Application of modern methods for diagnosing the intellectual abilities of students in identifying of giftedness

Abstract

The development and study of methods of diagnostics of intellectual abilities, as well as analysis of the possibilities of practical application of the results of IQ tests are currently urgent tasks in the field of educational and developmental psychology, as well as in a relatively new field - cognitive neuroscience. The data of intellectual tests in a generalized form are used in various areas of practical activity: to assess the results and forecast in the teaching of schoolchildren and students, to identify the age dynamics of the development of intelligence, to assess lots of factors that affect the formation of intellectual abilities, etc. In particular, the assessment of intelligence using standardized tests, for which modern norms have been obtained, is needed as one of the methods of identifying intellectual giftedness of secondary school students. Investigations on defining the role of g-factor in the development of other cognitive abilities and its relationship with academic achievement are also actual. The article provides an overview of modern research on the role of intelligent diagnostics in identifying giftedness and in predicting high professional achievements. The analysis of the connections between general intelligence and cognitive and non-cognitive abilities is carried out and the value of the IQ indicator for the realization of the personal potential in creative activity is considered. The modern standardization, the norms of intelligence tests and their effectiveness in the task of intellectual giftedness are discussed.

Keywords

• intelligence
• cognitive ability
• test standardization
• intellectual giftedness