Skip to Main Content

Journal of Modern Foreign Psychology
2018. Vol. 7, no. 2, 39–48
doi:10.17759/jmfp.2018070204
ISSN: 2304-4977 (online)

Intellectual abilities of adolescents and qualitative characteristics of their social argumentation

489

O.M. Smirnova, S.S. Belova

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

The article focuses on the issue of relation of general and social intelligence and illustrates it by the results of correlational study of adolescents’ intelligence and quality of their social argumentation. It was revealed that it is verbal intelligence, not a non-verbal one, that forms correlations with argumentation qualities. These correlations could be productive as well as counter-productive with respect to the quality of social discussion. The obtained results are considered within the context of discussion about general and social intelligence balance with the focus on the functional role of verbal intelligence in social cognition. They are regarded as the starting points for the development of social competence educational programs for adolescents

General Information

Keywords: intelligence, social intelligence, social dilemmas, argumentation, quality of argumentation, activity of argumentation, validity of argumentation, irrelevant arguments, arguments with false premise, arguments to pathos, arguments to ethos

Journal rubric: Developmental Psychology and Age-Related Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2018070204

Funding. This work was supported by grant RFH №17-78-30035

For citation: Smirnova O.M., Belova S.S. Intellectual abilities of adolescents and qualitative characteristics of their social argumentation [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2018. Vol. 7, no. 2, pp. 39–48. DOI: 10.17759/jmfp.2018070204. (In Russ., аbstr. in Engl.)

References

  1. Belova S.S. V psikhometricheskikh poiskakh sotsial'nogo intellekta [In psychometric searches of social intelligence]. In Lyusina D.V., Ushakova D.V. (eds.) Sotsial'nyi i emotsional'nyi intellekt: ot protsessov k izmereniyam [Social and emotional intelligence: from processes to measurements]. Moscow: Izdatel'stvo IP RAN, 2009, pp. 187–215. (In Russ.).
  2. Belova S.S. Verbalizovannyi i neverbalizovannyi komponenty sotsial'nogo intellekta [Verbalized and nonverbalized components of social intelligence]: Avtopef. diss. ... kand. psikhol. nauk. Moscow, 2004. 20 p. (In Russ.).
  3. Belova S.S., Valueva E.A. Problemy kul'turnoi relevantnosti otsenki intellekta i kreativnosti [Problems of cultural relevance of the assessment of intelligence and creativity]. Materialy itogovoi nauchnoi sessii IP RAN [Proceedings of the final scientific session of the IP RAS]. Moscow: IP RAN, 2008, pp. 49–63. (In Russ.).
  4. Bos D., Maier R. Podkhod k analizu nauchnoi diskussii (na materiale «Gryunbaum-diskussii») [Approach to the analysis of scientific discussion (on the material "Grünbaum-discussion")] [Elektronnyi resurs]. Inostrannaya psikhologiya [Foreign psychology], 1993, vol. 1, no. 2, pp. 64–68.Available at: http://evolkov.net/argument/Bos.J.Maier.R.Approach.to.scientif.discus.html (Accessed 20.07.2018). (In Russ.).
  5. Ivlev Yu.V., Lyashenko O.V. Otsenki vyskazyvanii v teorii argumentatsii [Estimates of statements in the theory of argumentation]. Filosofiya i obshchestvo [Philosophy and Society], 2005, no. 2, pp. 113–131. (In Russ.).
  6. Latynov V.V. Psikhologiya kommunikativnogo vozdeistviya [Psychology of communicative impact]. Moscow: Institut psikhologii RAN, 2013. 368 p. (In Russ.).
  7. Lytaeva M.A., Talalakina E.V. Academic skills: sushchnost', model', praktika [Academic skills: essence, model, practice] [Elektronnyi resurs]. Voprosy obrazovaniya [Issues of education], 2011, no. 4, pp. 178–201. Available at: https://cyberleninka.ru/article/v/academic-skills-suschnost-model-praktikaacademic-skills-suschnost-model-praktika (Accessed 20.07.2018). (In Russ.; Abstr. in Engl.).
  8. Raven Dzh.K., Kurt D., Raven D. Rukovodstvo k progressivnym matritsam Ravena i slovarnym shkalam. Razdel 4. Prodvinutye Progressivnye Matritsy. Moscow: Kogito-Tsentr, 1998. 87 p.
  9. Forgas Dzh. P. Chuvstva i myshlenie: vliyanie affekta na sotsial'noe myshlenie i povedenie [Feelings and thinking: the influence of affect on social thinking and behavior]. Inostrannaya psikhologiya [Foreign psychology], 2001, no. 14, pp. 60–82.
  10. Khazagerov G.G., Lobanov I.B. Ritorika [Rhetoric]. Rostov na Donu: Feniks, 2004. 384 p.
  11. WongC.-M.T. etal. Amultitrait-multimethodstudyofacademic and social intelligence in college students. Journal of Educational Psychology, 1995, vol. 87, no. 1, pp. 117–133. doi:10.1037/0022-0663.87.1.117
  12. Preiss D.D. et al. Argumentative writing and academic achievement: A longitudinal study. Learning and Individual Differences, 2013b, vol. 28, pp. 204–211. doi:10.1016/j.lindif.2012.12.013
  13. Preiss D.D. et al. Assessment of argumentative writing and critical thinking in higher education: Educational correlates and gender differences. Learning and Individual Differences, 2013a, vol. 28, pp. 193–203. doi:10.1016/j.lindif.2013.06.004
  14. Carl N. Verbal intelligence is correlated with socially and economically liberal beliefs. Intelligence, 2014, vol. 44, pp. 142–148. doi:10.1016/j.intell.2014.03.005
  15. Charlton B.G. Clever sillies: Why high IQ people tend to be deficient in common sense. Medical Hypotheses, 2009, vol. 73, no. 6, pp. 867–870. doi:10.1016/j.mehy.2009.08.016
  16. Deary I.J., Batty G.D., Gale C.R. Bright children become enlightened adults. Psychological Science, 2008, vol. 19, pp. 1−6. doi:10.1111/j.1467-9280.2008.02036.x
  17. Dutton E., der Linden D. Who are the «Clever Sillies»? The intelligence, personality, and motives of clever silly originators and those who follow them. Intelligence, 2015, vol. 49, pp. 57–65. doi:10.1016/j.intell.2014.12.008
  18. Freeman J. Gifted chldren grown up. London: David Fulton Publishers Ltd, 2001. 248 p.
  19. Giammarco E.A. The measurement of individual differences in morality. Personality and Individual Differences, 2016, vol. 88, pp. 26–34. doi:10.1016/j.paid.2015.08.039
  20. Halpern D.F. Is intelligence critical thinking? Why we need a new definition of intelligence. In Kyllonen P. C., Roberts R. D., Stankov L. (eds.) Extending intelligence: Enhancement and new constructs. New York: Erlbaum, 2006, pp. 349–370.
  21. Heaven P., Ciarrochi J., Leeson P. Cognitive ability, right-wing authoritarianism, and social dominance orientation: A five-year longitudinal study amongst adolescents. Intelligence, 2011, vol. 39, no. 1, pp. 15–21. doi:10.1016/j.intell.2010.12.001
  22. Roth B. et al. Intelligence and school grades: A meta-analysis. Intelligence, 2015, vol. 53, pp. 118–137. doi:10.1016/j.intell.2015.09.002
  23. Jones K., Day J.D. Discrimination of two aspects of cognitive-social intelligence from academic intelligence. Journal of Educational Psychology, 1997, vol. 89, no. 3, pp.486–497. doi:10.1037/0022-0663.89.3.486
  24. Kihlstrom J.F., Cantor N. Social Intelligence. In Sternberg R.J. (eds.) Handbook of intelligence, 2nd ed. Cambridge, U.K.: Cambridge University Press, 2000, pp. 359– 379.
  25. Liu F., Stapleton P. Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test. System, 2014, vol. 45, pp. 117–128. doi:10.1016/j.system.2014.05.005
  26. Liu O.L., Frankel L., Roohr K.C. Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. ETS Research Report Series, 2014, vol. 1, pp. 1–23. doi:10.1002/ets2.12009
  27. Ludeke S.G., Rasmussen S.H.R., DeYoung C.G. Verbal ability drives the link between intelligence and ideology in two American community samples. Intelligence, 2017, vol. 61, pp. 1–6. doi:10.1016/j.intell.2016.10.006
  28. Murphy N.A., Hall J.A. Intelligence and interpersonal sensitivity: A meta-analysis. Intelligence, 2011, vol. 39, no. 1, pp. 54–63. doi:10.1016/j.intell.2010.10.001
  29. Lee J-E. et al. Social and academic intelligences: a multitrait-multimethod study of their crystallized and fluid characteristics. Personality and Individual Differences, 2000, vol. 29, no. 3, pp. 539–553. doi:10.1016/S0191-8869(99)00213-5
  30. Solon I.S. How intelligence mediates liberalism and prosociality. Intelligence, 2014, vol. 47, pp. 44–53. doi:10.1016/j.intell.2014.08.009
  31. Stankov L. Conservatism and cognitive ability. Intelligence, 2009, vol. 37, no. 3, pp. 294−304. doi:10.1016/j.intell.2008.12.007
  32. Stanovich K.E., Stanovich P.J. A framework for critical thinking, rational thinking, and intelligence. In Preiss D., Sternberg R.J. (eds.) Innovations in educational psychology: Perspectives on learning, teaching and human development. NY: Springer, 2010, pp. 195–238.
  33. Weis S., Conzelmann K. Social Intelligence and Competencies.International Encyclopedia of Social & Behavioral Sciences, 2015, vol. 22, pp. 371–379. doi:10.1016/B978-0-08-097086-8.25094-0
  34. Weis S., Süß H.-M. Reviving the search for social intelligence – A multitrait-multimethod study of its structure and construct validity. Personality and Individual Differences, 2007, vol. 42, pp. 3–14. doi:10.1016/j.paid.2006.04.027
  35. Woodley M.A. Are high-IQ individuals deficient in common sense? A critical examination of the «clever sillies» hypothesis. Intelligence, 2010, vol. 38, no. 5, pp. 471–480. doi:10.1016/j.intell.2010.06.002

Information About the Authors

Olga M. Smirnova, educational psychologist, School №1505 "Preobrajenskaya", Moscow, Russia, e-mail: smirsoul@mail.ru

Sophia S. Belova, PhD in Psychology, Research Fellow, Institute of Psychology, Psychology the Russian Academy of Science, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1710-2180, e-mail: sbelova@gmail.com

Metrics

Views

Total: 1405
Previous month: 15
Current month: 10

Downloads

Total: 489
Previous month: 3
Current month: 1