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Ethymyology of intelligence abroad and in Uzbekistan

Turdymuratova Amangul Baimuratovna
Lecturer at the Department of Pedagogy
Nukus State Pedagogical Institute
99454705.amanin@list.ru

ABSTRACT
This article discusses various definitions of intelligence in Russian psychological research. It is
concluded that the development of intelligence is necessary, as well as further development of scientific
approaches to the study of intelligence.
Key words: intelligence, values, personality, behavior, morality, morality, scientific definition
Introduction.
Since the person himself is a complex biological structure, every person, population and every individual
on the planet interprets the concept of intelligence in different ways, and still have not come to an unambiguous
conclusion.

Lexical means of designating the word intellectus from the Latin language means "understanding and
cognition." Intelligence (from the Latin intellectus cognition, understanding, reason) is the mind, reason, reason,
and the ability of a person to think [17].
Russian psychologist D. V. Ushakov in his dissertation gives the following definition: “Intellect is the
ability to think. Thinking is a process in which intelligence is realized ”[21]. “Intelligence” in translation from
English means understanding, knowledge [21].
The etymology of the word is well known, the systematization of the definitions of intelligence according
to Cicero. Cicero writes: “Those who, over all things related to worship, diligently (carefully, carefully)
pondered how they would pay attention to them (take care of them, appreciate them), were called religiosi, from
the word relěgere, such as elegantes (refined people) were so named from the word elegere (to understand, to
distinguish); also diligentes (diligent people) from the word diligere (to choose, appreciate), and intelligentes
(smart people) from inteligere (to understand); since in general all these words are presented here in the meaning
of legere (to collect, to choose), as well as in the word religiosus ”[3]. Based on this context, we can confidently
say that the term intelligence in science was the first to be introduced by Cicero. Thus, from ancient times to the
present day, various attempts have been made to determine the etymology of intelligence.
The variety of approaches to the study of intelligence in modern psychological science mainly concerns
the structure, components, their interconnections and stages of development of intelligence. An increase in the
number of components, types and factors of intelligence has led, on the one hand, to the construction of
multifactorial theories and a variety of species (J. Guilford, H. Gardner), on the other, to a distortion of the
integrating role of intelligence in the regulation of human behavior and focusing on its individual properties
[14,15,16].
The study of mental abilities abroad is mainly a testology. In the West, F. Galton was the first on the
measurement of mental abilities, on the existence of individual differences in intellectual abilities.
It was F. Galton who was the founder of the test method. He developed methods of mathematical
statistics for analyzing data on the individual differences of subjects, which is still very relevant today.
Raymond Cattel, in his work called “Mental Tests and Achievement,” applies the test method to a large
number of subjects. He developed tests that measure intelligence using sensory discrimination and response time
tasks [22]. He identified three types of intellectual abilities: general, partial and operational factors. He is also the
author of the term "crystallized" and "fluid" intelligence.
Alfred Binet and Thomas Simon evaluated mental abilities as taking into account the formation of certain
cognitive functions and also considered taking into account complex cognitive processes. According to A. Binet,
intelligence consists of such components as memorization, understanding, reasoning, judgment, logic and
memory.
Charles Spearman is the founder of the mono-factor theory of intelligence. According to the author, any
intellectual activity contains a single general factor that determines the success of the intellectual test and
specific factors inherent in only one type of intelligence.
In addition to general and specific factors, Spearman identifies mechanical, mathematical and verbal
abilities.
Terman (1921) defined intelligence as "the ability to think abstractly" and warned that intelligence cannot
be justified on the basis of one particular test.
R. Sternberg identifies three types of thought processes: verbal intelligence, the ability to solve a problem
and practical intelligence.
In the study of the inlect and intellectual sphere of the individual, significant results were obtained within

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the framework of the testlogical approach.

Generalizing the concept of studying intelligence abroad, one can determine that intelligence depends on
heredity and the environment. Individual intelligence, as measured by intelligence tests, is not only a genetic
determinant, but also an early learning environment.
Our domestic psychologists also became interested in the problem and structure of intelligence.
According to M. Vakhidov, intelligence is the ability of a person to perform a specific task or any successful
action performed with ease and speed in comparison with other people. A person's abilities are manifested in his
various actions. According to the author: "Any normally developed person is able to express himself in a certain
area." There are internal relationships and patterns between objects that cannot be seen or heard with the naked
eye. It is these internal connections and laws that we learn through thinking [4,9,10].
Professor M. G. Davletshin understood intelligence as a continuous connection with the concept of
ability. The formation and development of abilities is determined by
• firstly, the identification of the corresponding natural qualities of intelligence, depending on the
presence or inclination to a particular activity and the quality of the results of activity,
• secondly, through the strengthening and development of the natural qualities of the individual through
involvement in systematic activities under the guidance of a specialist,
• thirdly, he must go through the formation of generalized mental operations so that these operations
provide a quick and effective assimilation of general and specific information and the formation of skills and
competencies for the planned activity. It is the growth of children's abilities that occurs in the educational
process [6,7,8,9,10].
One of the important tasks facing the schools of the republic is the formation of creative activity and
basic creative abilities in the younger generation. Because “the main task of the current school is to improve
teaching methods, methods of developing students' thinking.
The well-known psychologist E. Gaziev believes that the growth of intellectual development is ensured
by the knowledge acquired at school. It is emphasized that for the mental development of students, they need to
take into account not only their knowledge of the knowledge system, but also certain methods of mental activity
(analysis, synthesis, comparison, concreteness, abstraction, generalization, memorization, etc.), training, skills
and competencies ... The importance of logical thinking in the development of the intelligence of students is
great, because the development of thinking enriches the mind with additional information. "Intellect is a mental
activity associated with the acquisition of certain knowledge by a person or the discovery of a new one."
“Thinking is a mental process that directly and generalizes the reality of the environment through speech, mental
activity aimed at understanding, detecting and predicting socio-causal relationships” [5,9,10].
V.M. Karimova interprets this problem as follows. “The question of abilities primarily concerns the
quality of the human mind, the unity of skills, abilities and knowledge in it. In particular, the mind and
intellectual potential of every young person aspiring to become a professional is also studied in relation to the
concept of great ability in psychology, as this ensures that he or she grows into a qualified professional [9,10].
Scientists have tried to identify the mechanisms of intelligence, their psychological composition and system,
create reliable methods and measure the performance of each person in relation to the quality of the mind. Many
scientists define its verbal, quantitative and spatial indicators in human intelligence and again associate them
with the processes of logic, memory and imagination. Abilities are of a social nature and intelligence is directly
dependent on the external environment, human relationships in it, the period of life.
G. Shoumarov emphasizes the intellectual level of the citizens of the country, recognizing that the
development of each state, society, its future is determined by the level of its citizens. Intelligence is one of the
important factors and criteria for the development of society, science and technology. G. Shoumarov also
emphasized the importance of paying attention to the mentally retarded in any human society, stating that the
factors of mental retardation are organic disorders of the central nervous system, leading to a steady decline in
the cognitive activity of children [9,10].
Psychologists R. Tashimov and M. Mamatov argue that it is necessary to create a theoretical basis for
the study of intelligence. The study and application of mental development in real life is impossible without
diagnostic methods. A practical approach to human abilities in the process of diagnosing mental abilities requires
a certain amount of knowledge to help a person move from one stage of mental development to another [9,10].
Psychologist Z. Nishanova in her work considers intelligence as mental activity and distinguishes mental activity
from educational activity. “Mental activity is an operation of thinking that serves to solve mental problems. On
the other hand, intelligence is a broader concept than mental activity and is used in combination with certain
operations ”[13].
Psychologist T. Zhuraev in his work distinguishes the study of intelligence for two periods: a) the study
of intelligence as a historical approach, the role of personality and as the importance of education (Farobi,
Beruni, Ibn Sina, Abduld Avloni, etc.);
b) modern scientific approach to the problem of intelligence, features of the development of
intelligence, gender and age characteristics and intelligence, intelligence in differential diagnosis (P.I. Ivanov,
M.G. Davletshin, M.Vokhidov, V.A.Karimova, E.G. Goziev , B.R.Kadyrov, G. B. Shoumarov, E. Usmanova, Z.
Nishanova) [9,10,20].

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Developed, adapted, standardized intelligence tests for the purpose of diagnosing intelligence, helps to
effectively assess the cognitive abilities of a person. (Kyung Park, Soonyoung Choi, 2002). Next, we will
consider the development of an intelligence test for domestic psychologists.
Professor B.R. Kadyrov conducted research on the development of intelligence and giftedness. In this
regard, he even managed to create a bank of various tests to determine intelligence. “Enrichment of intellectual
potential is of great importance in order to pay more attention to mass and at the same time traditional forms of
intellectual development, to strengthen their material and financial aspects, to encourage young people to
achieve certain goals, to create a financial and cultural environment for them.
A number of traditional techniques that educate mental activity, increase its productivity, develop
creative qualities, include:
1. Scientific circles on subjects in schools.
2. Scientific societies of students of secondary specialized and higher educational institutions.
3. Olympiads for schoolchildren and students in different areas.
4. Student research work.
5. Creative works, contests, contests, contests, etc. [9,10,11,12]. "
Psychologist H. Sharafutdinova tried to develop and standardize the verbal methodology of K. M.
Gurevich "SHTUR" with the help of which one can study and diagnose students' verbal thinking abilities. The
author began by translating the test into Uzbek. Processing the test results, we checked the adequacy of verbal
constructions in the tasks. Correlation comparison of test results had a positive and rather significant correlation.
In conclusion, the author comes to the following conclusion: "the technique can really be attributed to
intelligence tests that determine verbal abilities to intelligence tests that determine the verbal abilities of the
subject" also recommends using the test to diagnose the mental development of children and to identify the
mental giftedness of Uzbek children [18] ...
Psychologist N. Ismailova investigated the structure of intelligence and at the same time worked on the
method of standardizing the H. Aysenck test. She, having studied all the tasks of the collection and taking into
account the test results, advises verbal tasks and noverbal tasks to print separately. Also, the psychologist
recommends increasing the time in applying the technique [19].
In conclusion, we can say that theoretical approaches to the study of intelligence are eternal. Of
particular interest is the presence in Russian psychology of ideas about the connection between the level of
intelligence development with moral and moral qualities personality, adaptation and standardization of
intelligence tests, real, significant results, carried out in the study of intelligence, to which scientific research is
currently not given due attention.

List of used literature:

1. Mayer J.D., Salovey P., Caruso D. Models of emotional intelligence // Handbook of Intelligence / ed.
by R. Sternberg. New York, 2000.
2. Sternberg R.J., Rifkin B. The development of analogical reasoning processes // Journal of Experimental
Child Psychology. 1979. No. 27. Р. 195–232.
3. Benveniste, E. Dictionary of Indo-European social terms / E. Benveniste; ed. Yu.S. Stepanova. - M.:
Progress - Univers, 1995 .-- 456 p.
4. Вохидов М. Child psychology. Textbook. T .: The rescuer. 1982. — 366 p.
5. .Gaziev E.G. Psychological foundations for the development of self-management of educational
activities in schoolchildren and students. diss. doct. psychol. sciences. Tashkent, TashGu, 1991, p. 316.
6. .Davletshin M.G. Psychological bases of education. T .: Teacher, 1978 20 p.
7. .Davletshin M.G. Ability to build content in students. T .: Teacher. 1965. 44 b.
8. .Davletshin M.G., Kovalev A.G., Krutetskiy V.A. Ability and its diagnosis. T .: Teacher, 1979, 134 p.
9. .Jo'raev.T.S. The impact of school education on the intellectual development of adolescents // Scientific
collection of young orientalists, Tashkent State Pedagogical Institute, 1996. 73-78 b.
10. Jo'raev.T.S. Adolescent characteristics // "For a healthy generation", 1997, 3-4- sonldr, -B 10-11.
11. Kadyrov BR Intellectual talent is the most valuable property of the 21st century. T .: "Uzbekistan",
1999. —16 p.
12. .Qodirov B.R. Talented children and methods of their selection. T .: 1992. 32 p.
13. .Nishonova Z.T. Characteristics of mastering the methods and ways of mental activity of high school
students. Psix.fan.nomzodi diss. T ,; TDPI, 1993.
14. Rybalko E.F. Age and differential psychology. SPb., 2001.224 p.
15. Pavlov I.P. Lectures on the work of the cerebral hemispheres. Ed. 5th, rev. M., 2010.296 s
16. Pershin Yu. Archeology of Religion: RELIGIO in the Pre-Christian Paradigm // Vesnik of Volgograd
University, Ser. 7, Philos. 2012. No. 1 (16)
17. Shapar V. B. The latest psychological dictionary / V.B. Shapar, V.E. Rossakha O.V. Shapar.-3rd edition
of Rostov n / a.: Phoenix, 2007.-886 p.
18. Sharafutdinova Kh.G. Development of a test of verbal abilities // Republican scientific and practical

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conference. Dushanbe: Sino, 1994, pp. 8-10.

19. Ismoilova N. Aizkenk intellect testini moslashrish muammolari // Republican scientific and practical
conference. Dushanbe: Sino, 1994, pp. 12-13.
20. Usmonova E.Z. Motivational and emotional regulation of thinking in conditions of intellectual conflict.
T; Ituvchi, 1983, from 104
21. D. Ushakov Intellect: structural-dynamic theory, diss. doct. psychol. sciences. Moscow, Institute of
RAS Publishing, 2003
22. Cattel R.B. Abilities:Their structure, growth ad action-Boston.:Hougthton Mifflin,1971 y.

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