Assessing the Level of Verbal Intelligence in Preschool Children as Important Element of Cognitive Abilities
Keywords:intelligence, theory of multiple intelligence, cognitive processes, verbal mind, verbal and non-verbal communication, cognitive abilities.
The article presents the concepts of verbal intelligence as one of the main elements of a person’s cognitive abilities, as well as basic criteria for school readiness. The features of the theory of cognitive psychology, namely: the multiple intelligence of Howard Gardner, who identified eight basic types of intelligence (linguistic, interpersonal, existential, naturalistic, musical, bodily-kinaesthetic, visual-spatial, logical-mathematical), are highlighted.
In a theoretical study, we have analysed the general meaning of the concept of intelligence from the point of view of cognitive psychology, and we specified it by outlining the main characteristics of multiple intelligence. We also conducted an analysis of the scientific works of specialists specializing in working with models of cognitive-speech activity and investigated the linguistic mind in preschool children. Not only a certain type of intellect is considered, but also all the others that were named by Gardner, their main aspects of influence on a personality are revealed, they appear even in preschool age.
In the empirical part of the study, methods were used to diagnose the verbal level of intelligence of the basic element of cognitive abilities in preschool children. They are aimed at researching the ability to generalize and analyse verbal information, identifying the ability to classify objects according to common features, differentiate emotional states in the process of communication, and also establish the level of vocabulary of pre-schoolers. According to these indicators, 90 pre-schoolers were diagnosed, and their level of verbal intelligence was revealed.
The paper identifies the main features, skills that a child possesses with a high average or low level of intelligence, correction methods, in order to improve low results.
Beaver, K., DeLisi, M., Vaughn, M., Wright J. & Boutwell, B. (2008). The relationship between self-control and language: evidence of a shared etiological pathway. Criminology, 46, 201–232. http://dx.doi.org/10.1111/j.1745-9125.2008.00128.x
Blair, J., Mitchell, D. & Blair, K. (2005). The psychopath: Emotion and the brain. Blackwell.
Burov, O., Rybak, V. & Vinnik, N. (2018). The dynamics of the development of intellectual abilities of a gifted personality in adolescence: Monograph. Infosystem LLC.
Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U. & May, A. (2004). Neuroplasticity: Changes in grey matter induced by training. Nature, 427, 311–312.
Fujioka, T., Ross, B., Kakigi, R., Pantev, C. & Trainor, L. (2006). One year of musical training affects development of auditory cortical-evoked fields in young children. Brain, 129, 2593–2608. http://dx.doi.org/10.1093/brain/awl247
Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books.
Golubeva, M. V. (2018). Types of intelligence - classification in psychology. Psychologist's Advice. https://psychologist.tips/1310-vidy-intellekta-klassifikatsiya-v-psihologii.html#i-2
Grekhova, O. (2019). 8 types of intelligence. Mel Fm. https://mel.fm/blog/oxana-grehova/73140-8-tipov-intellekta
Kozyra, P. (2019) Multiple Intelligences. How Children Learn Best. The Epoch Times. https://www.theepochtimes.com/multiple-intelligences_1407535.html
Orap, M. (2018). Broadcasting and verbal intelligence of primary school children. http://www.newlearning.org.ua/sites/default/files/praci/zbirnyk-2009/22.html
Semenova, P. O. (2011). Intelligence. Encyclopedia of modern Ukraine. http://esu.com.ua/search_articles.php?id=12386
Takeuchi, H., Sekiguchi, A., Taki, Y., Yokoyama, S., Yomogida, Y., Komuro, N. & Kawashima, R. (2010). Training of working memory impacts structural connectivity. Journal of Neuroscience, 30, 3297–3303. http://dx.doi.org/10.1523/JNEUROSCI.4611-09.2010
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
BRAIN. Broad Research in Artificial Intelligence and Neuroscience Journal has an Attribution-NonCommercial-NoDerivs