Network Modeling of the Structure of Conceptual Experience in the Context of Intellectual Competence in Older Adolescence

Abstract

Adolescence is characterized by dramatic qualitative changes in the physical, intellectual, personal and spiritual aspect. In the field of intellectual development, there comes a period characterized by maximum resolving possibilities due to the ripening of conceptual and metacognitive abilities, as well as a number of personality traits, which, in turn, is necessary for productive actions in a particular subject area - intellectual competence. Thus, the features of older adolescence are the basis for studying the manifestations of intellectual competence in its potential components, in particular, metacognitive abilities, which provide for the management of human cognitive activity. Study participants: 90 schoolchildren from secondary schools of Moscow at the age of 15 years. Techniques: “Conceptual Synthesis”, “Methods for Diagnosing the Degree of Development of Reflexivity”, “Comparison of Similar Figures”, “Intentions” and “Interpretation”. According to the results of the research, the indicators of conceptual abilities selectively correlate with the components of intellectual competence, metacognitive and intentional abilities. The core of the conceptual abilities construct is represented by abilities, characterized by the function of generating a new context, speed and accuracy of this process, while cognitively simpler abilities (factual and interrogative narratives) and arbitrary metacognitive abilities are located on the periphery. Thus, there is reason to conclude about the heterogeneity of the construct of conceptual abilities. The specified differentiation of the structure of conceptual abilities is determined by the functional load and cognitive complexity of the components that make up the concept of conceptual abilities system.