equal representation).

The typological groups identified by Pavlov suggest the presence of various innate inclinations in representatives of a particular group. Thus, the main differences between the artistic type and the mental type are manifested in the sphere of perception, where the "artist" is characterized by a holistic perception, and for the "thinker" - its fragmentation into separate parts; in the sphere of imagination and thinking, “artists” have a predominance of figurative thinking and imagination, while “thinkers” are more characterized by abstract, theoretical thinking; in emotional sphere persons of the artistic type are distinguished by increased emotionality, and for representatives of the thinking type, rational, intellectual reactions to events are more characteristic.

It should be emphasized that the presence of certain inclinations in a person does not mean that he will develop certain abilities. For example, an essential prerequisite for the development of musical abilities is a keen ear. But the structure of the peripheral (auditory) and central nervous apparatus is only a prerequisite for the development of musical abilities. The structure of the brain does not provide for what professions and specialties related to musical ear may arise in human society. Nor is it foreseen what area of ​​activity a person will choose for himself and what opportunities will be provided to him for the development of his inclinations. Consequently, to what extent a person's inclinations will be developed depends on the conditions of his individual development.

Thus, the development of inclinations is a socially conditioned process that is associated with the conditions of education and the characteristics of the development of society. The inclinations develop and transform into abilities, provided that there is a need in society for certain professions, in particular where it is necessary to have a subtle ear for music. The second significant factor in the development of inclinations are the features of education.

The assignments are non-specific. The fact that a person has inclinations of a certain type does not mean that on their basis, under favorable conditions, some specific ability must necessarily develop. Based on the same inclinations, different abilities can develop depending on the nature of the requirements imposed by the activity. So, a person with good hearing and a sense of rhythm can become musical artist, conductor, dancer, singer, music critic, teacher, composer, etc. At the same time, one cannot assume that inclinations do not affect the nature of future abilities. So, the features of the auditory analyzer will affect precisely those abilities that require a special level of development of this analyzer.

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Based on this, we must conclude that abilities are largely social and are formed in the process specific activity person. Depending on whether there are or are not conditions for the development of abilities, they can be potential and relevant.

Potential abilities are understood as those that are not realized in concrete form activities, but are able to be updated when the relevant social conditions change. Actual abilities, as a rule, include those that are necessary specifically in this moment and implemented in a specific activity. Potential and actual abilities are an indirect indicator of the nature of the social conditions in which a person's abilities develop. It is the nature of social conditions that hinders or promotes the development of potential abilities, ensures or does not ensure their transformation into actual ones.

As you already know, abilities are understood as such individual characteristics that are related to the success of performing any kind of activity. Therefore, abilities are considered as basic personality traits. However, no single ability alone can ensure the successful performance of an activity. The success of any activity always depends on a number of abilities. Observation alone, no matter how perfect, is not enough to become a good writer. For a writer, observation, figurative memory, a number of qualities of thinking, abilities associated with written speech, the ability to concentrate and a number of other abilities are of paramount importance.

On the other hand, the structure of any particular ability includes universal or general qualities, meeting the requirements of various types of activity, and special qualities that ensure success in only one type of activity. For example, studying mathematical abilities, V. A. Krutetsky found that for the successful implementation of mathematical activity, it is necessary:

1) an active, positive attitude towards the subject, a tendency to engage in it, turning into a passionate enthusiasm at a high level of development;

2) a number of character traits, primarily diligence, organization, independence, purposefulness, perseverance, as well as stable intellectual feelings;

3) the presence during the activity of mental states favorable for its implementation;

4) a certain fund of knowledge, skills and abilities in the relevant field;

5) individual psychological characteristics in the sensory and mental spheres that meet the requirements of this activity.

While the first four categories of listed properties should be considered as general properties necessary for any activity, and not be considered as components of abilities, since otherwise the components of abilities should be considered interests and aptitudes, character traits, mental states, as well as skills and abilities.

The last group of qualities is specific, determining success only in a particular type of activity. This is because these qualities

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first of all, they are manifested in a specific area and are not associated with the manifestation of abilities in other areas. For example, judging by the biographical data, A. S. Pushkin shed many tears in the lyceum over mathematics, but did not show noticeable success; D. I. Mendeleev at school was distinguished by great success in the field of mathematics and physics, and in linguistic subjects he had a solid “one”.

Special abilities should also include musical, literary, stage, etc.

The next level of ability development is giftedness. Giftedness is a kind of combination of abilities that provides a person with the opportunity to successfully perform any activity.

In this definition, it is necessary to emphasize that it is not the successful performance of an activity that depends on giftedness, but only the possibility of such successful performance. Successful performance of any activity requires not only the presence of an appropriate combination of abilities, but also the mastery of necessary knowledge and skills. No matter how phenomenal mathematical talent a person has, if he has never studied mathematics, he will not be able to successfully perform the functions of the most ordinary specialist in this field. Giftedness determines only the possibility of achieving success in a particular activity, while the realization of this opportunity is determined by the extent to which the corresponding abilities will be developed and what knowledge and skills will be acquired.

Individual differences of gifted people are found mainly in the direction of interests. Some people, for example, dwell on mathematics, others on history, and still others on social work. Further development of abilities occurs in a specific activity.

It should be noted that two groups of components can be distinguished in the structure of abilities. Some occupy a leading position, while others are auxiliary. So, in the structure of visual abilities, the leading properties will be the high natural sensitivity of the visual analyzer - a sense of line, proportion, shape, chiaroscuro, color, rhythm, as well as the sensorimotor qualities of the artist’s hand, highly developed figurative memory, etc. The auxiliary qualities include properties artistic imagination, emotional mood, emotional attitude to the depicted, etc.

The leading and auxiliary components of the abilities form a unity that ensures the success of the activity. However, the ability structure is a highly flexible entity. The ratio of leading and auxiliary qualities in a particular ability in different people unequally. Depending on which quality is the leading one in a person, the formation of auxiliary qualities necessary for the performance of an activity takes place. Moreover, even within the same activity, people can have a different combination of qualities that will allow them to equally successfully perform this activity, compensating for shortcomings.

It should be noted that the lack of abilities does not mean that a person is unsuitable for performing a particular activity, since there are psychological mechanisms for compensating for missing abilities. Often

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not only those who have the ability to do it, but also those who do not have them, have to engage in activity. If a person is forced to continue engaging in this activity, he will consciously or unconsciously compensate for the lack of abilities, relying on strengths of his personality. According to E. P. Ilyin, compensation can be carried out through acquired knowledge or skills, or through the formation of an individual-typical style of activity, or through another, more developed ability. The possibility of a wide compensation of some properties by others leads to the fact that the relative weakness of any one ability does not at all exclude the possibility of successful performance of the activity most closely related to this ability. The missing ability can be compensated within a very wide range by others that are highly developed in a given person. Probably, this is what ensures the possibility of successful human activity in various fields.

The manifestation of abilities is always strictly individual and most often unique. Therefore, it seems impossible to reduce the giftedness of people, even those engaged in the same activity, to a set of specific indicators. With the help of various psychodiagnostic methods, one can only establish the presence of certain abilities and determine the relative level of their development. Why relative? Because no one knows the absolute thresholds, or levels of development, tone or other ability. As a rule, a judgment is made for a particular person by comparing his results with the average results of a particular sample of subjects. This approach to assessing abilities is based on the use of quantitative methods.

Characterizing the abilities of a person, they often single out such a level of their development as skill, i.e. excellence in a particular activity. When people talk about the skill of a person, they first of all mean his ability to successfully engage in productive activities. However, it does not follow from this that mastery is expressed in the corresponding sum of ready-made skills and abilities. Mastery in any profession implies a psychological readiness for creative solutions emerging problems. No wonder they say: “Skill is when “what” and “how” come at the same time”, emphasizing that for a master there is no gap between the awareness of a creative task and finding ways to solve it.

The next level of development of human abilities - talent. The word "talent" is found in the Bible, where it means the measure of silver that the lazy slave received from the master during his absence and preferred to bury it in the ground, instead of putting it into circulation and making a profit (hence the saying "bury your talent in the ground" ). At present, talent is understood as a high level of development of special abilities (musical, literary, etc.). Just like abilities, talent manifests itself and develops in activity. The activity of a talented person is distinguished by a fundamental novelty, originality of approach.

The awakening of talent, as well as abilities in general, is socially conditioned. What gifts will receive the most favorable conditions for

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In 1884, Galton organized at the London international exhibition health anthropometric laboratory, where any visitor, by paying three pence and filling out a questionnaire, could test their intellectual abilities and determine their muscle strength, weight, height, etc.

In the course of his research, Galton came to the conclusion that artificial maintenance is necessary. intellectual potential in human society, which was a prerequisite for the development of the doctrine of eugenics.

full development depends on the needs of the era and the characteristics of the specific tasks that the society faces.

It should be noted that talent is a certain combination of abilities, their totality. A single isolated ability, even a very highly developed one, cannot be called a talent. For example, among prominent talents you can find many people with both good and bad memory. It's connected with the fact that in human creative activity, memory is only one of the factors on which its success depends. But the results are not will be achieved without flexibility of mind, rich imagination, strong will, deep interest.

The highest level of ability development is called genius. O Genius is said to be when a person's creative achievements constitute an entire epoch in the life of society, in the development of culture. brilliant people very little. It is generally accepted that in the entire five thousandth history of civilization there were no more than 400 of them. A high level of giftedness, which characterizes a genius, is inevitably associated with originality in various fields of activity. Among the geniuses who have achieved such universalism, one can name Aristotle, Leonardo da Vinci, R. Descartes, G. V. Leibniz, M. V. Lomonosov. For example, M. V. Lomonosov achieved outstanding results in various fields of knowledge: chemistry, astronomy, mathematics, and at the same time was an artist, writer, linguist, and knew poetry perfectly. However, this does not mean that all individual qualities geniuses are equally developed. Genius, as a rule, has its own "profile", some side dominates in it, some abilities are more pronounced.

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23.3. The nature of human ability

The nature of human abilities still causes quite heated debate among scientists. One of the most common points of view traces its history back to Plato. Authors who adhere to this point of view argue that abilities are biologically determined and their manifestation depends entirely on inherited characteristics. Training and education can only change the speed of their appearance, but they will always manifest themselves in one way or another. As evidence for this point of view, the facts of individual differences noted in childhood when the impact of training and education, it would seem, could not yet be decisive. So, for example, Mozart's musical talent was revealed at the age of three, Haydn - at four. Talent in painting and sculpture manifests itself a little later: for Raphael - at eight years old, for Van Dyck - at ten.

A peculiar development of the concept of inheritance of abilities is the assumption that a person's abilities are related to the mass of his brain. As you know, the brain of an adult weighs an average of about 1400 g. Determination of brain mass prominent people showed that their brain a few more medium size. Thus, the mass of the brain of I. S. Turgenev is 2012, the brain of D. Byron is 1800 g, etc. However, later this assumption turned out to be untenable, since no less examples of celebrities whose brains were smaller than the average can be cited. For example, at famous chemist J. Liebig's brain weighed 1362 g, and that of the writer A. Frans - 1017 g. Moreover, it turned out that the largest and heaviest brain - more than 3000 g - turned out to be in a mentally retarded person.

The teaching of Franz Gall, called phrenology(from Greek. Rhrenos-"mind", logos-"teaching"). Phrenologists tried to trace the dependence mental characteristics human from the outer shape of the skull. The main idea was based on the fact that the cerebral cortex consists of a number of centers, in each of which a certain ability of a person is localized. The degree of development of these abilities is directly dependent on the size of the corresponding parts of the brain. On the basis of special measurements, a phrenological map was compiled, where the surface of the skull was divided into 27 sections, each of which corresponded to a certain individual features. Among them stood out "bumps of ability" for music, poetry, painting; "hillocks" of ambition, stinginess, courage, etc. However, this approach turned out to be untenable. Numerous autopsies have shown that the skull does not at all repeat the shape of the cerebral cortex, therefore, the determination of the mental and moral characteristics of a person by the bumps and hollows of the skull is unscientific and groundless.

The work of Francis Galton, who explained the inheritance of abilities based on the principles of evolutionary theory Ch. Darwin. Analyzing biographies eminent figures, Galgon came to the conclusion that the improvement human nature possible only by deriving, on the basis of the laws of heredity, a race of especially gifted, mentally and

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physically developed people. Continuing the line of Galton, in the XX century. Kote determined the degree of giftedness famous people by the number of lines assigned to them in encyclopedic dictionary, and singled out about 400 people whose high abilities can be traced back to several generations.

It should be noted that these assertions are not without foundation. The family history is especially impressive. German musicians Bach. For the first time, great musical abilities appeared in her in 1550. The ancestor of the family was the baker W. Bach, who, as T. Ribot noted in his work “The Inheritance of Mental Properties”, took away the soul after work with music and singing. He had two sons, and it begins with them continuous series musicians famous in Germany for two centuries. There were about 60 musicians in the Bach family, more than 20 of them were outstanding.

It was also established that the great-grandmother of L. N. Tolstoy, Olga Trubetskaya, and the great-grandmother of A. S. Pushkin, Evdokia Trubetskaya, were sisters. Five largest representatives German culture- the poets Schiller and Hölderlin, the philosophers Schelling and Hegel, and the physicist Max Planck were related: they had common ancestor- Johann Kant, who lived in the XV century.

One study examining the role of heredity in the development of abilities measured the musicality of children whose parents were either musical or non-musical*. Below are the results of this study (Table 23.1).

Table 23.1

The dependence of musical abilities in children on the musical talent of parents

It should be noted that the data given in the table, illustrating the role of hereditary factors, do not take into account the role of the environment in which children were brought up. And you and I are well aware that the development of abilities is largely determined by the role of the environment in which a person lives and acts. Modern research conducted using twin method, allow you to more accurately assess the role of the environment and heredity in the development of abilities. The essence of the twin method is the targeted study of twins. So, in a number of studies, the indicators of the abilities of odio-ovarian (monozygous) twins and just brothers and sisters (the so-called sibs) were compared with each other. It was found that the abilities and the level of their development within monozygotic pairs coincide in 70-80% of cases, and in pairs of sibs - in 40-50%. These studies made it possible to assert that the ability, or at least inclinations, most closely related to heredity. However, the question of what is more important for the development of abilities - environment or heredity - still remains unanswered.

* Rubinstein S. L.

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Answer to this question tried to give in their works A. Bass and R. Plowin, who studied individual characteristics homozygous(having identical heredity) and heterozygous(possessing different heredity) twins. comparative study homozygous twins who lived and grew up in different families, shows that their individual psychological and behavioral differences do not increase from this, but most often remain the same as in children who grew up in the same family. Moreover, in some cases, individual differences between them even decrease. Twin children who have the same heredity, as a result of separate upbringing, sometimes become more similar to each other than if they are brought up together. This is explained by the fact that children of the same age, who are constantly next to each other, almost never manage to do the same thing, and between such children there are rarely completely equal relations.

Numerous dynasties of artists, artists, sailors, doctors, and teachers also testify in favor of the hereditary nature of abilities. However, most likely, in most cases one should speak not only about biological, but also about social heredity. Baby is coming in the footsteps of his parents, not only because of hereditary predestination, but also because from childhood he learned and fell in love with their profession. Therefore, in domestic psychological science, it is customary to consider the concept of the hereditary nature of abilities to be very interesting, but not to explain all the facts of the manifestation of abilities.

Representatives of another point of view believe that the characteristics of the psyche are entirely determined by the quality of education and training. So, back in the 18th century. K. A. Helvetius proclaimed that genius can be formed through education. Supporters this direction they refer to cases when the children of the most backward and primitive tribes, having received appropriate training, did not differ in any way from educated Europeans. Within the framework of the same approach, they speak of cases of social isolation leading to a lack of communication, in particular, the so-called "Mowgli children". These cases are proof of the impossibility of proper human development outside of society. In favor this approach also speak the facts of mass development of some special abilities in the conditions of certain cultures. An example of such a development was found in the study of pitch hearing, which was conducted by O. N. Ovchinnikova and Yu. B. Gippenreiter under the direction of A. N. Leontiev.

Pitch hearing, or the perception of pitch, is the basis of musical hearing. Investigating this perceptual ability with the help of a special method, scientists discovered its severe underdevelopment in about one-third of adult Russian subjects. As expected, these same faces were extremely unmusical. The application of the same method to the Vietnamese subjects gave opposite results: all of them were in the best group in terms of pitch hearing. On other tests, these subjects also found 100% musicality. These amazing differences are explained in the peculiarities of the Russian and Vietnamese languages: the first refers to timbre, the second to tonal languages. In the Vietnamese language, the pitch of the sound has the function of semantic distinction, and in the Russian language, the pitch of speech sounds has such a function

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no. In Russian, as in all European languages, phonemes differ in their timbre. As a result, all Vietnamese, mastering in early childhood native speech, at the same time develop an ear for music, which does not happen with Russian or European children. This example shows the role of environmental conditions and exercises in the formation of abilities.

The final conclusion of this concept was the position that any ability can be formed in each person. Adhering to this view, the American scientist W. Ushbi argues that abilities are determined primarily by that program intellectual activity, which was formed in a person in childhood. In accordance with their program, some people solve creative problems, while others are able to perform only what they have been taught. At present, adherents of this concept in the United States are creating special centers for the "growing" of gifted children. For example, at the Philadelphia Institute best use human potential, classes on the mental development of children begin at the age of four or five, believing that every minute is precious and the brain should not be allowed to “idle”.

In turn, life observations and special studies indicate that it is impossible to deny the presence of natural prerequisites for abilities. Without recognizing the innate abilities, Russian psychology does not deny the innate inclinations and features of the structure of the brain, which may be the conditions for the successful performance of a certain activity.

In Russian psychology, such prominent scientists as B. M. Teplov, V. D. Nebylitsyn, A. N. Leontiev and others dealt with the problem of abilities. biosocial.

Thus, heredity is of great importance for the development of abilities, since the features of the anatomical and physiological structure of the human nervous system largely determine its inclinations. But, on the other hand, the inclinations themselves do not mean that a person will develop the corresponding abilities. The development of abilities depends on many social conditions. These include the features of education, the need of society for a particular activity, the features of the education system, etc.

23.4. Ability Development

Any inclinations, before turning into abilities, must go a long way of development. For many human abilities, this development begins from the birth of a person and, if he continues to engage in those activities in which the corresponding abilities are developed, does not stop until the end of life.

There are several stages in the development of abilities. Each person in his development goes through periods hypersensitivity to certain influences, to the development of this or that type of activity. For example-

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measures, a child at the age of two or three years is intensively developing oral speech At the age of five or seven, he is most ready to master reading. Middle and senior preschool age children enjoy playing role-playing games and discover an extraordinary ability to transform and get used to the role. It is important to note that these periods of special readiness to master special types of activity end sooner or later, and if any function has not received its development in a favorable period, then subsequently its development turns out to be extremely difficult, if not impossible. Therefore, for the development of a child's abilities, all stages of his formation as a person are important. You can not think that at an older age the child will be able to catch up.

The primary stage in the development of any ability is associated with the maturation of the necessary organic structures or with the formation of the necessary functional organs on their basis. This usually occurs between birth and six or seven years of age. On the this stage there is an improvement in the work of all analyzers, the development and functional differentiation of individual sections of the cerebral cortex. This creates favorable conditions for the beginning of the formation and development of the child's general abilities, a certain level of which acts as a prerequisite for the subsequent development of special abilities.

At the same time, the formation and development of special abilities begins. Then the development of special abilities continues at school, especially in the lower and middle grades. At first, the development of special abilities is helped by various kinds of children's games, then significant influence they begin to provide educational and labor activities.

As you already know, children's games perform a special 4) function. It is the games that give the initial impetus to the development of abilities. In the process of games, many motor, design, organizational, artistic, visual and other creative abilities develop. And important feature games is that, as a rule, they develop not one, but at once a whole complex of abilities.

It should be noted that not all activities that a child is engaged in, whether it be playing, modeling or drawing, have same value for the development of abilities. The most conducive to the development of abilities is creative activity that makes the child think. Such activity is always associated with the creation of something new, the discovery of new knowledge, the discovery of new opportunities in oneself. This becomes a strong and effective incentive to engage in it, to make the necessary efforts aimed at overcoming the difficulties that arise. Moreover, creative activity strengthens positive self-esteem, increases the level of aspirations, generates self-confidence and a sense of satisfaction from the successes achieved.

If the activity being performed is in the zone of optimal difficulty, i.e., at the limit of the child’s capabilities, then it leads to the development of his abilities, realizing what L. S. Vygotsky called zone of proximal development. Activities that are not within this zone contribute to the development of abilities to a much lesser extent. If it is too simple, it provides only the realization of already existing abilities; if it is excessively complex, it becomes impossible and, therefore, also does not lead to the formation of new skills and abilities.

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As you remember, the development of abilities largely depends on the conditions that allow the inclinations to be realized. One of these conditions is the peculiarities of seed education. If parents show concern for the development of their children's abilities, then the probability of discovering any abilities in children is higher than when children are left to their own devices.

Another group of conditions for the development of abilities is determined by the features of the macro-srda. The macroenvironment is considered to be the features of the society in which a person was born and grows. The most positive factor in the macro-environment is the situation when society takes care of the development of the abilities of its members. This concern of society can be expressed in the constant improvement of the education system, as well as in the development professional orientation of the next generation.

The need for career guidance is extremely topical issue that every person faces is the problem of choice life path and professional self-determination. Historically, there have been two concepts of professionalism, which the French psychologist A. Leon called diagnostic and educational. The first - diagnostic - reduces the choice of a profession by an individual to the determination of his professional suitability. The consultant, using tests, measures the abilities of a person and, by comparing them with the requirements of the profession, makes a conclusion about his suitability or unsuitability for this profession.

Many scientists evaluate this concept of career guidance as mechanistic. It is based on the view of abilities as stable formations, little affected by the influences of the environment. The subject within the framework of this concept is given a passive role.

The second - educational - concept is aimed at preparing the individual for professional life, at his self-determination in accordance with the planned educational influences. It focuses on the study of personality development in the process of mastering different types activities. A much smaller place in it is occupied by test trials. However, even here the personal activity of the subject, the possibilities of his self-determination, self-development and self-education are underestimated. Therefore, in domestic psychology, the solution of this problem is approached comprehensively. It is believed that the solution to the problem of nrofornentacin is possible only when both approaches are links in the same chain: determining the abilities of an individual and helping him prepare for a future profession.

Considering the ratio of abilities and requirements of the profession, E. A. Klimov identified four degrees of professional suitability. The first is unsuitability for this profession. It can be temporary or almost irresistible. The second is suitability for a particular profession or group of them. It is characterized by the fact that a person has no contraindications in relation to a particular area of ​​work, but there are no indications either. The third is compliance with this field of activity: there are no contraindications, and there are some personal qualities that clearly meet the requirements of a particular profession or group of professions. The fourth is a call to this professional area activities. This is the highest level of professional suitability of a person.

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Klimov, in the interests of career guidance work, developed and implemented a classification of the profession in the form of a questionnaire. The classification he proposed was based on the requirements that the profession imposes on a person. For example, it is possible to distinguish types of activities that are generally characterized as systems of relationships "man-man", "man-nature", etc.

In any case, a prediction about the suitability of an individual for a particular activity should be based on the position on the development of abilities in an activity. S. L. Rubinshtein formulated the basic rule for the development of human abilities as follows: “The development of abilities takes place in a spiral:

the realization of an opportunity, which is the ability of one level, opens up new opportunities for the further development of abilities of more high level. A person's giftedness is determined by the range of new possibilities that the realization of available possibilities opens up.

test questions

1. What do you know about human abilities? Give the definition of abilities according to BM Teplov.

2. What is the ratio of abilities and learning success?

3. What classifications of abilities do you know?

4. Describe the general abilities of a person.

5. What levels of development of abilities do you know?

6. Expand the essence of the classification of levels of development of abilities (abilities, giftedness, talent, genius).

7. What do you know about the problem of the ratio of innate and socially determined qualities of a person and their role in the formation of abilities?

8. What are potential and actual abilities?

9. What is the relationship between general and special abilities?

10. What is the biosocial nature of abilities expressed in?

11. What theories and concepts of ability do you know?

12. What are the main stages in the development of abilities.

13. Expand the role of the game in the formation of abilities.

14. How do the features of family education affect the development of abilities?

1. Artemyeva T. I. Methodological aspect of the problem of abilities. - M.: Nauka, 1977.

2. Gippenreiter Yu. B. Introduction to General Psychology: Course of lectures: Tutorial for universities. - M.: CheRo, 1997.

* Rubinstein S. L. Problems of general psychology. - M.: Pedagogy, 1976.

3. Druzhinin V. N. Psychology of general abilities. - 2nd ed. - St. Petersburg: Peter, 1999.

4. Krutetsky V. A. Psychology of mathematical abilities of schoolchildren. - M.: Enlightenment, 1968.

5. Kuzmina N.V. Abilities, giftedness, talent of a teacher. - L., 1985.

6. Leites N. S. Mental capacity and age. - M.: Pedagogy, 1971.

7. Leites I. S. Abilities and talents in childhood. - M.: Knowledge, 1984.

8. Mute R.S. Psychology: Textbook for students. higher weeks textbook institutions: In 3 books. Book. 1: General foundations of psychology. - 2nd ed. - M.: Vlados, 1998.

9. Rubinstein S. L. Fundamentals of General Psychology. - St. Petersburg: Peter, 1999.

10. Warm B. M. Selected works: in 2 vols. T. 1. - M .: Pedagogy, 1985.

The fact that any person has abilities, everyone knows. But not everyone can confidently name their innate 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 individual achieves significant success in certain form activities. Abilities do not have direct relation 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 paradise lost. 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 often manifest as a result of sudden shocks, critical situations, in the vast majority negative character. Then a person suddenly “sees clearly”, becoming a clairvoyant, telepathy, x-ray vision and similar phenomena are subject to him.

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 person 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 have grown up in warmth and comfort are likely to 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 empirically. The main thing is that you like the business that you will be doing, and everything else will follow.