Every year, life becomes more and more dynamic. The world is constantly changing and demands the same from its inhabitants. To modern man You need to constantly learn new things, develop your skills, so as not to find yourself on the sidelines. Right choice profession plays a very important role in such a situation.

The ability to understand in time which area of ​​activity a person will achieve the greatest success in is one of the keys to a great future. That is why tests of special abilities are now in great demand.

Aptitude tests diagnose a person's level of general and specific abilities. Such tests help determine an individual’s aptitude for learning and his level of success, and choose a profession in which a person will achieve maximum success.

All tests to identify abilities can be divided into three types:

• determination of intelligence level
• determining the level of creativity
• special ability tests

The first two types of tests serve mainly to determine the current level of development different abilities person and cannot predict in what areas in the future he can achieve success.

Such tests show the level of mental and emotional development here and now, but since personality tends to change, there is a third type of test. It is designed to identify special abilities and is more narrowly focused. This test predicts a person's success in specific form activities, identifying his individual inclinations.

History of origin

The development of testing special abilities began in the wake of the development of psychological counseling.

Presentation: "Tests and various types of testing"

Psychologists were interested in knowing more about the capabilities of a particular individual, as well as the areas where his skills would be most in demand. Tests were used almost everywhere: for admission to technical, musical, medical and others. educational establishments, as well as for consulting and distributing working personnel. Identifying the ability to learn has become no less important than determining the general level of development of a person’s intelligence.

The basis for the creation of testing was Charles Spearman's two-factor theory, published in 1904. Spearman wrote that at the basis of any activity there is some common principle, which is the general factor (G). This factor characterizes general intelligence. But with him there is specific factor S, which is characteristic of one specific activity. Later, this theory was supplemented by scientists and turned into a multifactorial theory.

Compilation methodology

The essence of the methods for testing accessibility and learning ability is quite simple. For each ability group, certain blocks of questions are formed. These questions constitute a separate special test, which determines whether a person has an aptitude for a certain type of activity, as well as the ability to learn it.

Since undergoing many tests to identify the desired type activities take a lot of time, so-called test batteries are now more common.

They help carry out common person, grouping questions into blocks in one test. Such testing allows you to measure a person’s tendencies to various areas activities and choose a profession.

Test batteries help measure various independent features of the subject’s intelligence, which together contribute to the implementation of a particular activity. For example, a skill such as driving a car can be useful in many technical fields, because requires the proper level of concentration.

Identifying special human abilities

Special ability tests usually include the following sets of questions:

• Assessment of verbal abilities - this block tests knowledge of language grammar, the ability to understand analogies and follow detailed instructions. This block tests the literacy of the individual as a whole and his ability to perceive information.
• Numerical test - verification basic knowledge mathematics and number sequences. This unit may also include specific questions with graphs and diagrams to test your ability to work with and interpret them.
• Abstract thinking is the ability to find hidden logic in the proposed tasks and, based on it, propose a solution. This block helps to understand how quickly a person learns new things, as well as his ability to learn in general.
• Definition test – working with shapes, visualizing objects. It is used quite rarely. For example, when testing London taxi drivers, who must not only drive a car well and quickly deliver a passenger to their final destination, but also have an idea of ​​many city objects in their heads in order to be able to talk about them.
• Technical thinking - knowledge of the basics of physics and mechanics.

From time to time, proposals arise to include tests for abilities that are supernatural in nature (for example, clairvoyance), but they are rather lukewarmly received by scientists. Mainly due to the lack of experiments confirming the existence of paranormal abilities in people. Therefore, tests for supernatural abilities are still extremely rarely carried out by professional researchers.

In general, all testing of special abilities can be divided into two large groups:

• tests for mental agility – reveal the ability to learn, the ability to think abstractly, quickly and effectively solve emerging problems and think strategically;
• generalization tests - test the ability to focus on past experience and use it in future activities.

Effective or not?

The effectiveness of tests of special abilities is recognized by many psychodiagnosticians.

Timely identification of a propensity to learn in a particular area helps to minimize possible psychological problems for an individual in the future. Testing helps a still-forming personality decide on a field of activity and not waste energy on unsuitable work, as well as help in professional self-determination.

The benefits of tests in the field of professional selection and professional counseling are undoubted.

Testing helps identify weak sides workers and understand the reasons for inefficiency. But, despite this, psychodiagnosticians continue to research information about the validity and level of reliability of the results obtained during tests, as well as improve the questions themselves and methods for using the obtained indicators. Scientists are seeking to understand the influence of various factors on test performance.

Despite all the achievements of the methodology, today tests of special abilities represent a wide field for analysis and study.

Aptitude tests

Methods that diagnose the level of development of general and special abilities that determine the success of training, professional activity and creativity. Dislalia. Dysarthria. Rhinolalia. The Amthauer technique is one of the most popular intelligence tests. A shortened version of it was developed by A. N. Voronin and S. D. Biryukov. The technique is designed to assess the purposefulness of thinking - how much the test subject is able to think, obeying the main task. A method for learning ten words was proposed by A. R. Luria. It allows you to study memory processes: memorization, storage and reproduction. Understanding teenagers. Understanding pedagogical situations. Dexterity, grip. Moral attitudes. Achievement motivation. Emotional stability. Image, self-presentation. Social psychologist. competence. Verbal competence. Operational social competence. Ego-competence. Communicative competence. Confidence. Stability human relations. Motivation for approval (lie scale). Communicative and personal potential. The proposed version of “proofreading” is a modification of the well-known proofreading test by V.N. Amatuni, developed in the psychology laboratory of the Institute. V. M. Bekhtereva. Compared to the original method, the “alphabet” of symbols (numbers) is reduced: only 800 digits. ... Designed for level measurement intellectual development regardless of the influence of factors environment(culture, education, etc.). Can be used for both individual and group examinations. The questionnaire is designed to assess the ability and control of voluntary operation and manipulation of spatial representations. It is based on the procedure of self-assessment of the image - the idea and ability to manipulate a particular scene from life. It is used to determine the stability of a representation image over time and represents the implementation of the task of representing the movement of objects along a graduated segment. The technique consists of 30 tasks to establish logical connections between words according to a given pattern. It is designed to assess the characteristics of verbal (conceptual) thinking. Another version of "Analogies". During the story, the child’s imagination is assessed according to the following criteria: speed of imagination processes, unusualness, originality of images, richness of imagination, depth and elaboration (detailedness) of images. This technique is intended for children aged 3 to 4 years. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted in each part of this drawing. The technique is used to study the characteristics of thinking, the ability to differentiate essential features of objects or phenomena from unimportant, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract. The technique is intended for psychodiagnostics of visual and effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out the shapes drawn on it from paper. The six squares into which it is divided depict various figures. Using this technique, the dynamics of the learning process are determined. The child receives a task to learn by heart and accurately reproduce a series of 12 words in several attempts. The technique evaluates theoretical mathematical abilities. The subjects must find patterns of construction 7 number series and write the missing numbers. The technique is intended to assess the level of development of verbal intelligence in children 6–8 years old. The child’s task is to finish the sentence started by the psychologist. All sentences are constructed in such a way that they can only be completed with a certain word. Using this technique, the child’s attention span is assessed. The technique is intended to determine the volume of short-term visual memory. Children receive pictures as stimuli. The technique is intended to assess the concentration of attention in children. Used in a battery with other attention tests. A study of lability, that is, the ability to switch attention, the ability to quickly move from solving one problem to performing another, without making mistakes. A scale for assessing the level of development of the generalization operation. The technique allows us to identify the level of generalization and abstraction processes. Assessment of the level of visual perception. This technique is intended to evaluate logical thinking adults and teenagers. The subjects are offered 18 logical-arithmetic problems to solve. The technique is intended to determine the characteristics of spatial thinking. The technique is usually used for the purpose of professional selection. This technique is intended for psychodiagnostics of the thinking of children aged 3 to 4 years. This technique is intended to diagnose the level of development of visual-effective thinking. The technique presented below determines the vocabulary that is stored in the child’s active memory. The adult names the child a certain word from the corresponding group and asks him to independently list other words related to the same group. The technique is intended to evaluate vocabulary child and fluency of thinking. Using this technique, the child’s elementary figurative ideas about the world around him and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are assessed. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined. This version of the technique is intended for children entering school. The child is offered any picture that depicts people and various items(like the one pictured below). He is asked to tell in as much detail as possible about what is shown and what is happening in this picture within 5 minutes. The volume of visual memory is assessed. Level of development of conceptual thinking. The purpose of this technique is to determine the initial motivation for learning in children entering school, i.e. find out if they have an interest in learning. ... The technique is intended to assess a child's long-term memory. Conducted individually. The child is given the task to come up with a game in 5 minutes and talk about it in detail, answering the experimenter’s questions. In this task, children are shown a drawing and explained that it depicts a labyrinth, the entrance to which is indicated by an arrow located at the top left, and the exit is indicated by an arrow located at the top right. The test task in this technique is intended to assess the switching and distribution of the child’s attention. The technique is intended to assess the level of development of cognitive representation in a child. Apply individually. The purpose of this technique is to assess the child’s figurative and logical thinking. The child's imagination is assessed. The technique is used to determine how accessible the subject is to understanding complex logical relationships and identifying abstract connections. Intended for subjects of adolescence, adolescence and adults. This technique is a classic one, used to master the processes of analysis and synthesis. Can be used to study the thinking of schoolchildren of any age. Goal: study of the operations of comparison, analysis and synthesis in the thinking of children and adolescents. Material: several pairs of words for comparison, printed on a sheet of paper. Study of the level, purposefulness of thinking, the ability to understand and operate with the figurative meaning of the text, differentiation and purposefulness of judgments, the level of development of speech processes. This technique is for recognition. This type memory appears and develops in children one of the first in ontogenesis. The development of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type. The level of development of perception is assessed. The technique is intended to assess readiness for training. The child is presented with a series of drawings, each of which is missing some essential detail. The purpose of this technique, based on Raven's progressive matrices, is to determine how much the child is able to maintain short-term and random access memory images of what you see, use them practically, solving visual problems. This technique is intended for children from 4 to 5 years old. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. The technique is intended to approximate the level of development of technical thinking in a child. Conducted individually, used in a battery with other tests. This technique is considered within the framework of the General Test of Management Abilities (OTUS), developed by domestic psychologists E.M. Borisova, G.P. Loginova, M.O. Mdivani. They identified three main blocks of professionally important qualities of leaders: intellectual (competence, analytical thinking), personal (leadership, resistance to frustration, activity, business orientation) and dynamic (strength and lability of nervous processes). The technique is used to study RAM in cases where it bears the main functional load. The program contains four methods aimed at identifying psychosocial maturity, the level of development of analytical thinking and speech, as well as school-required functions in the form of the ability to perform voluntary behavior. Studying the basics individual characteristics problem solving: speed of solution, intellectual activity, expressed in purposefully finding the most rational ways to solve a problem. Arbitrariness of attention. Rigidity is inertia, inflexibility of thinking when it is necessary to switch to new way solving the problem. Inertia of thinking and the associated tendency to prefer the reproductive, to avoid situations in which it is necessary to look for new solutions. Activity of thinking. The technique allows you to determine the pace of implementation of the indicative and operational components of thinking. The technique allows us to determine the variability of approaches, hypotheses, initial data, points of view, operations involved in the process of mental activity. Can be used individually or in a group. Amount of RAM. Social intelligence is a professionally important quality for “person-to-person” professions and allows one to predict the success of the activities of teachers, psychologists, psychotherapists, journalists, managers, lawyers, investigators, doctors, politicians, and businessmen. Do you have a rich imagination? Preparatory stage research. Identification of indicators of good manners. Search for methods for assessing the quality of education. Preparation of diagnostic tools. Conducting research. Analysis and discussion of the research results. Regulation and correction of the educational process. Reflexive-perceptual abilities. I learned the ability to self-discover. Dialogical approach. Intended for expert assessments teacher's activities. The method of differentiation of stimulus objects by N.I. Chuprikova and T.A. Ratanova consists in the fact that the subject receives sequentially several decks of cards with objects depicted on them (figures, letters, words) and sorts each deck into two groups as quickly as possible in accordance with the criteria. The technique is designed to identify the test subject’s ability to generalize and the level of his conceptual thinking. The ability to find commonalities in objects and various kinds phenomena, the ability to express the found commonality in the form of a specific concept is one of the most important. Method for assessing the brightness (clarity) of ideas through self-ranking. This technique is intended for assessing visual-figurative thinking in junior school student. Here under visual-figurative thinking is understood as something that is associated with surgery in various ways and visual representations when solving problems. ... The psychodiagnostic technique is designed to assess short-term figurative memory. Can be used for different ages. The work is carried out individually. The technique is intended to determine the level of development of attention. Also, "Red-black-blue tables" can be used to assess short-term memory. The technique is designed to identify the test subject’s ability to generalize and the level of his conceptual thinking. The ability to find commonality in objects and various kinds of phenomena, the ability to express the found commonality in the form of a specific concept are among the most important. The technique is designed to identify the test subject’s ability to generalize, the level of his conceptual thinking. The ability to find commonality in objects and various kinds of phenomena, the ability to express the found commonality in the form of a specific concept are among the most important. The technique is designed to identify the test subject’s ability to generalize, the level of his conceptual thinking. The ability to find commonality in objects and various kinds of phenomena, the ability to express the found commonality in the form of a specific concept are among the most important. The technique is designed to identify the test subject’s ability to generalize, the level of his conceptual thinking. The ability to find commonality in objects and various kinds of phenomena, the ability to express the found commonality in the form of a specific concept are among the most important. The technique is intended primarily to identify combinatorial abilities, the level of fluency of abstract logical thinking. The result also has an effect great importance ability to generalize, the ability to highlight essential features, the volume of the subject’s vocabulary. The technique is intended primarily to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of the subject’s vocabulary. The technique is intended primarily to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of the subject’s vocabulary. The technique is intended primarily to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of the subject’s vocabulary. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. The technique is intended mainly to identify combinatorial abilities and the level of fluency in abstract logical thinking. The result is also greatly influenced by the ability to generalize, the ability to identify essential features, and the volume of words. psychological test designed to diagnose analytical mathematical abilities. Analytical math skills are considered academic skills. That is, first of all, they allow a person to better assimilate educational material, V in this case-- mathematics. This psychological test is designed to diagnose analytical mathematical abilities. Analytical math skills are considered academic skills. That is, first of all, they allow a person to better assimilate educational material, in this case mathematics. This psychological test is designed to diagnose analytical mathematical abilities. Analytical math skills are considered academic skills. That is, first of all, they allow a person to better assimilate educational material, in this case mathematics. This psychological test is designed to diagnose analytical mathematical abilities. Analytical math skills are considered academic skills. That is, first of all, they allow a person to better assimilate educational material, in this case mathematics. The technique is intended to study the ability to generalize and abstract, the ability to identify essential features. The technique is intended to study the ability to generalize and abstract, the ability to identify essential features. The technique is intended to study the ability to generalize and abstract, the ability to identify essential features. The technique is intended to study the ability to generalize and abstract, the ability to identify essential features. The technique is intended to study the ability to generalize and abstract, the ability to identify essential features. The level of general awareness of the subject has a fairly large influence on the result. That's why this technique is a choir. The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The level of general awareness of the subject has a fairly large influence on the result. Therefore, this technique is a chorus The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The level of general awareness of the subject has a fairly large influence on the result. Therefore, this technique is a chorus The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The level of general awareness of the subject has a fairly large influence on the result. Therefore, this technique is a choir. This psychodiagnostic technique is intended to study the level of concentration and stability of attention of the subject. This psychodiagnostic technique is designed to study the level of concentration and stability of attention of the subject. This psychodiagnostic technique is designed to study the level of concentration and stability of attention of the subject. This psychodiagnostic technique is designed to study the level of concentration and stability of attention of the subject. Individual psychological characteristics that determine the success of performing an activity or a series of activities, which are not reducible to knowledge, skills and abilities, but determine the ease and speed of learning new ways and techniques of activity (B.M. Teplov). If the number of points matches your age, then everything is in order. For those who prefer creative activity, it is desirable that psychological age was not ahead of the passport one. Do you have significant creative potential, which presents you with a wide range of possibilities? If you can actually apply your abilities, then a wide variety of forms of creativity are available to you. There are people who are always on the alert - nothing can surprise them, stun them, or baffle them. They are the opposite - people are absent-minded and inattentive, getting lost in the simplest situations. What is your management style: directive, collegial or laissez-faire. If you are a pedestrian, then this test is not for you. Otherwise, it won’t hurt you to find out for yourself whether you are a good driver or not. The proposed test, compiled by a French psychologist, is also an exercise that will allow parents to better understand the issues of raising boys and girls. Communication skills. Organizational tendencies. It is designed to assess the productivity of nonverbal imagination. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic techniques for intellectual abilities. The level of development of visual-motor integration is one of important characteristics visually effective thinking. This test will help assess both the level of fluency of visual-effective thinking and the amount of attention. ... ... ... This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. The test consists of nineteen tasks on the logic of judgments. Having two judgments and relying only on them, one should derive a third, relying on the relationship of concepts with each other. This test is widely used in America to diagnose entrepreneurial spirit. A questionnaire aimed at self-assessment of observation skills. “Whoever looks for a treasure rarely finds it. And whoever doesn’t look for it never finds it.” It is persistent people who clearly see goals and persistently strive for them that achieve some success in life. Is this persistence enough for you? A non-professional test to study the level of motivation for personal wealth. Designed for self-testing. Assessing your own entrepreneurial abilities. A short questionnaire consisting of twelve pairs of judgments. It will help determine the level of rationality of a person. Are you vigilant and meticulous or dreamy and distracted? Sometimes it helps to be a tough leader. Here, however, a sober assessment of the characteristics of your leadership style and your character is necessary. To help you with this self-assessment, American management experts have developed a simple but useful test. It is based on the thesis that every leader has two types of mental resources: D-resources and B-resources. Are you a good diplomat? Do you conduct the discussion in an authoritarian, domineering and unceremonious manner? Your behavior does not receive an unambiguous assessment in the team? The Caesar test is designed to diagnose the amount of RAM. RAM is designed to store work information for a certain, short period of time. In a given short period of time, a person performs certain actions or operations using the information stored in RAM. The main metric characteristic of RAM is its volume. The speed of execution also depends on the amount of RAM. mental operations, and also their quality. Within the framework of the diagnosed cognitive style (CI), stylistic features of thinking, which are inextricably linked with the characteristics of perception and personality as a whole, are assessed first of all. The Benton test is usually used in pathopsychological diagnostics when the presence of organic brain damage is suspected, as well as to clarify the degree of their severity. This test is a type of achievement test, that is, it is built according to the type of problem that has a correct answer. Assertiveness is the ability not to act to the detriment of anyone, respecting the rights of other people, but at the same time not allowing oneself to be “twisted into ropes.” This test will help you assess your own ability to achieve well-being in life and prosperity. The test is intended for self-testing, but with certain reservations it can also be used in professional work psychologist. This test is designed to examine the level of language sense of the test takers. This is not a Russian language test. Moreover, this is not a literature test. Linguistic flair means a clear understanding of the meaning of words in Russian speech and mastery of its various nuances. ... ... This test is designed to assess the level of intellectual development of persons aged 13 to 61 years. The test contains 9 groups of tasks that allow you to determine the level of development of various components of intelligence. The test is designed to diagnose the level of development of “effective intelligence,” that is, the general ability to solve practical intellectual problems. Most common intelligence tests have a "tendency" to diagnose "academic and The test is designed to diagnose the level of development of "effective intelligence", that is, the general ability to solve practical intellectual problems. Most common intelligence tests have a "tendency" to diagnose "academic and The test is intended to diagnosing the level of development of “effective intelligence”, that is, the general ability to solve practical intellectual problems. The test is designed to diagnose the level of development of “effective intelligence,” that is, the general ability to solve practical intellectual problems. Most common intelligence tests have a "tendency" to diagnose "academic and Short review the attention tests used and the methods incorporated in them. Measuring the level of development of the operational and emotional-volitional components of communicative competence. School test mental development intended for diagnosing the mental development of adolescents - students in grades 6-8 (this corresponds to grades 7-9 in modern terms). SHTUR consists of 6 subtests, each of which can include from 15 to 25 similar tasks. Abilities are individual qualities that each of us has.

Thanks to them, we can successfully carry out this or that activity.

These are not acquired skills, knowledge, abilities. Although they are also important. Abilities are an initial predisposition to a certain type of occupation, work, or creativity. This is an opportunity to achieve the desired results with minimal costs.

Who has them? Everyone has!

The basis of any abilities are inclinations - our natural, biological qualities with which we are born. These are the structural features of our body, motor system, sensory organs, brain, etc.

Memory, thinking and imagination are not abilities. These are mental processes. But their quality, speed, intensity affect the realization of our abilities, the extent to which we will be able to apply them.

Of course, acquired knowledge, skills and abilities indicate the presence of abilities. But, rather, they still talk about character traits rather than about an innate predisposition.

And that's what's important! In the absence, even great inclinations do not become abilities. But with proper upbringing, even small inclinations can develop outstanding abilities. It turns out that not only plants need proper care and cultivation, but you and I too. Otherwise, not only flowers will wither, but also our inclinations and abilities.

Do you want to successfully demonstrate your abilities? Combine them with your temperament

To understand what you are most predisposed to, it is important to know. Temperament can help or hinder your abilities. For example, a choleric person cannot be assiduous for a long time, so even if he has artistic abilities, he will not be able to engage in some types of art. For example, he will not be able to paint small miniatures or do dot graphics. Monumental painting or creating posters is more suitable for him.

Temperament in itself has nothing to do with ability. But it is important for choosing the area of ​​​​activity in which you will be able to implement your abilities as effectively as possible and quickly achieve success.

To find your abilities, you have to try a lot

How can you understand whether someone has the ability to do a particular activity or not? Their presence can be determined by the speed, depth and strength of learning a certain type of activity, the speed of mastering its techniques.

For example, if your child on the playground is the best at swinging on rings, fearlessly and deftly climbs to the top of the stairs, and is ready to spend hours practicing on parallel bars and other children's exercise equipment, then this indicates that he has athletic ability. physical types activities.

And if he instantly remembers melodies, easily repeats their sound and rhythm, loves to listen to music, including symphonic music, then most likely he has musical talent. Etc.

To identify abilities in time, observe your child. Take a closer look at what he quickly grasps and remembers, what he can do better than other children.

Scientists believe that abilities are formed and developed through activity. If you want to find out what abilities your child has, send him to study: drawing, music, foreign language, gymnastics, etc. Involve him in housework: let him help you decorate the interior, bake pies, care for animals, younger brothers and sisters. By observing him in the process of activity, you will be able to notice what he is predisposed to. Over time, this will help you decide where it is better for him to study, what profession to choose.

And here's what else is important. There is a difference between ability and talent (not to mention genius). It lies in the fact that a capable, talented person can use his own, or maybe not. But for a genius everything is more complicated. He is a hostage to his gift: he physically cannot help but work in the area in which he is gifted. If he is deprived of the opportunity to engage in it, then this is the worst punishment for him. Therefore, if you notice that it is impossible to tear your child away from drawing, he is constantly drawing something, and other activities are not interesting to him, then this is a clear reason to think about the further serious development of his gift. As they say, this is the case when you cannot “bury talent in the ground.”

In most cases, intuition works in extreme situations, but we do not always trust our inner voice. They say that intuition can be developed and learned to use it purposefully. The sixth sense will become an assistant if you learn to trust yourself.

Only small children can be forgiven for not being able to listen to what they are told. When they are ready to understand the answers to their questions, they are sent to school. An adult must understand what is said, and for this it is necessary to learn to listen.

Thanks to the talent of persuasion successful politicians take leading positions, managers of large enterprises achieve the loyalty of subordinates, and business people easily attract investments and find reliable partners. The art of persuasion is a real talent that requires development.

There is no need to blame others for misunderstanding if communication problems arise regularly. The art of clearly expressing thoughts is not easy for everyone; often the connection between a logically completed thought and the spoken words is difficult to guess.

You don't need to be a psychologist to understand that you can't trust words recklessly. The desire to appear better or worse is inherent in most of us, and in order to read between the lines, you need to learn to understand what emotions and motivations drive a person.

Man is a communicative creature. Our success in life, social status and opportunities largely depend on how well we communicate with people. Do you have the gift of persuasion? To find out about this, answer the questions we suggested.

There are no completely untalented people - everyone is gifted with abilities, but not everyone manages to reveal them. Some people find their calling as adults. Our test will help you figure out which direction to move in.

Abilities are individual personality properties with the help of which a person can become successful in certain types of activities. You can learn about abilities by observing a person’s activities - someone who shows ability can be considered capable. top scores, than others.

There are as many types of abilities as there are types of activities. Two groups of abilities can be distinguished:

• General, which are characteristic of most types of activity (memory, attention, intelligence).
• Special, characteristic only for certain types of activities (for example, literary or musical).

Abilities are different from skills. Knowledge and skills are based on obtaining and consolidating temporary settings in certain parts of the brain (knowledge of scientific laws or the ability to solve mathematical problems). Abilities are based on the characteristics of personality traits that allow one to stand out in performing certain work or conduct of business. But it is wrong to consider abilities separately from knowledge. The connection here is obvious: if a person has abilities, knowledge is absorbed faster and easier. There are also Feedback: acquiring knowledge develops human abilities. Abilities can only develop in the process of activity and with a certain orientation of the individual.