Many researches prove that the success of learning at school decides the intellectual able. The intellectual estimation and determination must be based by parameters of systematic research and estimation. To foresee these directions of training, content and ways it is important the analysis of intellect reasons and intellect structure. The are not enough psychological and pedagogical works where would be the experimentally based connection of slight intellectual disorder and limited intellect. The object of this research is the training peculiarity, looking at the structure of the intellect. The aim of the research is to estimate limited and slight intellectual disorder content specify after the made comparative analysis of the disorder having schoolchildren training, the quantitative and qualitative their structure characteristic. The main tasks of the research are: to analyse the similarity and differences limited and slight intellectual disorder structure and to discover the training peculiarity of schoolchildren with the intellectual disorder. There were used these methods of the research: the analysis of schoolchildren anamnesis data, the talk to pedagogues, the analysis of D. Wechsler intellectual test (WISC – III)LT . The data were treated by SPSS 11.0 version, the parametrical T test (T - Test) and not parametrical Mann – Whitney test. At the research were pedagogues (lithuanian and mathematics teachers, special pedagogues and class teachers) working at diferent... [to full text]

Today scholars give particular emphasis to creativity. A definite part of scholarship inquiring particularly into the problem of human creative power covers a wide range of aspects of training for creative thinking. The present work seeks to explore the chances of fostering the cognitive and the personality components of creativity in university students. Creativity means one’s ability to perceive a problem and to generate new ideas, or to think independently and deal quickly and easily with a problem situation, or to find an original way of solving a problem, or to create novel things (Guilford, 1968b; Torrance, 1974; Sternberg, O’Hara, 1999; Sternberg et al., 2005). Ability to think creatively depends not only on one’s knowledge and skills. Rather, it is determined by one’s special ability to distinguish a problem, and to utilise, speedily and in multiple ways, information contained in tasks one has been set (Guilford, 1968; Torrance, 1962). Research outlined in the present dissertation is based on theoretical assumptions advanced by cognitive (J. P. Guilford, E. P. Torrance), humanistic, and Gestalt psychology. The present work regards divergent thinking as a cognitive component of human creative power. Divergent thinking parameters covered by the present research include the fluency, the flexibility, and the originality of thinking. Thus, this particular aspect of creativity is highlighted in this work in order to verify the chances of training for divergent thinking by... [to full text]