The ability to understand the people around you and behave in the most dignified way are important components of life that help you achieve success and guarantee strong relationships with everyone around you. They depend on the level of social intelligence. Therefore, you need to know all the most important about it.

concept

Social intelligence (SI) is the ability to discern and understand the actions of all people. The concept also includes the skill of communicating with others, establishing long-term contacts with individuals, easily finding a common language with all people. The normal level of its development allows a person to quickly adapt in society, interact correctly with people, and achieve their goals. Therefore, it is very important to maintain it at a decent level at all times.

Often the concept is closely associated with emotional intelligence, which makes it easy to recognize the emotions, intentions or motivations of others. Many tend to combine both intelligences into one. Nevertheless, the concept of social type, as a rule, is presented in one of three options:

• A separate kind of mind. One of the components of cognitive skill. Directly related to mathematical and verbal intelligence.
• Skills, knowledge, attitudes. Everything that was acquired by a person during socialization in society.
• Personal trait. A feature of the human character on which the future depends, including communication skills.

Any of the three views on the concept is correct. They can even be combined, which allows you to get a clearer picture in understanding the phenomenon.

Future self-realization depends on the level of development of such intelligence.

Concept in psychology

The concept itself was introduced by Edward Lee Thorndike back in 1920. It is his definition, as a rule, that is considered the main one and is included in the dictionary of psychological terms. By social intelligence, he understood the wisdom that manifests itself in relationships between people. A little later, other scientists from the field of psychology drew attention to the phenomenon.

Henry Allport

The American G. Allport described the phenomenon somewhat differently. In his opinion, it is one of the 8 personal qualities that are required to understand other people. The main determinant of such intelligence, according to Henry, is the ability to quickly judge others.

M. I. Bobneva

The first Soviet psychologist to describe SI was M. I. Bobneva. In her opinion, there is no connection between the social and general level of intelligence. At the same time, even highly developed mental abilities are not a guarantee of easy and successful adaptation in society, as well as the ability to fully communicate with people and behave in a dignified manner.

G. Eysenck

The scientist G. Eysenck went further. Its interpretation implies that social intelligence should be understood as reasoning skills, memory quality, learning ability, strategic thinking, adaptation to the outside world, ease of solving various problems. At the same time, he imagined that this concept is closely connected with biological and psychometric intelligences. Therefore, he combined them into one scheme, according to which the last two types of intelligence are part of the social.

D. Gilford

Psychologist D. Gilford believed that the main component of SI is cognition. The concept includes the following factors and skills:

• highlighting the type of expression of thoughts from the context;
• perception of the properties of objects when receiving information;
• predicting the consequences of any action;
• understanding the connection between data particles and the difference in the same values ​​in perception (also applies to human interaction) and the reasons for certain behavior of people.

But the main thing was not how the scientist imagined this concept. Much more important is the model he developed in the form of a cube, which shows the structure of human intelligence.

G. Gardner

Psychologist G. Gardner identified two additional types of intelligence that have a direct impact on the social. Intrapersonal, by which he meant the skill of addressing one's own psychological processes, understanding one's thoughts, actions, assessing opportunities, motivation and feelings. Interpersonal, responsible for the ability to understand the feelings, thoughts, desires of people around.

General view of psychologists

If we generalize the view of most well-known psychologists, then by social intelligence we can safely mean the skills of understanding people and communicating with them. Many other scientists are of the same opinion as those described above.

Levels

Immediately after the scientific community was able to give a description of social intelligence, it decided to develop a scale for its division into levels. For this, D. Gilforod created a special psychological test. He tested the speed and originality of solving problems of varying complexity. This made it possible to give an accurate answer on how savvy the subject is in the social sphere. Based on the results, three levels were identified, each of which describes the development of a different social intelligence.

In Russia, a technique based on the Guilford test, created by E. S. Mikhailova, has become widespread.

Short

People with a low level of social intelligence constantly experience various difficulties. As a rule, they are caused by the behavior of a person, and he himself does not understand it. Such people have a deviant nature of behavior and are always guided by instincts, and most of their actions are caused by impulses. They fail to get along with other people, because. even with a good development of relations of any plan, at some point their features appear, which completely excludes the continuation of communication with a person and leads to misunderstanding or quarrels.

They cannot solve such problems on their own, which is why often people are forced to resort to the help of loved ones.

Average

Those who have an average level of SI act in a patterned way. In everyday affairs, they almost always achieve their goals. Communication with people is not difficult. However, it is difficult for such a person to cope with unusual or complex tasks, because of which he can simply abandon this or that undertaking and continue to live according to his usual pattern.

Tall

A socially intelligent person easily copes with the most difficult tasks. They almost always come out of unsolvable situations as winners. It is very easy for them to make acquaintances, communicate with people and manipulate them, changing their thoughts, views, desires. Such people are leaders.

Age features

One of the most important factors that affects the characteristics of social intelligence is the age period. A child requires one approach, and a young man requires a completely different one. It is very important to take into account ontogenesis and give a person the opportunity to receive the development of intelligence in a natural way.

The development of SI continues throughout life.

Children

Preschool or primary school age require regular participation in role-playing games. This will stimulate the growth of the level of social intelligence. It is equally important during this period to allow the child to spend time with peers. If he has at least a few friends, this will completely eliminate social backwardness in the future.

Of great importance is the kind of teacher who deals with the child in kindergarten or school. In the first case, it is necessary that he stimulate children to play those games that require active communication. In the second, it is important that it does not limit the behavior of children at breaks and allows them to run, communicate and interact with each other as much as possible. His competence is the most important factor in the development of the child. With the wrong approach to education, the development of SI can be very low. Problems at this age are the main cause of antisocial behavior in adulthood.

Teenagers

Adolescence is the hardest of the ages. It is difficult for parents to cope with children who have begun to grow up. It is important not to spoil everything, because during this period, a tendency to communicate, self-awareness, understanding of the surrounding people are formed. In order for everything to go as smoothly as possible, parents must understand that a teenager must independently decide how and with whom to communicate. Violation of his personal space or desires can lead to a decline in social intelligence. If you do this regularly, it will be low.

Youths

In adolescence, the formation of the ability to anticipate the results of one's actions and the skill of predicting someone else's behavior in various situations takes place. At this age, gender differences between people are of great importance.

Boys develop verbal communication skills much faster, and girls develop relationship sensitivity with a good perception of non-verbal communication, which makes it much easier for the latter to assess the tone and color of the interlocutor's words. Communication problems at this age can be caused by improper upbringing in childhood, when the teacher of the child unnecessarily limited him and deprived him of the opportunity to improve his intellect, both mental and social. Wrong influence on older children rarely leads to serious deviations of the social plan.

mature

An adult person continues to develop in the social sphere always. He begins to realize his mistakes, analyze them, draw the necessary conclusions. The best characteristic of this age is wisdom. It is she who appears in a person with maturity. With proper social development, an individual understands the limitations of knowledge, and also learns to identify all kinds of problems in a timely manner. People with developed social wisdom are much more successful than the rest.

Development

It's never too late to improve. Therefore, everyone should know how to improve the quality of social intelligence. If you do the exercises at least occasionally and try to improve your social development, then gradually it will reach a high level. This requires a positive impact on all components of the SI:

• self-knowledge;
• self-regulation;
• sociality;
• empathy;
• motivation.

There are many ways in which SI can be developed. They should be used regularly in practice to achieve maximum effect.

There are simple ways to increase social intelligence. For example, the banal participation in board games with friends.

Non-verbal interaction

You should always pay attention to the actions of the interlocutor. This is especially true of his non-verbal signals. Any movement carries a huge meaning. To learn how to understand them well, it is worth reading a specialized book. A good training would be watching a movie without sound and independently determining the meaning of the movements of the characters. It is also important to manage your own non-verbal to more accurately convey your emotions.

Self-confidence, communication

In many ways, improving social intelligence skills depends on confidence and the ability to communicate. It is important to feel a strong posture, one's own strength, to forget about all the negativity. To do this, you can go in for sports, buy expensive clothes, etc. Also, regular communication with people, if it is difficult for a person, has an effective impact on confidence. Therefore, you should try to communicate with a large number of people, as well as regularly make new acquaintances. At the same time, you need to learn to listen, speak correctly, observe the interlocutors.

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• Introduction
• Chapter 1: Theoretical analysis of research on social intelligence as a success factor in the professions "human-to-human" and "human-to-technical": gender aspect
• 1.2 Gender differences in the characteristics of social intelligence
• 1.3 Success factors in the human-to-human and human-to-technical professions
• List of used literature

Introduction

Human activity in all spheres is of a social nature, which manifests itself either in interaction with the social environment or in professional activities. No matter how isolated a person is in a professional environment, no matter how he avoids live communication with other people, he still has to enter into social contacts. Moreover, professional activity in the system of subject-subject relations requires the presence of a special ability, which is necessary for successful interaction with people. Experts called this ability "social intelligence".

Theoretical analysis and generalization of the provisions contained in the works of E. Thorndike (1920), G. Allport (1937), G. Eysenck (1967), J. Gilford (1967), Yu. N. Emelyanov (1987), V. N. Kunitsyna (2003) A.I. Savenkov (2005) and other foreign and domestic scientists will reveal the general provisions and content of the psychological phenomenon of social intelligence, as well as describe its characteristics.

Social intelligence is a concept in modern psychology, which is in the process of development, study and refinement in the specific realities of a person's diverse social activities.

In the history of the study of social intelligence, there are two stages that reveal the content of his research. The first stage (1920 -1949) - the stage of theoretical study, is characterized by the lack of a common understanding of the essence of social intelligence, the independence of social intelligence from general intelligence was not revealed. The second stage (1949 - to the present) - the stage of experimental and theoretical research is associated with the development of the first test that directly studies social intelligence. At this point, most scientists recognize social intelligence as a capability independent of general intelligence.

An analysis of theoretical and experimental approaches in psychological science shows that social intelligence is a concept that does not have a single, unambiguous interpretation. A variety of approaches to the definition of social intelligence demonstrates the ambiguity of its structure. At the same time, a number of common points can be noted in the definitions of social intelligence. Firstly, in most approaches, social intelligence is interpreted as an ability, therefore, it is associated with a certain activity and is a personal formation. Second, most scientists recognize social intelligence as independent of general intelligence. Thirdly, social intelligence is described as a complex structural formation, consisting of several abilities. Fourth, the subject of these abilities is the establishment of relationships between events in which the actors are the person himself and his social environment.

In recent years, an opinion has emerged that social intelligence is a distinct group of mental abilities associated with the processing of social information, a group of abilities that are fundamentally different from those that underlie the more “formal” thinking tested by intelligence tests. Social intelligence determines the level of adequacy and success of social interaction. Ivanova I. A. The main directions of the study of social intelligence

Nevertheless, despite active research in the psychology of social intelligence, the problems of gender characteristics remain insufficiently studied. The dynamics of social processes requires men and women to mobilize personal resources, find the necessary means and actions to achieve successful social interaction, develop the ability to correctly understand and interpret social events taking place in the world. These abilities are elements of the structure of social intelligence.

Being a cognitive component of the individual's communication abilities, social intelligence provides self-knowledge, self-development and self-learning, the ability to predict and plan the development of interpersonal events and is a clear, consistent group of mental abilities that determine the success of social adaptation.

CHAPTER 1: Theoretical analysis of research on social intelligence as a success factor in the professions "human-human" and "human-technical": gender aspect

social intelligence gender

1.1 Theoretical analysis of the study of social intelligence in foreign and domestic psychology

The emergence of an independent psychological construct "social intelligence", irreducible to the traditional concept of intelligence, was caused by the need to explain the phenomenon of "social imbalance". The essence of this phenomenon lies in the fact that a high level of general intelligence is not associated, and often negatively correlates with social competence and communication success.

Let us replace the language of correlations with the language of sensory representations, and in our minds, for example, such an image can be actualized: a bright, talented scientist, able to find a solution to the most complex scientific problem, suddenly turns into a helpless and confused person in situations of everyday everyday communication. Mikhailova E. S. Social intelligence. The thorny path from concept to methodology // Psychological newspaper No. 1-12 (15). - 1996

The concept of "social intelligence" appeared in science at the beginning of the 20th century. Since then, researchers have sought to understand the specifics of this phenomenon, offered various ways to study it, identified different forms of intelligence, but the study of social intelligence has periodically fallen out of the field of view of scientists, which was caused by failures in attempts to define the boundaries of this concept.

Initially, the concept of social intelligence was proposed by E. Thorndike in 1920 to mean "foresight in interpersonal relationships." Thorndike considered social intelligence as a cognitive specific ability that ensures successful interaction with people, the main function of social intelligence is behavior prediction. G. Allport (1937) associated social intelligence with the ability to cause quick, almost automatic judgments about people. At the same time, the author pointed out that social intelligence is more related to behavior than to operating with concepts: its product is social adaptation, and not

handling concepts.

Sometimes in the literature, in particular J. Godefroy, social intelligence is identified with one of the processes, more often with social thinking or social perception, which is associated with the tradition of uncorrelated study of these phenomena in general and social psychology (D. Myers).

Issues of social intelligence are discussed in solving the problem of intellectual giftedness, here intelligence is considered as an early form of abilities, determined genetically. Wisdom is often identified with social intelligence as a form of intellectual endowment.

The issue of using intelligence for adaptation is considered in the concept of N. Kantor, where the author equates social intelligence with cognitive competence, which allows people to perceive the events of social life with a minimum of surprises and maximum benefit for the individual.

J. Gilford, the creator of the first test for measuring social intelligence, considered it as a system of intellectual abilities independent of the factor of general intelligence, and associated with the cognition of behavioral information, this is an integral intellectual ability that determines the success of communication and social adaptation.

New methodological developments of the problem of social intelligence date back to the 1980s. M. Ford, M. Tisak based the measurement of intelligence on the successful solution of problem situations.

In domestic psychology, one of the first "social intelligence" was described by M.I. Bobneva M.I. Bobneva Psychological problems of social development of personality. - M., 1979 .. She determined it in the system of social development of the individual. The mechanism of personality formation is the process of socialization. As the author notes, there are at least two interpretations of this concept. In the broad sense of the word, the term "socialization" is used to refer to the process, "during which a human being with certain biological inclinations acquires the qualities necessary for him to live in society. The theory of socialization is called upon to establish under the influence of what social factors certain personality traits are formed, the mechanism of this process and its consequences for society. From this interpretation it follows that individuality is not a prerequisite for socialization, but its result.

A second, more specific definition of the term is used in sociology and social psychology. Socialization as a process that ensures the inclusion of a person in a particular social group or community. The formation of a person as a representative of this group, i.e. the bearer of its values, the norms of attitudes, orientations, etc., involves the development of the necessary properties and abilities for this.

Taking into account the presence of these values, M.I. Bobneva notes that only socialization does not provide a holistic formation of a person. And, further, it determines the presence of two opposite tendencies in it - typification and individualization - as the most important pattern of the process of social development of the individual. Examples of the first are the diverse types of stereotyping, the formation of socio-psychological properties given by the group and common to its members. Examples of the second are the accumulation by a person of individual experience of social behavior and communication, the development of his attitude to the roles assigned to him, the formation of personal norms and beliefs, systems of meanings and meanings, etc. Here one can see an analogy with the principle of the adaptive nature of intelligence in the theory of J. Piaget Piaget J. Selected psychological works. Psychology of intelligence - M.: MPA, 1994. Based on which, adaptation is understood as a balance between assimilation (or assimilation of this material by existing patterns of behavior) and accommodation (or adaptation of these patterns to a particular situation).

Further, in his reasoning, M.I. Bobneva dwells on the second trend - individualization. She notes that any process of human development, including social development, is always a process of his individual development within the framework, in the context, in the conditions of society, social group, social contacts, communication. Thus, the formation of a person is the result of a complex combination of socialization processes and individual social development of the individual. The author connects the latter with social learning and, as an example, refers to the works of D.B. Elkonina Elkonin D.B. Selected psychological works. - M., 1989., which singled out two forms of child development:

1) the assimilation of subject knowledge and skills of subject actions and activities, the formation of mental properties and abilities associated with such training and development, etc.;

2) the child's mastery of the social conditions of his existence, mastery in the game of social relations, roles, norms, motives, assessments approved by the means of activity, accepted forms of behavior and relations in the team.

M.I. Bobnev defines the presence of a special need in an emerging personality - the need for social experience. “This need can seek a way out in a spontaneous search in the form of unorganized, uncontrolled actions and actions, but it can also be realized in specially created conditions.” Filonov L.B. Social psychology of personality. - M., "Nauka", 1979. - S. 72-76 I.e. two forms of acquiring social experience exist and are necessary for the full development of the personality - both organized social learning and the spontaneous practice of social interactions, which ensures spontaneous and active development of the personality. Thus, the most important task of applied social psychology of personality and the psychology of education, as the researcher notes, is the search for optimal forms of combining both types of social learning and identifying their specific patterns.

The socio-psychological development of a person involves the formation of abilities and properties that ensure its social adequacy (in practice, adequate human behavior is singled out in conditions of a macro- and micro-social environment). These critical abilities are social imagination and social intelligence. The first is understood as the ability of a person to place himself in a real social context and outline his line of behavior in accordance with such an “imagination”. Social intelligence is the ability to perceive and capture complex relationships and dependencies in the social sphere. Bobneva M.I. believes that social intelligence should be regarded as a special ability of a person, which is formed in the process of his activity in the social sphere, in the sphere of communication and social interactions. And it is fundamentally important that the level of general intellectual development is not unambiguously connected with the level of social intelligence. A high intellectual level is only a necessary, but not a sufficient condition for the actual social development of the individual. It may be conducive to social development, but not replace or condition it. Moreover, high intelligence can be completely devalued by the social blindness of a person, the social inadequacy of his behavior, his attitudes, etc.

Another domestic researcher, Yu. N. Emelyanov, studied social intelligence in the framework of practical psychological activity - increasing the communicative competence of an individual through active socio-psychological training. Defining social intelligence, he writes: “The scope of possibilities of subject-subject cognition of an individual can be called his social intelligence, meaning by this a stable, based on the specifics of thought processes, affective responses and social experience, the ability to understand oneself, as well as other people, their relationships and predict interpersonal events” Yemelyanov Yu.N. Active socio-psychological education. - L.: Leningrad State University, 1985. S. - 34. The author proposes the term "communicative competence", similar to the concept of social intelligence. Communicative competence is formed due to the internalization of social contexts. This is an endless and constant process. It has a vector from inter- to intra-, from actual interpersonal events to the results of awareness of these events, which are fixed in the cognitive structures of the psyche in the form of skills and abilities. Empathy is the basis of sensitivity - a special sensitivity to the mental states of others, their aspirations, values ​​and goals, which in turn forms social intelligence. The scientist emphasizes that over the years, the empathic ability fades, being replaced by symbolic means of representation. Thus, social intelligence acts as a relatively independent praxeological entity.

Emelyanov, like other researchers, connects social intelligence and situational adaptation. Social intelligence presupposes fluency in verbal and non-verbal means of social behavior - all kinds of semiotic systems. The author supplements communicative competence with elements related to awareness of the activity environment (social and physical) surrounding a person, and the ability to influence it to achieve one's goals, and in conditions of joint work to make one's actions understandable to others. This "actional" aspect of communicative competence requires awareness of:

a) own needs and value orientations, techniques of personal work;

b) their perceptual skills, i.e. the ability to perceive the environment without subjective distortions and “systematized blind spots” (persistent prejudices regarding certain problems);

c) readiness to perceive new things in the external environment; d) their ability to understand the norms and values ​​of other social groups and cultures (real internationalism);

e) their feelings and mental states in connection with the influence of environmental factors (ecological psychoculture);

f) ways to personalize the environment (the material embodiment of the "feeling of the owner");

g) the level of their economic culture (attitude towards the environment - housing, land as a source of food, native land, architecture, etc.).

Speaking about the ways of increasing communicative competence, Yu.N. Emelyanov notes that the communication skills and intelligence of interpersonal relationships, despite their undoubted importance, are nevertheless secondary (both in the phylogenetic and ontogenetic perspective) in relation to the factor of people's joint activity. Therefore, the key ways to improve communicative competence should be sought not in the polishing of behavioral skills and not in risky attempts at personal reconstruction, but on the ways of active awareness by the individual of natural interpersonal situations and of himself as a participant in these activity situations, on the ways of developing a socio-psychological imagination that allows you to see the world from other people's point of view.

A.L. Yuzhaninova also singles out social intelligence as the third characteristic of the intellectual structure, in addition to practical and logical intelligence. The latter reflect the sphere of subject-object relations, and social intelligence reflects subject-subject relations.

She considers social intelligence as a special social ability in three dimensions: social-perceptual abilities, social imagination and social communication techniques.

Socio-perceptual abilities are such a holistic-personal education that provides the opportunity to adequately reflect the individual, personal properties of the recipient, the characteristics of the course of his mental processes and the manifestation of the emotional sphere, as well as accuracy in understanding the nature of the recipient's relationship with others. On the other hand, taking into account the connection between reflexive processes and social-perceptual ones, the psychological content of this phenomenon should be supplemented with the ability of self-knowledge (awareness of one's individual-personal properties, motives of behavior and the nature of self-perception by others).

Social imagination is the ability to adequately model the individual and personal characteristics of people based on external signs, as well as the ability to predict the nature of the recipient's behavior in specific situations, to accurately predict the features of further interaction.

The social technique of communication is an “effective” component, manifested in the ability to accept the role of another, control the situation and direct interaction in the direction necessary for the individual, in the wealth of technology and means of communication. And the highest criterion for the manifestation of the socio-intellectual potential of the individual is the ability to influence the mental states and manifestations of other people, as well as to influence the formation of the mental properties of others. Yuzhaninova A.L. On the problem of diagnosing the social intelligence of a person / Problems of evaluation in psychology. - Saratov, 1984.- S. 176 - 183.

Research conducted by A.L. Yuzhaninova, as well as a number of other scientists, found that social intelligence is weakly related to the assessments of general intelligence, with the scale of intellectual productivity of the MMPI test (Gauer, 1957), with data on the factor B of the Cattell test. All these data allow us to speak about the legitimacy of singling out social intelligence as an independent component of the general system of cognitive abilities of an individual. Correlations were found with some scales of the MMPI test. Significant positive relationship with the rating scale "playing a role" (Mccleland, 1951). Thus, the ability to interact with others, to be a socially acceptable person is a component of social intelligence. Significantly negative with scores on the self-confidence scale (Gibson, 1955). It is obvious that the overestimation of self-esteem is indeed associated with the inability to navigate in the social environment. Weak tightness of ties with "social continuity" and "social confidence". The higher the social intelligence, the more desirable communication with a person for others, the more confident he feels. Non-linear relationship, having the character of an inverted V-shaped curve, with anxiety.

Thus, the conclusion that the higher the social intelligence, the more adaptive a person seems to be quite justified. The significance of this side of the psyche is especially clearly revealed in numerous examples when people who are distinguished by high achievements in the study of the phenomena of the material world (having a high general subject-oriented intelligence) find themselves helpless in the field of interpersonal relations.

The problem of social intelligence is reflected in the works of E. S. Mikhailova in the course of research into the communicative and reflexive abilities of the individual and their implementation in the professional sphere. The author believes that social intelligence provides an understanding of the actions and actions of people, an understanding of human speech production. E. S. Mikhailova is the author of the adaptation to Russian conditions of the test of J. Gilford and M. Sullivan for measuring social intelligence.

Social intelligence combines and regulates cognitive processes associated with the reflection of social objects (a person as a communication partner, a group of people). The processes that form it include social sensitivity, social perception, social memory and social thinking. Sometimes in the literature social intelligence is identified with one of the processes, most often with social thinking or social perception. This is due to the tradition of separate, uncorrelated study of these phenomena within the framework of general and social psychology.

Social intelligence provides an understanding of the actions and actions of people, an understanding of a person's speech production, as well as his non-verbal reactions (facial expressions, postures, gestures). It is a cognitive component of the communicative abilities of the individual and a professionally important quality in professions such as "person - person", as well as some professions "person - artistic image". In ontogenesis, social intelligence develops later than the emotional component of communicative abilities - empathy. Its formation is stimulated by the beginning of schooling.

During this period, the child’s social circle increases, his sensitivity, social-perceptual abilities, the ability to worry about another without direct perception of his feelings, the ability to decenter (the ability to take the point of view of another person, to distinguish one’s point of view from other possible ones) develop, which forms the basis of social intelligence. Violation, hypotrophy of these abilities can cause antisocial behavior, or cause a tendency to such. Mikhailova E.S. Communicative and reflective components and their correlation in the structure of pedagogical abilities. Abstract. - L., 1991 - S. 17-19.

Also among the fundamental factors of social intelligence include sensitivity, reflection and empathy V. N. Kunitsyn, M. K. Tutushkin and others.

Sometimes researchers identify social intelligence with practical thinking, defining social intelligence as a “practical mind” that directs its action from abstract thinking to practice (L. I. Umansky, M. A. Kholodnaya, etc.).

As a result of N. A. Aminov’s and M. V. Molokanov’s studies of social intelligence, a connection between social intelligence and a predisposition to research activities was revealed. Exploring the criteria of giftedness, M.A. Kholodnaya singled out six types of intellectual behavior:

1) persons with a high level of development of "general intelligence" in the form of IQ indicators> 135 - 140 units (identified using psychometric tests of intelligence - "smart");

2) persons with a high level of academic success in the form of indicators of educational achievements (identified using criterion-oriented tests - “brilliant students”);

3) persons with a high level of development of creative intellectual abilities in the form of indicators of fluency and originality of generated ideas (identified on the basis of creativity tests - “creatives”);

4) persons with high success in performing certain real activities, having a large amount of subject-specific knowledge, as well as significant practical experience in the relevant field (“competent”);

5) persons with high intellectual achievements, who have found their embodiment in objectively significant, to some extent generally recognized forms (“talented”);

6) persons with high intellectual abilities associated with the analysis, evaluation and prediction of the events of everyday life of people ("wise"). Cold M.A. Cognitive styles: On the nature of the individual mind. - Publisher: Peter. - 2004 - pp. 176 - 212

In the works of N. A. Aminov and M. V. Molokanov, social intelligence is considered as a condition for choosing an activity profile for future practical psychologists. In the studies of scientists, a connection between social intelligence and a predisposition to research activities has been revealed.

M. G. Nekrasov refers to the concept of “social thinking”, which is close in content to the concept of “social intelligence”, defining by it the ability to understand and operate with information about the relationship of people and groups. Developed social thinking allows its bearer to effectively solve the problems of using the characteristics of social groups in the process of their interaction.

The problem of social intelligence is covered in the framework of research on creativity (I. M. Kyshtymova, N. S. Leites, A. S. Prutchenkov, V. E. Chudnovsky and others). A number of scientists believe that the ability to create and the social adaptability of the individual have an inverse correlation, other researchers argue that creativity increases the success in communication and the adaptability of the individual in society. In particular, in the experiment of I. M. Kyshtymova on the development of schoolchildren’s creativity, there is a significant increase in all indicators of social intelligence with positive dynamics in the level of creativity, i.e. a creative person is more capable of understanding and accepting others than a non-creative person, and, therefore, , to success in communication and adaptability in the social environment. Ivanova I. A. The main directions of the study of social intelligence

in domestic science and abroad // collection of scientific papers of SevKavGTU

series "Humanities" No. 3. // http://www.ncstu.ru

Thus, social intelligence is a relatively new concept in psychological science, which is in the process of development and refinement.

1.2 Gender Differences in Characteristics social intelligence

Gender psychology is practically a new scientific direction, which is just beginning to assert itself as an independent field of psychological knowledge. It should be noted that gender issues in Russian psychology have been developing rather poorly for a long time, and very few works have been published on which researchers could rely. The psychology of sex is that area of ​​scientific knowledge that has united fragmentary and disparate studies devoted to the study of the problems of sex and intersexual relations. Therefore, the psychology of sex as a special discipline can be considered as one of the scientific prerequisites for the development of gender psychology.

At the present stage, one of the urgent problems of psychology, from the point of view of S.I. Kudinova (1998), I.S. Kona (1981), is the problem of sex-role socialization, which includes the formation of a person's mental sex, mental gender differences, gender-role identification and lies at the intersection of such sciences as sociology, biology, and medicine. However, different authors put different meanings into the concept of gender identification. Some identify it with an act of imitation (A. Bandura, 1986; B.I. Khasan, Yu.A. Tyumeneva, 1993). Others, on the contrary, expand this concept, seeing it as one of the most important forms of mental activity (BM Teplov, 1961).

From the point of view of T.I. Yufereva (1987), the biological (innate) sex can only help determine the potential behavior of a person, while the psychological, social sex is acquired in vivo, and its formation is greatly influenced by racial, class, ethnic variations of sex roles and their corresponding social expectations. . Thus, the formation of sexual identity, as V.E. Kagan (1989) and I.S. Kon (2001) point out, is a long biosocial process of choosing and mastering one of the two models of sexual behavior adopted in the social environment where child.

B.M. Teplov, considering the problem of gender identification, highlights the following characteristics:

Identification of one's "I" with someone else's, taken as a "sample" or "standard" (borrowing a manner of behavior and a number of personality traits);

Attachment to the object with which the individual identifies himself, "getting used" to the image and readiness for emotional empathy;

Relative ease of identification through the use of ready-made behavioral and emotional stereotypes;

The need for recognition of an individual's belonging to a given gender by other individuals.

In addition, the scientist believes that normally gender identification proceeds naturally, as a matter of course, and does not require the activity of consciousness. Teplov B.M. Psychology and psychophysiology of individual differences. - M.: MPSI, -2003 - S. 147 - 173.

So, gender identity is the assimilation of gender roles by an individual. At the same time, gender roles are always associated with a certain normative system that a person learns and refracts in his mind and behavior. Thus, gender roles are the differentiation of activities, statuses, rights, and duties of individuals depending on their gender.

At the present stage of development of psychology, gender roles are studied at three different levels:

Macrosocial - differentiation of social functions by gender and the corresponding cultural norms.

Interpersonal - gender roles within a specific system of joint activities

Intra-individual - the gender role is derived from the characteristics of a particular personality, from a person's ideas about what a man or woman should be, based on conscious and unconscious attitudes and life experience.

In turn, O.A. Voronina (2000) emphasizes the deeply patriarchal foundations of the Russian philosophy of sex. In her opinion, in Russian philosophy there was a very peculiar approach to the perception and evaluation of the differentiation of the masculine and the feminine. Firstly, in Russian philosophy and theology of sex, the differentiation of male and female principles was considered as a metaphysical or spiritual-religious principle, while in Western philosophy such differentiation corresponded to an ontological or epistemological principle. Secondly, other cultural and symbolic accents were placed in Russian philosophy: what in the European philosophical tradition is associated with the masculine principle (divine, spiritual, true), in Russia and Russian culture is associated with the feminine, feminine principle. However, none of the philosophers evaluates the feminine principle as independent or equal to the masculine one, it always acts only as an additional one. It is obvious that philosophical ideas, opposing the concepts of "male" and "female", reflect the principle of differentiation and polarization of the sexes. In psychology, when studying gender issues, the emphasis is on the relationship of individual characteristics of a person as a representative of a certain gender with the characteristics of a person's social behavior.

Thanks to the fundamental and generalizing works of B. G. Ananiev (2001) and I.S. Kona (2001) identified priority areas for research in the field of gender psychology. These include systematic and comprehensive studies of sex differences and gender roles, including the study of:

1) differential psychological characteristics between the sexes in age dynamics;

2) functional patterns of differentiation of gender roles in a particular area of ​​activity at the social, interpersonal and individual levels;

3) gender-role stereotypes in the historical perspective and in connection with changes in the forms of socialization;

4) the interdependence of gender roles and the corresponding behavior of the individual and its differential psychological and social characteristics.

However, an analysis of the available research on this issue shows that, if earlier the study of gender differences mainly concerned the issue of ideas about the masculinity and femininity of sex-role attitudes, then most recent works are devoted to the study of gender differences in deeper and more complex psychological structures, such as the self-concept, moral and ethical attitudes gender identity (for example, the works of S. I. Kudinov, 1998; V. V. Romanov, 1997; B. I. Khasan and Yu. A. Tyumeneva, 1993). At the same time, studies of domestic psychologists conducted in the 90s of the XX century are devoted to the study of differences in personality traits and behavioral characteristics of men and women (S.I. Kudinov 1998, B.I. Khasan and Yu.A. Tyumeneva 1993), content and the dynamics of stereotypes of masculinity-femininity (T.A. Arakantseva and E.M. Dubovskaya 1999), psychological differences inherent in representatives of the two sexes in different age periods (N.A. Smirnova, 1994). In addition, today psychologists are tasked with identifying the patterns of formation of individual differences in the structure of the intellect of men and women from the standpoint of a gender approach.

It should be noted that the peculiarities of the intellect of men and women have long attracted the attention of researchers (A. Anastasi, 1982; G. Eisenk, 1995; B. M. Teplov, 1961; F. Kliks, 1983, etc.). However, the data they obtained are rather contradictory. At the same time, only a deep study of this issue will reveal the specifics of adaptive communication and behavior of men and women in society, since intelligence determines both the social usefulness of a person and his individual characteristics. Therefore, identifying the features of development and manifestations of intelligence depending on the gender characteristics of the individual is the most important task, the solution of which will allow planning the further development of a person, determining the course of his intellectual, moral and psychological evolution.

Empirical studies of individual differences in the structure of intelligence in men and women with different gender-role identification showed differences in the ability of respondents to reflect the surrounding reality, to establish connections and relationships between cognizable objects. So, for example, masculine subjects are characterized by the presence of figurative-symbolic thinking, for feminine respondents it is object-shaped, and androgynous subjects are characterized by figurative thinking. At the same time, masculine men and women belong to the technical type, feminine to the practical, and androgynous respondents to the artistic type. However, it is precisely androgynous subjects who have a higher level of development of creative abilities.

Masculine and androgynous men are characterized by the presence of subject-symbolic thinking (operator type); feminine and androgynous women have figurative-sign thinking (artistic type). In contrast, feminine men show a greater propensity for object-figurative thinking (practical type), and masculine women for figurative-symbolic (technical type). By all indicators, the level of creativity is higher in women. However, the subjects of the feminine type differ from other groups in the weakest development of mnemonic abilities, while the androgynes have poorly developed spatial imagination and computational abilities (according to the Amthauer test).

An analysis of the results of male and female samples with different gender-role identification also shows that the ability to reason and think independently is most pronounced in masculine women and feminine men (although it was manifested to a greater extent in women). In addition, it is precisely for masculine women and feminine men that a “sense of language”, the ability for inductive verbal thinking, verbal creativity, as well as a tendency to spatial generalization and the analytical-synthetic nature of thinking are characteristic.

Comparison of data on Raven's matrices reveals the following features: the subjects of the feminine type differ from other respondents in a higher level of development of mindfulness, imagination, visual discrimination, as well as the ability to dynamic observation, tracking continuous changes, and the ability to represent.

Masculine and feminine women, unlike androgynous women, are superior to men with a given gender-role identification in the ability to observe complex quantitative-qualitative relationships in the subjects studied; they show a tendency to abstraction and synthesis. At the same time, masculine and feminine men are superior to masculine and feminine women in finding analogies (building additional relationships), the ability for linear differentiation. However, these differences are not very significant.

A comparison of data on self-assessment of intelligence showed that, in general, the highest assessment of one's intellectual potential is typical for subjects of the masculine type and for feminine men.

Thus, the main provisions can be formulated:

The structure of the intellect of individuals depends on gender-role differentiation:

subjects of the masculine type have a high ability for spatial generalizations, abstraction, synthetic activity, practical orientation of the intellect, inductive verbal thinking, independence of mind;

subjects with a feminine type of identification are distinguished by the ability to operate with spatial images, the ability to generalize, constructive theoretical and practical abilities; they have a high level of development of mindfulness, imagination, visual differences, the ability to draw conclusions and ideas;

for individuals of the androgynous type, the ability to build judgments based on linear relationships, the identification of patterns, taking into account quantitative and qualitative changes in objects, is characteristic.

Features of intellectual activity depend on the gender of the individual:

men show a practical and mathematical mindset, while women have an artistic one;

feminine men are more prone to subject-shaped analysis of reality (practical type), while feminine women use symbolic processing of information; they have a humanistic mindset;

masculine men have subject-symbolic, operator thinking (mathematical and practical type), and masculine women figuratively-symbolic (technical type);

androgynous women differ from androgynous men in their propensity for figurative-sign thinking and belong to the artistic type.

Features of gender-role identification affect the ways of processing the information received and the type of thinking: subjects of the masculine type have more developed figurative-symbolic thinking, they belong to the technical type; the feminine type respondents have subject-figurative thinking and belong to the practical type, androgynous respondents are characterized by a combination of figurative, objective and symbolic thinking, which makes it possible to classify them as a mixed, practical-technical type.

It should be noted that these structures of abilities are mutually complementary, which ensures not only the uniqueness, but also the universality of human capabilities. In the individual-peculiar features of the personality, an important place is occupied by intellectual features, by the structure of which one can indirectly judge the possible professional abilities of a person. Kozlovskaya N.V. Gender-role identification and features of the intellect of the subjects of social interaction. - 2006 / http://conf.stavsu.ru/

Gender studies have been conducted in the world for more than thirty years. We can say that the subject of research has been defined, the categorical apparatus has been identified, methodological principles for analyzing problems have been formulated, and methods for studying them have been developed. All this, however, does not mean that now it is enough to simply describe and systematize the local manifestations of the interaction of male and female with the help of well-known schemes; the twenty-first century brings new challenges.

The main one is most often referred to as the problem of gender identity. But the perspective of the development of gender studies can be formulated differently: to replace gender certainty in the 20th century. uncertainty has come, therefore, looking ahead, we can assume that in the coming decades, the individual and society will face the problem of redefining and maintaining sexual stability and certainty. If we raise the question separately about the dominant gender issues in organizations, then it should be noted that the "equality in difference" formula, as well as the "unisex" policy, did not lead to the resolution of real gender conflicts; consequently, in the field of the socio-professional division of labor and the education system, sexual segregation persists in a hidden or explicit form. The gender problem in the system of power has not been resolved anywhere.

The term "gender" was introduced at the end of the 60s to distinguish between the biological functions of sex and sociocultural grounds for distinguishing between male and female. At the same time, even in the English version, the complexity of using a particular concept remains. The concept of "sex" is used in the meaning of "biological sex", i.e. to determine the function of the individual in the reproductive process. At the same time, according to researchers, the concept of "sex" in our minds is associated with sexual intercourse or love play, and the latter, obviously, again goes beyond the scope of biology.

Everything is easier in Russian. The concept of "sex" can be used unambiguously as a biological concept; the concept of "sex" is applicable to a certain area of ​​human relations and has both a material (bodily and physiological) and symbolic cultural aspect. The concept of "gender" is used to refer to the socio-cultural causes or grounds for gender differences. E.N. Trofimova writes: "Gender studies are a field of knowledge that studies how a particular society determines, forms and consolidates in the public consciousness and the consciousness of the individual the social roles of men and women, as well as what consequences this distribution has for them." Trofimova E.N. Terminological issues in gender studies. Social Sciences and Modernity (ONS) - M., 2002. No. 6.- C.180.

The concept of "gender" in modern social science is interpreted in different ways. So, G.L. Tulchinsky writes: “... gender actually fixes the identity of a person to a certain subculture (female, male, heterosexual or homosexual) with its norms, standards of behavior, corresponding consumer markets, types of creativity, social self-organization, etc.” Tulchinsky G.L. Gender, Civil Society and Freedom // Woman in Civil Society: Proceedings of the VI Conference "Russian Women and European Culture". -SPb., 2002. - C.18.. We will consider that "gender" is a socio-biological and cultural characteristic, with the help of which a person defines himself as a "man" or "woman". Gender role - a system of assignments, roles, ideals and expected patterns of behavior for men and women. Gender role is a complex concept, the definition of which in each historical era takes into account or formulates anew:

Hierarchy of male and female

The main purpose of man and woman,

The main professional fields of activity of men and women,

Socio-psychological models of masculinity and femininity,

Sexual roles and ideals of men and women.

Different influences, childhood experiences, natural and socio-economic conditions force men and women to choose different roles.

At present, the initial provisions of the modern gender model have been determined in the modern gender model. Gender ceases to be definite and constant. The plurality of gender identity is manifested through the difference in consciousness and behavior in roles and situations. Biological man and woman choose a suitable gender role for themselves in accordance with their psyche and individual characteristics of personal development. A person plays “any creature” not only in the sphere of choice of citizenship, place of residence, nationality, age certainty, but also in the sphere of gender.

The opposition between male and female disappears. The interaction and mutual transition of male and female in any segment of the cultural space is not only inevitable, but also desirable.

In the public, private and intimate spheres, masculine and feminine exist and are defined without being uniquely linked to the biological sex of the individual.

The emergence and cultivation of the "unisex" model in the socio-professional, cultural, mental and behavioral spheres.

In the social and professional sphere, as well as in power relations, the inequality of men and women is presented as a result of free competition in the political struggle, in the labor market and services, and not as a result of gender policies and social stereotypes.

Modern society can be viewed as a complex system of institutions and organizations. It is the organization that turns out to be the socio-cultural and professional environment in which a person manifests himself and positions himself in various aspects: as a professional, as an employee, as a person, as a man or woman, as a team member or an individualist - a source of conflicts. On the one hand, the central element of the bureaucratic organization (and the historical achievement of the rule of law) is its impersonality. On the other hand, "gender is the quality of workers that they bring to the work situation, and which is constantly renewed in the work situation" Muller W. Gender and Organization // Journal of Sociology and Social Anthropology. - 1999. - V. 11. No. 2. - C. 115-132.. Each organization consciously or unconsciously pursues a "gender policy". In its implementation, in a hidden form, there is an ideology of equality / inequality of men and women, based either on the thesis of natural inequality and culture that reflects it; or on the thesis of cultural inequality and the need to overcome it with the help of special social technologies. Moreover, in relation to the career of women, the “social lifts” opened by P. Sorokin are clearly not enough. Under the gender policy of an organization, we mean: regulation of the staffing of employees by gender, the influence of the gender factor on the formation of power structures in the organization, the influence of the gender factor on the service and professional division of labor within the organization, the influence of the gender factor on the psychological climate, corporate culture and corporate ethics. The gender policy of an organization may be purposeful or implicit, but it is certainly present.

In order to determine the life strategies and motivations of a woman's behavior in a male society, in November - December 2002, sociological research was carried out at St. In particular, the following were considered:

Influence of the gender factor on organizational behavior and business relations;

The presence of a developed sexual identity;

The need for the formation of a gender policy in the organization.

The object of the study were female students of technical faculties (the first target group) and women who made a career at LETI (the second target group). When formulating the questions of the questionnaires, as well as when analyzing the results, the research group proceeded from the fact that the university acts as a classic male society. This is expressed in the predominance of men in any socio-professional group: in the absolute predominance of men in university management, in the dominance of male business style, in the dominance of male behavioral style and male norms of etiquette, and other features characteristic of male society. In addition, the vertical of power in the university corresponds to the classical gender model, and gender policy, or what can be mistaken for gender policy, corresponds to the “unisex” model, i.e. modern model. The objectives of the study included confirming the thesis about the masculine nature of the organizational culture of the university and identifying the strategies of organizational behavior used by women in this environment.

The specific purpose of the survey of the first target group is to determine the well-being and sexual consciousness of girls in the male society.

The following truths are well known:

Girls are ahead of boys in intellectual development up to 14 years;

Talent does not always break through; in the realization of great abilities, the role of education and the environment is enormous;

It is wrong to equate high intelligence and high life achievements;

Modern society, all its institutions, including the family, secondary and higher education, are permeated with gender-role stereotypes - well-established ideas about femininity and masculinity, rigidly prescribing how men and women should behave, look and what features men and women should show.

The intellectual capabilities and abilities of girls in the groups of "technicians", where there are only a few of them, and in the groups of "humanitarians", where there are few boys, must be considered separately. In groups of students of technical faculties, girls play the role assigned to them by society: they are less capable and active, more diligent and not as enterprising and bright as boys. These data confirm the open patterns in the predominant development of spatial intelligence in boys and verbal intelligence in girls. Boys already at the age of 8-9 are much better oriented in spatial-visual relations; girls have higher rates of verbal intelligence. Mathematical abilities are closely related to gender. At the age of 11-12, the propensities of boys and girls for mathematics and their qualitative and quantitative differences are obvious, with age the differences increase. According to statistics, there is one woman for every 13 men with mathematical abilities. Interestingly, gifted girls who have completed math courses are three times less likely than boys to aspire to work in this area.

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INTELLIGENCE LEADING TO PROFESSIONAL SUCCESS AS A FACTOR IN THE DEVELOPMENT OF PROFESSIONAL TALENTED FUTURE SPECIALIST

The question of what, after all, distinguishes people who are more successful in solving professional and other problems from those who are less successful has worried researchers and laymen for a long time. The tireless search for an answer to this question does not cease to give rise to more and more new theoretical constructions built on the basis of rigorous scientific methods. So, in the latest psychological theories, the potential of the individual is no longer so one-sidedly assessed, as it is in the concepts of "intellectual giftedness" or "creative giftedness", which were popular throughout the 20th century. The results of a number of studies have shown that many children and adults who do not demonstrate high scores on tests of intelligence, creativity or academic success, but who show good results in social, emotional development and practical ability to solve problems in unforeseen situations, turn out to be very successful in life and creativity. . Moreover, their advantages in achieving success in life are often so great that they are able to provide them not only with a social position, but also bring them to the rank of talented, outstanding and even brilliant. In this regard, in recent years, the interest of researchers in non-academic forms of intelligence has increased: social intelligence, emotional intelligence and practical intelligence, which, according to scientists, provide maximum realization of the individual and success in life and professional activity, gives a more accurate picture of the potential of the individual.

From the point of view of these approaches, foreign researchers have proposed a number of bright, albeit still controversial, even partly repeating each other interpretations of these types of intelligence. The similarity of these various concepts of intelligence is explained by their practical significance, since the concepts of social, emotional and practical intelligence are based on descriptive and methodological knowledge, the ability to restore knowledge and the ability to solve problems. In other words, it can be assumed that the first sign of a gifted person refers to his real interaction with the world, that is, the ability to effectively apply cognitive and metacognitive knowledge in real life and activity. Many will agree that this aspect is today an important component of modern society, since the key to the successful functioning of a person in changing modern circumstances is the development of behavioral scenarios that meet the new social reality and expected actions in the real world.

Despite the fact that these aspects of intelligence tend to differentiate their study, it is easy to understand from the names that they are all private, intersecting properties of the same complex systemic construct - intelligence. However, in order to clarify and set the context for the perception of the position put forward by us about considering them as important, at the same time as a single factor in the development of a person's professional giftedness, we turn to the relevant works in order to identify, first of all, the internal connections between these types of intelligence.

As an analysis of the literature has shown, researchers within the framework of these approaches (social, emotional and practical intelligence) face a number of problems that require their consideration in order to clarify the essence of each of them and the relationship between them. In particular, this concerns the following issues:

Is the particular intellect under study actually a type of intellect or is it an independent personal construct;
- what is the connection with the general - academic intelligence, i.e. with the cognitive side of the human psyche, and hence with knowledge;
- what is the role of the affective and behavioral aspects of a person in the study of a particular intellect;
- what is the ratio of each to another similar kind of intelligence (social, emotional or practical);
- what are the criteria and structure of the studied intelligence;
- how does this or that type of intelligence correlate with such a concept as “competence”;
- what are the possibilities of measuring procedures and techniques, diagnosing this type of intelligence?

Based on a preliminary analysis of relevant works, we have tried to answer these questions for each of these types of intelligence.

Social intelligence. The oldest history in this series is the study of "social intelligence". This is understandable, since our life is filled with a variety of communication, which at all times has been of paramount importance for society. According to most experts, the concept of "social intelligence" (social intelligence) was introduced by the American psychologist Edward Thorndike back in 1920 (Thorndike E., 1920), who dared to single out social intelligence as an important type of intelligence for a person among other established (verbal) , numerical, spatial), considering it as "the ability to understand other people and act or act wisely towards others" .

After the work of E. Thorndike, interest in the concept of "social intelligence" has increased significantly and ideas about it have expanded quite a lot. At the same time, the existing variety of interpretations of social intelligence by different authors requires a fairly clear formulation of this concept. To do this, we will try to integrate what is already known. Research analysis shows that, in general, the definition of social intelligence involves a distinction between such aspects as social knowledge (S. Wong, J. Day, S. Maxwell, N. Mir, S. Kosmitsky and K. John, etc.), social memory ( J. Washington and others), social perception (R. Riggio and others); social or communicative competence (M. Ford, M. Teasak, N. Kantor, etc.), social interpretation - decoding of non-verbal information (R. Anthony and R. Rosenthal, D. Archer and R. Akert, R. Sternberg and J. Smith and others), social intuition (F. Chapin, S. Wong and J. Day, D. Keating, R. Rosenthal and others), forecasting (S. Kosmitsky and O. John and others) , social adaptation or adaptability (D. Keating and F. Chapin, N. Kantor and R. Harlow, S. Kosmitsky and O. John, etc.), social and cognitive flexibility (K. John and J. Day, etc.) . self-esteem (N. Marlow, N. Fredrickson, L. Brown, M. Ford and M. Tisak, etc.).

The most recent works, reflecting a variety of areas of empirical research related to social intelligence, present it in the context of the ontogeny of the psyche, in particular, linking it to its affective side: as the interaction of cognitive and affective (S. Kosmitsky and O. John, 1993); as a type of subject-subject cognition (Yu.N. Emelyanov, 1985; N.A. Kudryavtseva, 1994); as the use of "internal experience" (D.V. Ushakov, 2004); as an intuitive nature of the manifestation of social intelligence (S.S. Belova, 2004). However, all of the above can be combined into three different approaches:

1. Social intelligence is a type of cognition that is among other types of intellectual cognition that differ from each other in the specifics of their object. However, this approach does not allow one to explain the specific features of social intelligence, such as a low load on the general intelligence factor and correlation with personality traits.
2. Social intelligence is not so much an ability as knowledge, skills or skills acquired during life. Indeed, when characterizing social intelligence, it is very difficult not to appeal to the knowledge of people and social situations and the ability to resolve them.
3. Social intelligence is a personality trait that determines the success of social interaction. This approach is a natural reaction to relatively low correlations of social intelligence with other types of intelligence and relatively high correlations with personality traits.

So, in the broadest sense, social intelligence is the ability to know social reality. Although the place of social intelligence in the structure of abilities is still unclear, nevertheless, the positions of most researchers defend the position that social intelligence is a type of intelligence, although quite peculiar, since the patterns that are found in the field of general intelligence are also revealed. Thus, academic and social intelligence are adjacent sides of intelligence. However, then another fact needs to be explained: general intelligence practically does not reveal correlations with personality traits, while for social intelligence such connections turn out to be very characteristic.
Then the researchers turned to social intelligence as the ability to know from the point of view of the theory of competence. Scientists began to deal most intensively with the problem of social competence in the 80s and 90s, creating complementary models: M. Argil (professional and communicative competence, 1974); G. Oppenheimer (motivational and operational aspects); J. Spivak and M. Shur (a set of related skills in solving interpersonal problems); K. Rubin and L. Rose-Krasnor (the concept of social scenarios); R. Selman (working with information, 1980); U. Pfingsten and R. Hintsch (cognitive, emotional and motor behaviors); M. Ford and M. Tisak (group of mental abilities associated with the processing of social information, 1983); R. Sternberg (situational intelligence, 1985); N. Kantor (pragmatic side, 1987) and others.

Along with Western researchers, most Russian authors also until recently touch upon the problem of social intelligence in the aspect of communicative competence: M.I. Bobneva, Yu.N. Emelyanov (social sensitivity, 1985); ON THE. Aminov and M.V. Molokanov (professional orientation, 1992); ON THE. Kudryavtseva (the ability to solve problems at the subject-subject level - a person's self-esteem, 1994); V.N. Kunitsyna (complex of intellectual, personal, communicative and behavioral traits, 1995); V.E. Koblyanskaya (social-psychological readiness and communicative competence, 1995); M.L. Capsule-on (great activity and self-confidence, high self-esteem, 1997); E.I. Pashchenko (holistic system of interdependent cognitive abilities, 2003); D.V. Ushakov (inner world and its connections with personal behavior, 2004) and others. An attempt to explain social intelligence through the concept of "competence" formed a point of view: social intelligence as competence develops on the basis of a known ability, in particular, verbal intelligence through the acquisition of experience (knowledge, skills, abilities).

Thus, there are many definitions and interpretations of the concept of "social intelligence", as well as researchers involved in this problem. All studies show that the approaches of scientists, which were based on behavioral or non-verbal methods of determining social intelligence, were significantly more successful than those based on verbal or cognitive methods, allowing to identify the features of social intelligence and its difference from academic intelligence. The listed set of cognitive, affective and behavioral characteristics of social intelligence in the models of social intelligence proposed by the authors shows the main difference between the structure of social intelligence and the structure of general intelligence, which lies in the fact that personal properties play an important role in the structure of social intelligence. In general, the characteristic of social intelligence has two aspects: cognitive and behavioral. Since a person as a social being has the so-called "crystallized" or "declarative" knowledge about social events and situations, obtained in the course of learning and accumulated by his own experience, and is able to apply them in solving social problems and life tasks. Each of the identified levels in the social plan contains a group of stable factors.

Emotional intelligence. Emotional intelligence research has a shorter history than social intelligence research. Nevertheless, many studies and practice have repeatedly proved that the greatest success in life is achieved by those who are able to pull themselves together at a critical moment and not succumb to anger, irritation or despondency, i.e. knows how to manage his emotions. Moreover, if a person is endowed with such qualities, then they apply to all life situations, and not just to the area related to study or work.

A critical analysis of the currently available models of emotional intelligence and a range of issues related to emotional intelligence, primarily its nature and structure, is presented in the works of R. Sternberg and D.V. Lucina. There is no point in giving an analysis of these works here. We only note that the content of the concept of "emotional intelligence" is quite broad and still vague. Although in all available research on emotional intelligence, two models can be mainly distinguished: 1) the ability model - the idea of ​​emotional intelligence as the intersection of emotions and cognition, and 2) the mixed model - considers the concept of emotional intelligence as a combination of mental and personal traits inherent in each particular person .

As for the nature of its connection with the academic (traditional) intellect, it is enough to cite the conclusions of D. Goleman, who in his study proved that IQ tests and the like cannot accurately predict who will achieve great success in life, and, according to his assumption , 80% of success is determined by other properties, one of which is emotional intelligence. At the same time, he pointed to such personal factors as empathy and flexibility towards oneself, enthusiasm and perseverance, the presence of which determines the difference between emotional intelligence and IQ level. This indicates the legitimacy of its existence as a separate construct, despite the correlative links with academic intelligence.

The combination of cognitive abilities and personal characteristics is reflected not only in the model of D. Goleman (1997), but also in the model of R. Bar-On (1997), which includes five broad areas of competence: 1) self-knowledge (awareness of one's own emotions, confidence in oneself, self-respect, self-realization, independence); 2) interpersonal skills (interpersonal relationships, social responsibility, empathy); 3) adaptability (problem solving, reality assessment, adaptability); 4) management of stressful situations (resistance to stress, impulsiveness, control); 4) prevailing mood (happiness, optimism). And also in models: Davis, Stankov, and Roberts, who correlated emotional intelligence with self-reported empathy and emotional control (1998); Schute and his colleagues (understanding emotions, knowledge of life, mood, regulation of emotions, impulsivity, 1998); J. Mayer, D. Caruso and P. Salovey, who interpret emotional intelligence at two levels: as a cognitive ability and as a mixed model of cognitive abilities and personality characteristics (1999); K.V. Petrides and E. Ferihem (as an ability and as a trait (for example, the stability of behavior, etc.), 2000); E.L. Yakovleva (the ability to act with the internal environment of one's feelings and desires, 1997); G.G. Gorskova (the ability to understand personality relationships represented in emotions and manage the emotional sphere based on intellectual analysis and synthesis, 1999), etc.

One of the latest works is a study by the Russian psychologist D.V. Lusina (2004), who considers emotional intelligence at two levels: 1) intrapersonal - directed at oneself (awareness of one's emotions; managing one's emotions; control of expression; emotional openness) and 2) interpersonal - directed at others (intuitive understanding of other people's emotions; understanding other people's emotions through expression; a general ability to understand other people's emotions). That is, each of these levels involves two levels of abilities: to understand one's own and other people's emotions and manage them. I.N. Andreeva also revealed in her study that individuals with a high level of development of emotional intelligence have a pronounced ability to understand their own emotions and the emotions of other people, to control the emotional sphere, which leads to higher adaptability and efficiency in communication. Moreover, the greatest influence on the development of a high level of emotional intelligence is exerted by such structural components as emotional awareness, empathy and recognition of the emotions of other people, emotion management, self-motivation.

Thus, Salovey and Mayer's first model of emotional intelligence, which included only cognitive abilities (ability model), has now been replaced by mixed models (combination of cognitive and personality characteristics). However, some of the researchers understand this concept so broadly that they include such personal characteristics that are of a social nature, which intersect with the characteristics of social intelligence and do not give a clear idea of ​​the structure of emotional intelligence as separating it from social intelligence. And in this regard, we agree with D.V. Lusin, who notes that it is reasonable to include in the model of emotional intelligence only those personal characteristics that directly affect the level and individual characteristics of emotional intelligence. Nevertheless, the contribution of the authors of these works is that they have identified specific characteristics of emotional intelligence that can be studied and measured separately from academic and social intelligence, therefore, emotional intelligence has the right to exist independently in the theory and practice of studying intelligence, as well as social intelligence. We hope that further developments of emotional intelligence will bring clearer and more reliable ideas about it as an independent specific construct that allows you to achieve success in interacting with the real world. It is important for us that emotional intelligence, as well as academic and social intelligence, has a decisive influence on the success of an individual not only in everyday life, but also in the field of professional activity.

So, based on the foregoing, we can say that emotional intelligence, as well as social intelligence, involves two levels of its definition: 1) cognitive (what relates to the perception, understanding and identification of emotions, etc., i.e. to knowledge) and 2) behavioral (activity aspect, which reflects the ability to solve emotional problems and manage them in interaction with the environment). Hence, the structure of emotional intelligence, which manifests itself both in relation to oneself and to others, includes a number of relevant components.

Practical intelligence
At first glance, it is clear that the concept of "practical intelligence" suggests the antonym of the concept of "theoretical intelligence". That is, we cannot ignore the equally important (and perhaps even more important) ability to apply knowledge flexibly in practical activities. Also, we cannot ignore the fact that the understanding of practical intelligence implies not only the ability to use the accumulated knowledge in life, but also extends to those knowledge and skills that are developed on the basis of individual implicit experience, called by R. Sternberg as “implicit knowledge” (which usually not taught and that often does not even get verbal expression).

We somehow feel the difference between academic and “practical intelligence” not only in everyday life, but also proved by a mass of life examples and research results, when often people who studied well at school but had problems at work, and, conversely, those who studied very poorly, but successfully moved up the career ladder. Of course, this difference is due to many factors and reasons, but the main reason, as has been proven by many studies, is the inability to apply academic knowledge in practice.

In the course of many years of research (more than 15 years), R. Sternberg and his colleagues discovered an unstable, time-varying nature of the interaction of genetic factors and environmental factors influencing the formation of intelligence, which determines the process of developing intellectual activity skills. Hence his definition of practical intellect as a form of acquired experience. Thus bringing to the fore the individual experience of social reality, R. Sternberg laid the foundations for a new direction in the study of the complex structure of intelligence - practical intelligence (tacit knowledge theory), where social and emotional intelligence, in his opinion, reflect different aspects of "practical intelligence".

Note that R. Sternberg's concept of practical intelligence is part of his broader three-component theory of intelligence, which includes academic, creative and practical abilities and is called by him the theory of "intelligence leading to success". Under the "intelligence leading to success", R. Sternberg considers a person's ability to achieve success in life, the level of specified standards, due to the socio-cultural context. Hence, tacit knowledge is defined by R. Sternberg as knowledge that reflects the practical ability to learn from experience and apply this knowledge to achieve one's own goals.

It should be noted that R. Sternberg's concept of practical intelligence reflects a broader approach to understanding this concept as “the ability to form a subjective psychological space in the world around us”, i.e., considers its manifestations in various life situations. For us, we are only interested in that aspect of practical intelligence that is associated with professional activity and the achievement of success in it, as well as the problems of its formation in the professional training of specialists in higher education. It is in this context that we will try to consider the provisions of R. Sternberg's concept. So, R. Sternberg and his colleagues, focusing on non-verbalized knowledge (implicit knowledge) - what we learn from our own experience in the process of professional activity - studied this kind of knowledge among representatives of various fields of professional activity and came to the main conclusion : practical intelligence determines future success just as well as academic intelligence, usually assessed by tests of the so-called general intelligence. In addition, they are convinced that a practical form of intelligence allows you to make more accurate predictions than academic ones.

Taking into account these important experimental facts and conclusions, as well as taking into account the increasing practical orientation of higher education, we can assume that one of the most important areas of our research should be the issue of stimulating and developing practical intelligence in students, developing strategies used to solve practical problems. tasks in educational and further professional activities in the context of the chosen specialty (in our case, a teacher). In addition, the tasks set by us are closely consistent with the established practical tasks of the university students themselves: achieving success in academic professional education, forming social ties and developing individuality. It is also encouraging that R. Sternberg and his colleagues found that tacit knowledge can be quantified and measured. They gave a methodology for identifying and measuring implicit knowledge, which can be successfully applied in pedagogical research.

Based on the concept of R. Sternberg, by the acquired experience of a future specialist, we mean an integrative characteristic of the content (fundamental, knowledge) and procedural (practical, activity) foundations of professional activity, allowing the future specialist to successfully carry out professional activity. From this we can say that the experience of a future specialist (let's call it acquired professional experience) is formed at two levels: cognitive (knowledge) and behavioral. Based on this, from a substantive point of view, the structure of the acquired experience of a future specialist contains two main components that are inseparable unity: 1) cognitive (knowledge) and 2) behavioral (activity).
Thus, an essential component of the process of mastering experience is the formation of implicit knowledge. We conclude that the acquisition by students, along with fundamental and applied knowledge of personal or implicit knowledge, occurs in the process of practical application of the acquired knowledge. This knowledge is of a procedural nature, and the degree of its development (and it is determined by the intensity of personal experience) to a decisive extent determines success in educational and future professional activities. Consequently, the relationship between the cognitive and behavioral levels of practical intelligence is manifested in the fact that on the basis of the organic unity of the assimilation of professional experience and the acquisition of procedural (implicit) knowledge, professional practical intelligence is formed.

As for the connection between practical intelligence and such a concept as "competence", R. Sternberg's concept of practical intelligence shows this direct connection in the context of the flexible application of knowledge by a specialist. After all, competence is not only the possession of knowledge in a particular area of ​​its activity, but also the ability to use it in practice. Thus, in the course of our analysis, the fact of the relationship between all three considered types of intelligence is clearly traced, which allowed us to formulate the following conclusions:

almost all researchers of social, emotional and practical types of intellect recognize the intersection of their various aspects with intellect (thinking) in its traditional sense (as general and particular intellectual abilities), which gives reason to assert that each of them is one or another type of intellect;

all three types of intelligence show correlations with academic intelligence, i.e. with the cognitive side of the psyche (knowledge), however, the main difference between each of them lies in the greatest connection with personal characteristics, rather than with academic intelligence, which gives the right to single them out as separate constructs for study as a form of non-academic intelligence;

social, emotional and practical intelligence are manifested as one or another behavioral ability of a person, i.e. they are connected, in contrast to the academic, with the activity side of a person in interaction with social reality;

in the study of each of these types of intelligence, certain aspects of the connection with the characteristics of opposite types (social, emotional or practical) are revealed, i.e. they are closely related to each other, the study of the mechanism of these relationships and the nature of their relationships requires further research;

in the structure of both social and emotional, as well as practical intelligence, two levels of components are mainly identified: cognitive (knowledge) and behavioral (activity), however, the composition of these components of a particular intelligence is characterized by its own specific differences, in particular, social with communication, emotional - with emotions, practical - with experience (implicit knowledge);

each type of intelligence is closely related to one or another aspect of the concept of competence in a broad sense, therefore, they are components of the integrative competence of a specialist;

all three types of intelligence (social, emotional, practical) have a practical orientation in terms of interaction with reality, and this gives reason to assert that they are all practical types of intelligence based on “non-verbalized knowledge”;

all three types of intelligence have a recent history of their intensive study (the last decade) as direct types of intelligence, therefore, diagnostic methods for measuring them are still insufficient and are in the process of further development;

Social, emotional and practical intelligences have found determining relationships with success both in educational and professional activities, as well as with predictive potential no less than academic intelligence, which makes it possible to speak of them as “intelligence leading to professional success”.

In the context of our subject of study - the development of professional talent of a future specialist in a university - all this, in our opinion, requires combining into an integrated concept of "intelligence leading to the success of professional activity" as a system-forming concept of all these aspects in the study of intelligence, although in practical terms it is advisable identify and measure them differently. So, on the basis of all of the above, by "intelligence leading to professional success" we mean "the acquired abilities of a person's social, emotional and practical interaction with reality, which ensure success in professional activities." We summarize the content side of the structure of this factor in the table (see the table on p. 35).

We believe that, using these basic criteria, it is quite possible to develop procedures for identifying and quantifying each of the indicated parameters of intelligence leading to professional success. It is especially important that such a model of a specific integrated type of intelligence most fully reflects its components. On the basis of this model, in our opinion, it is also convenient to develop special programs for the development of intelligence, leading to professional success both in general education schools and in higher education.

Bibliography

Practical intelligence / R. Sternberg, J. Forsythe, J. Hadland, J.A. Horvard, R.K. Wagner, V.M. William, S.A. Snook, E.L. Grigorenko. St. Petersburg: Peter, 2002.

Social intelligence: theory, measurement, research / Ed. by D.V. Lyusina, D.V. Ushakov. M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2004.

UDC 159.9 + 316.34

SOCIAL INTELLIGENCE AS A FACTOR OF SUCCESS IN PROFESSIONAL ACTIVITIES

S. V. Shcherbakov* and A. R. Iskhakova

Bashkir State University Russia, Republic of Bashkortostan, 450074 Ufa, st. Zaki Validi, 32.

Tel.: +7 (34 7) 273 6 7 78.

Email: [email protected]

The article describes the results of a study of social intelligence and professional success of engineering and technical workers of the Ufa distillery. An original technique for diagnosing social intelligence on the basis of solving conflict problems is described.

Keywords: social intelligence, tacit knowledge, professional success.

In connection with economic transformations at the present stage, the importance of the social and communicative competence of specialists in various industries has sharply increased as the most important factor in their professional training. In particular, an important role is played by the problem of harmonization of industrial relations and the efficient use of human resources in production teams. Social intelligence as a leading component of social competence is the most important factor in optimizing professional activity. The level of development of social intelligence largely determines the characteristics of human interaction with other people and with the team as a whole.

Social intelligence is a concept that entered modern psychology in the second half of the twentieth century through the efforts of such well-known researchers as Thorndike, Gilford, Sternberg, and others. The most famous foreign researcher in this field, American psychologist R. Sternberg, emphasizes the hidden, implicit, approximate nature of knowledge necessary for solving problems of practical and social intellects. Implicit knowledge is formed spontaneously, and not in the process of special training. They are empirical procedural and situational in nature and are closely related to the practical and professional activities of a person.

R. Sternberg developed a procedure for studying implicit knowledge from specialists in various fields (higher education, business and management, the Armed Forces). Interviews were conducted with highly qualified and successful specialists of the relevant profile. In the course of the interview, those situations and episodes that were especially important and significant for their professional activities were extracted from the experience of the respondents. As a result, R. Sternberg highlights such features of such implicit professional knowledge as individual specificity, contextuality, latency.

Domestic researcher D. V. Ushakov defines social intelligence as “competence in the field of social cognition”. Emphasizing fundamentally probabilistic and continual

the nature of social intelligence and using the term "subjective weighing", he points to the important role of non-verbalized and intuitive components in the structure of this phenomenon.

If the solution of cognitive problems is characterized by a contradiction between the existing conditions of the task and the possibilities for solving it, then social intelligence often manifests itself in conflict situations that are closely related to the contradictions of the motives and goals of the participants in the conflict. We put forward the assumption that social intelligence reflects the rational and pragmatic aspects of a person's behavior associated with the individual's ability to find the best way out of ambiguous and conflict situations. Social intelligence as the most important factor of social adaptation is reflected in the process of finding the optimal strategy for overcoming conflict situations.

The research hypothesis was as follows:

1. First of all, we put forward a hypothesis about the existence of statistically significant relationships between social intelligence and such aspects of the professional activity of the subjects that reflect the level of their social and communicative competence.

2. In addition, we assumed the presence of statistically significant correlations between social intelligence and the final professional rating of engineering and technical personnel.

This study was conducted on the basis of the Ufa distillery of the branch of JSC "Bashspirt" and was aimed at studying the social intelligence and professional success of engineering and technical workers. The study involved 27 engineering and technical workers, the age of the subjects ranged from 24 to 59 years, of which 11 were men and 16 were women. The aim of the work is to study the structure and psychological mechanisms of social intelligence in engineering and technical workers.

To diagnose social intelligence, we developed a questionnaire for assessing the optimal choice in a conflict situation based on the methodology proposed by D. V. Ushakov and A. E. Ivanovskaya and the popular test of K. Thomas.

section PEDAGOGY and PSYCHOLOGY

As you know, the two-dimensional model of strategies for the behavior of an individual in a conflict situation, popular in conflictology, by K. Thomas and R. Killman suggests five main options for getting out of a conflict situation: withdrawal, coercion, compromise, concession, cooperation. In addition to these strategies, we have added mediation and snarky response tactics.

Interviews were conducted with the most experienced employees of the plant, during which a set of conflict situations encountered in their production practice was determined. All twenty test items selected by the experts included seven response options, evaluated on a seven-point system, with each outcome corresponding to the indicated strategies for overcoming the conflict situation.

According to the instructions, the subjects need to evaluate each of the seven options for getting out of the conflict situation. The answers were recorded in a special form, and as a result, a system of points for all conflict strategies was recorded for each individual.

Unlike tests of academic intelligence, designing a grading system to determine the quality of responses is an independent problem. For this technique, the criterion for the effectiveness of answers to the questionnaire was the degree of correspondence between the answers of each subject with the so-called "median profile", which reflects the system of group assessments.

The Euclidean metric was used as a measure of the conformity of the responses of the subjects with the median profile. For a correct understanding of the results obtained, it must be borne in mind that the level of intelligence, measured using distance indices, reflects the degree of consistency of the answers of the subjects with the average group estimates. Note that as the database grows, group norms are refined and recalculated. At the same time, the median profile turns out to be much more stable than the system of average scores, since it turns out to be more protected from random answers.

It should be noted the fundamental methodological problem that arises in assessing the effectiveness of labor activity. Not always the success of labor activity can be directly assessed. So, the domestic researcher V. A. Bodrov points out the high information content of the marks that the pilot receives for performing practical tasks. In particular, the direct assessment of a specialist based on the results is the basis for professional certification in sports activities. An example of this is the so-called "ELO" coefficient among chess players, etc.

We agree with the point of view of R. Williams, a foreign specialist in the field of industrial psychology, who believes that "... in practice, the concept of activity, as a rule, is endowed with a broader meaning, including both results and behavior" . At the same time, he refers to those researchers

lei, which distinguish between formalized and non-formalized aspects of labor activity. Non-formalized behavior includes the so-called. super-role behavior, organized civic behavior, organizational spontaneity, etc. For example, Motowidlow and Schmit note that contextual activity affects the overall evaluation of work by immediate superiors.

Taking into account the relatively heterogeneous professional composition of the contingent of specialists of the Ufa distillery, in order to determine the most important professional qualities of the engineering and technical staff of this organization, we decided to use Campbell's scheme, popular in modern industrial psychology, described in the mentioned work of Williams.

John Campbell identifies three main factors in the professional success of employees: professional skills related to the main task, demonstrated effort, and personal discipline. Specification of these components leads to the following classification:

1. Professionalism in the performance of official tasks, reflecting the degree of the employee's ability to perform basic business and production tasks.

2. Professionalism in the performance of tasks that are not specific official.

3. Professionalism in the field of written and oral communication.

4. The level of effort shown. This indicator reflects the constancy of the employee's daily efforts, as well as the desire to continue working under adverse circumstances.

5. Personal discipline implies the absence of absenteeism, being late for work and alcohol abuse.

6. Facilitate the work of colleagues and the entire team: support their colleagues, help in resolving work-related problems.

7. The level of effectiveness of direct management.

8. Management/administration. According to Campbell, this factor involves the main elements of management other than direct management (clear clarification of goals, cost control, attraction of additional resources, etc.).

Since the diagnostics of the efficiency of the managerial level was not the purpose of our study, we did not use the last points 7 and 8 of the indicated components of the D. Campbell model. In addition, we combined service and non-service professionalism into one block and added the sixth block “Self-control and self-presentation”, which implies the ability of an employee to present himself in a favorable light in front of others.

The preliminary list of behavioral indicators of the effectiveness of the professional activity of the plant's employees consisted of forty-five items, from which, with the help of experts, eighteen final evaluation parameters were selected.

Results of Comparison of Professional Rating and Social Intelligence of USWK Engineering and Technical Personnel

Competent- Communication- „ Promoting Self- Prof°

Activity Discipline

Social integrity ^ team under ^ success

intelligence

0.35 0.39* 0.43* 0.08 0.21 0.26 0.34

Statistically significant correlation coefficients (p<0.05).

As a result, each participant in our study could be characterized by a system of six parameters: professional competence, communication efficiency, degree of effort, personal discipline, assistance and assistance to other employees, and the effectiveness of self-presentation.

On the basis of these parameters, a questionnaire for assessing the effectiveness of an employee was constructed, the task of which was to determine the rating of an employee according to the specified scheme. The total professional rating and all its structural components were calculated as a result of a group assessment of the individual.

In table. Spearman's rank correlation coefficients between the indices of professional competence and the level of social intelligence of engineering and technical personnel of the Ufa distillery are presented.

We can state close and statistically significant links between social intelligence and the level of production activity and the effectiveness of communications among the employees of the plant. Thus, our assumptions about the existence of statistically significant correlations between social intelligence and indicators of social and communicative competence were partially confirmed. A number of relationships were significant at the 10% inference error level. It is possible that the relatively small sample size did not allow us to draw definitive conclusions.

Conclusion Based on the assumption of a close connection between the problems of social intelligence and conflictology and based on the research of R. Sternberg, D.V. Ushakov and others, we have developed a new

a method for measuring the social intelligence of engineering and technical workers, based on a consistent assessment of the system of ways out of conflict situations. To determine the effectiveness of test responses, it was proposed to start from a system of group assessments, which was a vector of median values ​​for all items of the social intelligence questionnaire.

In addition to diagnosing social intelligence, the level of professional competence of engineering and technical personnel was measured. Spearman's non-parametric correlation analysis revealed statistically significant positive relationships between social intelligence and indicators of professional competence of engineering and technical workers.

The study was carried out with the financial support of the Russian Humanitarian Foundation within the framework of the research project of the Russian Humanitarian Foundation "Social intelligence and professional competence of engineering and technical workers"; project No. 10-06-00525A.

LITERATURE

1. Practical intelligence / R. J. Sternberg, J. B. Forsyth, J. Hedland et al. St. Petersburg: Peter, 2002. 272 ​​p.

2. Ushakov DV Social intelligence as a type of intelligence of schoolchildren // Social intelligence: theory, measurement, research. M.: Institute of Psychology RAS, 2004. S. 11-28.

3. Ushakov D. V., Ivanovskaya A. E. Practical intelligence and adaptation to the environment among schoolchildren // Social intelligence: theory, measurement, research. Moscow: Institute of Psychology RAS, 2004, pp. 161-175.

4. Grishina NV Psychology of conflict. St. Petersburg: Piter, 2000. 464 p.

5. Emelyanov S. M. Workshop on conflictology. St. Petersburg: Piter, 2000. 368 p.

6. Bodrov V. A. Psychology of professional suitability: textbook. allowance for universities. M.: PER SE, 2006. 511 p.

The effectiveness of social success motivation is closely related to the level of social intelligence.

In the study of M. L. Kubyshkina, carried out under the guidance of V. N. Kunitsyna, the role of social intelligence in activities aimed at achieving high results in socially significant activities was revealed.

FROM THE WORK EXPERIENCE OF RUSSIAN PSYCHOLOGISTS

A study by M. L. Kubyshkina showed that the leading features of people with a pronounced motive for social success are great activity and self-confidence, high self-esteem with firm confidence in their charm, and highly developed social intelligence.

The objects of the study were working adults of various professions aged 26 to 45 years and students (a total of 530 people).

We used the modified Eysenck questionnaire, the Nartova-Bochaver help motivation scale, the methods of V. N. Kunitsyna (SUMO, Self-Assessment-25), the Ehlers method of avoiding failure, etc.

It turned out that the ratio of the motive of social success and the motive of avoiding failure allows us to distinguish six different types of people:

BUT - "advancing"- the predominance of the motive of social success and the desire for recognition and rivalry. Such people are hyperactive, aggressive, shameless, risk-averse, have high self-esteem and average social intelligence.

AT - "defending" all three components of the social success motive are weakly expressed; such people are insecure, shy, have the lowest social intelligence.

WITH- "responsible"- a strong desire for achievement and rivalry, no impulsiveness; businesslike, no interest in people, good manipulators.

D- "weakly motivated" emotional instability, undeveloped self-regulation and very low responsibility. They are distinguished by low self-esteem and insufficient energy indicators.

E - "cautious"- approach in many respects the average indicators for the entire group, they are distinguished by the desire for stability, caution and foresight.

F- "harmonious"- emotional stability, good self-esteem, autonomy and adequate self-esteem. Social intelligence is harmoniously developed.

(Cm. Kubyshkina M. L. Psychological features of social motivation

success. – Dis.... cand. psychol. Sciences. - St. Petersburg State University, 1997)

In the socio-psychological aspect, the achievement motive can be considered as the motive of social success. According to the latest research, it has the following structure:

• desire for fame, prestige, recognition;
• desire for competition;
• striving for achievement in meaningful activities.

So, the most general results of the study of social intelligence are expressed in the fact that a holistic concept of social intelligence has been developed, a set of domestic diagnostic methods for measuring it has been created, and results have been obtained that testify to the validity and reliability of the methods used.

Social intelligence appears as an independent psychological phenomenon, and not a manifestation of general intelligence in social situations.

The main diagnostic tool is proposed, which makes it possible to derive an integral index of social intelligence based on the ratio of quantitative characteristics of 12 properties related to the above aspects of social intelligence.

social competence

Social, economic, political changes, the restructuring of social and individual consciousness, the emphasis on individual initiative, entrepreneurship place increased demands on social competence, the ability to rebuild and manage new groups. Personal traits that were not previously considered great valor, such as compromise, enterprise, practicality, etc., become socially desirable.

24.2.1. Social competence is a mechanism for adapting to new conditions

In the context of dramatic social changes, great demands are placed on the rapid development of new social knowledge and skills, and the expansion of social competence. For example, psychologists from the former GDR note that the reunification of Germany caused a crisis of orientation in life and new requirements for social competence among East Germans.

In an article by the well-known German psychologist J. Mehl, who worked in the GDR, the problem is posed as follows: social competence is the goal of psychotherapy; emphasizes the need to correct the image of the Self in a situation of social change (Mehl, 1995).

RELEVANT QUOTE

Extraordinary life burdens on the “well-being” of the population can be defined as “collective non-normative life events” that cause a crisis of orientation in life and impose previously unseen demands on people's social competence.

G. Schroeder, who summarized the data of psychologists and psychotherapists of the new federal lands, proceeds from the hypothesis that the specific conditions of socialization in the GDR formed, first of all, certain modes of behavior and attitudes, which in those conditions were functionally adaptive, but in the new social situation revealed the incompatibility of the objective requirements of life and subjective competence to overcome them. This is also consistent with the observations according to which the “verbal competence” developed in the past becomes an obstacle to the intensification of activity that is now necessary.

Differences in behavioral control turned out to be very pronounced: East Germans show a greater need for control (striving for order, adherence to principles, higher orientation towards norms of behavior, greater reliability in relationships, more pronounced orientation towards the future and common sense), as well as less impulsiveness ( less thirst for new experiences and the joy of improvisation).

According to the analysis of cases of psychological and psychotherapeutic services, 40% of diagnoses relate to violations of social competence. In all cases, clients indicate a direct connection between their complaints and mental stress caused by social change. The question is whether psychotherapists have a flexible toolkit or program for the treatment of social competence disorders that could provide individual assistance to clients in cases where life brings them mental stress. When developing psychosocial and psychotherapeutic measures aimed at supporting social competence and self-confidence, one can be guided by the concept of R. Ulrich and R. Ulrich, who formulated seven characteristics of a socially competent person, according to which he is able to:

make decisions about yourself and strive to understand your own feelings and requirements;

forget blocking unpleasant feelings and own insecurities;

to imagine how to achieve the goal in the most effective way;

correctly understand the desires, expectations and requirements of other people, weigh and take into account their rights;

· analyze the area defined by social structures and institutions, the role of their representatives and include this knowledge in their own behavior;

• to imagine how, taking into account specific circumstances and time, to behave, taking into account other people, the limitations of social structures and their own requirements;

be aware that social competence has nothing to do with aggressiveness and involves respect for the rights and obligations of others

This concept can serve as a guide in conducting psychotherapeutic conversations, in role-playing training in self-confidence and approbation of the course of action in real conditions, taking into account individual problems and goals of psychotherapy. In addition, the types of situations formulated in accordance with the nature of the requirements - for example, "defend your right", "set up relationships", "win sympathy", etc. - allow you to determine the goals of psychotherapy that meet the vulnerable aspects of the client's behavior.

Teaching social competence should be a mastery of tools that will allow you to reflect on the external requirements of the situation and implement the appropriate influence on it.

(Cm.: Mel Yu. Social competence as a goal of psychotherapy:

problems of the image of I in a situation of social change //

Questions of psychology. - 1995. - No. 5. - S. 61-68.)

Similar difficulties in developing new adaptation skills, mastering information about new social institutions, new social roles and positions (broker, dealer, etc.), changes in the role of representatives of many social institutions in society are also observed in our country.

The crisis of social identities, the change in their hierarchy, dynamics, the change in ethno-national, professional identity, in other words, the loosening of all identities in our society over the period 1992-1994. is discussed in books and articles by V. A. Yadov and A. P. Kornilov (Yadov, 1994; Kornilov, 1995).

In foreign works devoted to social intelligence and social competence, these phenomena are often combined.

Let us briefly consider approaches to the problem of social competence, its structure and functions that have developed in foreign science.

To date, there has not yet been a final definition of social competence (hereinafter referred to as SC). In one of the first such attempts, SC is understood as “the efficiency or adequacy with which an individual is able to respond to the various problem situations that he encounters” (Cited in: Rubin et al., 1992, p. 284).

M. Argyle in his book “Psychology of Interpersonal Behavior” (in the section “Social Competence”) also mentions social intelligence, but focuses on the concept of “general social competence”, combining professional and communicative competence with it. He considers it necessary to consider these two species in interrelation. This, in particular, can explain some patterns, "professionalism" in everyday communication and speech.

M. Argyle names the following components of social competence:

• social sensitivity (meaning the accuracy of social perception - VK.);
• basic interaction skills (repertoire of skills, especially important for professionals);
• skills of approval and reward that are essential to all social situations.
• balance, calm as the antithesis of social anxiety. (Argyle, 1974, p. 78)

In the eighties, a number of authors emphasized the motivational and operational aspects of social competence, its behavioral manifestations. Its main focus is "...To participate effectively in complex interpersonal interactions" (Oppenheimer; cited in Rubin et al., 1992).

The criterion of social competence is the effectiveness of interaction, the achievement of significant social goals in certain social contexts using appropriate means and obtaining a positive result.

In the same years, different researchers consistently formed two complementary models of social competence and its development. The first model (Spivak and Shur, 1974; cited in Rubin et al., 1992) presents it as a set of related interpersonal problem-solving skills. This complex includes:

• sensitivity to interpersonal problems, their recognition;
• the ability to generate alternative solutions to problems;
• the ability to determine the necessary means to achieve goals;
• the ability to determine and understand the motives and actions of others;
• the ability to anticipate consequences, to think through mutually exclusive end results.

It is quite obvious that most of the listed components characterize mental intellectual activity and specific personal properties, such as social thinking, social sensitivity, which form the basis of social intelligence.

In a later, "improved" model of social competence, the emphasis is on working with information. K. Rubin and L. Rose-Kresnor introduce the concept of social scenarios (that is, certain patterns, coordinated actions in well-known situations) into the model of social competence.

R. Selman's model is the result of a study of the foundations of developing a social point of view; it focuses on solving interpersonal problems. In 1980, this author published a work on the basics of developing a social point of view from the zero level (unreasonable and egocentric reference in childhood) to the level of superficial socio-symbolic orientation in adolescence. According to Selman, at a higher level (in adolescence), complex multifaceted assessment systems, an orientation towards cooperation, appear (Selman, 1980).

The research methods used were interviews about solutions in hypothetical situations, as well as observation and questionnaires. The specific goal was to study skills in working with information. It was noted that with age, the ability to decenter, encode a large amount of information, insight (the ability to look deep, beyond the surface of what is directly perceived) increases.

Strategies become more complex with age in a cognitive aspect, focused on others, verbalized and predictive. There is an adaptive reaction to failure, which is expressed in a change in this strategy, and not in a hasty and unjustified transition to another strategy. All this is accompanied by better self-regulation, which allows you to cope with strong negative emotions.

In later works, German psychologists U. Pfingsten and R. Hintsch (1991; cited in Mehl, 1995) focus not on social knowledge, goals, and the effectiveness of interaction, but on ways of behaving. Social competence is defined by them as the possession of "cognitive, emotional and motor behaviors that, in certain social situations, lead to a long-term favorable ratio of positive and negative consequences."

social competence

In the work of E. V. Koblyanskaya, performed at St. Petersburg University in 1995, social competence is considered as an adaptive phenomenon, the basis of which is socio-psychological preparedness and communicative competence.

It seems to us that in the most general form, social competence can be represented as knowledge about the social world and about oneself, one's place in this world, ways of behavior and behavioral scenarios that facilitate social interaction, the main functions of which are social orientation, adaptation, integration of general social and personal experience. . VN Kunitsyna proposed the following definition of social competence. Social Competence - a system of knowledge about social reality and oneself, a system of complex social skills and interaction skills, scenarios of behavior in typical social situations that allow you to quickly and adequately adapt, make decisions with knowledge of the matter, taking into account the current situation; acting on the principle of "here, now and in the best possible way", to extract the maximum possible from the circumstances.

Social competence is an operational concept that has a temporal, historical framework. The key to the successful functioning of a person in changing social circumstances is the development of behavioral scenarios that meet the new social reality and are expected by interaction partners. The main functions of social competence are social orientation, adaptation, integration of general social and personal experience.

The structure of social competence includes communicative and verbal competence, socio-psychological competence and interpersonal orientation, ego-competence and social competence proper (operational competence).

Based on the few foreign and domestic literature, and our own research, the following is proposed. structure of social competence:

• Operational Social Competence -- knowledge about social institutions and structures, their representatives in society; understanding of the functioning of social groups, the current conjuncture, the breadth and requirements of the modern repertoire of role behavior, the general social orientation and awareness are measured;
• Verbal competence - relevance of statements, consideration of the context and subtext of the statement, no difficulties in writing, variability in the interpretation of information, good orientation in the field of evaluative stereotypes and patterns, the plurality of meanings of the concepts used, the metaphorical nature of speech. An example of verbal competence is the activity of an interpreter who simultaneously translates oral speech. He is required to quickly and adequately understand the statement and find the exact equivalent in the literal and contextual meaning of words and concepts. An example of verbal incompetence is the inappropriate use of proverbs, sayings in a new or inappropriate social context;
• Communicative competence - possession of complex communication skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, etiquette in the field of communication, observance of decency, good breeding; orientation in communicative means inherent in the national, class mentality and expressing it. mastered role-playing repertoire within the framework of this profession.
• Socio-psychological competence - interpersonal orientation: an idea of ​​the diversity of social roles and ways of interaction; ability to solve interpersonal problems; developed scenarios of behavior in difficult, conflict situations;
• ego competence an important component of social competence: awareness of one's nationality, gender, class, group affiliation, knowledge of one's strengths and weaknesses, one's capabilities and resources, understanding the reasons for one's mistakes, mistakes, knowledge of the mechanisms of self-regulation and the ability to use them, practical psychological knowledge about oneself, acquired in life experience. In other words, the more a person realizes his properties and problems, the more adequate his knowledge, the higher the ego-competence of this person will be.

Verbal and communicative competence act in unity, causing better adaptability to difficult situations.

M. V. Osorina, pointing out the defensive meaning of excuses used by children who are persistently teased, notes: “Children's folklore gives the child communicative clichés that can be successfully used in difficult situations of communication.” And further: "If we consider children's folklore from a communicative point of view, then it appears as a system that has formed mechanisms for the natural learning of communicative skills and gives the child the opportunity, within the framework of the children's subculture, to prepare for entering the adult world." The older the child becomes, the more inventive these clichés become: excuses are replaced by witticisms, flexible and intricate texts (Osorina, 1985, p.60-63).

Based on the developed concept of social competence, the COSCOM methodology was created.

In the indicated linguistic sense, mathematics should be considered an artificial component of natural intelligence, developed by the intellect itself to optimize its activities.

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