American psychologist. One of the leaders of the psychometric direction in the study of thinking and personality. He is the author of a three-dimensional theoretical model of the "structure of intelligence" ("G.'s cube"), according to which intelligence can be represented by three sides: operations, products and the content of thinking. G. initiated the development of systems of psychological tests for the study of productive thinking and creativity.
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GILFORD JOY PAUL
7.3.1897 - 11.12.1976) - American psychologist, professor at the University of Southern California. One of the leaders of the psychometric direction in the study of thinking and personality. The author of a three-dimensional theoretical model of the "structure of intelligence" ("G.'s cube"), according to which intelligence can be represented by three sides: operations, products and the content of thinking. According to G., various components of mental activity (originality, flexibility of the intellect, etc., up to 120 in total) can be identified by the methods of factor analysis, with the help of which the level of mental abilities is determined. Based on his model and associated mathematical methods, G. initiated the development of systems of psychological tests for the study of productive thinking and creative thinking. Since the 50s. G.'s methods are widely used in the USA to diagnose creativity. However, they are characterized by a common drawback of factorial intelligence analysis - the identification of only the existing system of knowledge and actions, and not directly creative thinking abilities. Together with Zimmermann he developed a model - a review of temperament. The personal questionnaire consists of 300 statements that form 10 factor scales (30 statements each). There are three possible answers: yes, no, I don’t know. The results obtained are expressed in an educational scale and presented as a personality profile. Designed to measure the following factors: 1) general activity, 2) poise, 3) objectivity, 4) friendliness, 5) dominance, 6) sociability, 7) emotional stability, 8) reflexivity, 9) attitude towards people, 10) masculinity. According to the authors, each factor has two poles, for example, general activity: the positive pole - a lot of energy, mobility, a fast pace of activity, enthusiasm for action: the negative pole - lethargy, frequent interruptions in activity, low mobility. In Russian translation published his work - "Three sides of the intellect" in collection. "Psychology of Thinking". - M., 1965. (Psychometric methods, NY, 1954; Personality, NY, 1959; The nature of intelligence NY, 1967; in Russian translation - Three sides of intellect, in collection: Psychology of thinking. - M., 1965 )
Joy Paul Guildford
Guilford Joy Paul (1897-1987) was an American psychologist. Biography... Educated at the University of Nebraska (1918-1924, BA, 1922; MA, 1924), at Cornell University (1924-1926, Ph.D., 1927), later - again in Nebraska (JD, 1952) and at the University Southern California (Doctor of Sociology, 1962). From 1920 to 1924 he worked as a teaching assistant at the University of Nebraska, from 1924 to 1926 - at Cornell University, from 1926 to 1927 he was a professor of psychology at the University of Illinois, from 1927 to 1928 - an assistant professor of psychology at the University of Kansas, from 1928 to 1940 - Associate Professor at the University of Nebraska, in parallel - Director of the Department of Educational Research (1938 -1940), from 1940 to 1967 - Professor of Psychology at the University of Southern California. Research... Guilford began his scientific career by compiling a questionnaire to distinguish between extroverts and introverts. Worldwide fame was brought to him by research, in which, based on the use of tests and factor analysis, he attempted to construct a mathematical model of a creative personality. This model was later widely used to define creativity in American science and industry. As a result of his twenty years of research, Guildford came to the construction of a cubic model of the structure of intelligence, in which three dimensions were presented: operations, content, results. Particular interest in his research was aroused by the methods of researching divergent thinking, which were focused on problems that did not have a rigorous solution algorithm and were solved in different ways. In particular, the Southern California State University Test was created, which determined such signs of divergent thinking as lightness, flexibility and accuracy. Guilford treated personality as a simple combination of certain individually specific traits. In accordance with this, he developed the Test of Temperaments, which allows diagnosing general activity, self-control, imperiousness, sociability, emotional stability, objectivity, friendliness, thoughtfulness, personal relationships, masculinity (Fourteen dimensions of temperament // Psychological Monographs. 1956. N 70 ( together with Zimmerman WS)). As a result of factor-analytical research (Personality. N. Y., 1959), the first in the field of personality study, I came to the sufficiency of the allocation of the following motivational factors: organismic needs (hunger, sex, the need for movement); the need for certain environmental parameters (comfort, cleanliness); work-related needs (ambition, perseverance); needs related to social status (freedom, honesty); social needs, common interests (need for risk, for entertainment). J.P. Guilford was the first to study the features of the relationship between personality traits and motivational structures, in particular subject interests (A factor analysis study of human interests // Psychological Monographs. 1954. No. 68 (et al.)).
Kondakov I.M. Psychology. Illustrated Dictionary. // THEM. Kondakov. - 2nd ed. add. and revised - SPb., 2007, p. 136.
Compositions:
A test for classification of students in chemistry // Journal of Applied Psychology. 1925. No. 9 (with Hyde W. F.); Laboratory Studies in Psychology. N. Y. 1934; Psychometric Methods. N. Y. 1936, 1954; Funda-mental Statistics in Psychology and Education. N. Y. 1942; Creative abilities in the arts // Psychological Review 1957. N 64; The Structure of Intellect. 1956; Creativity. Its measurement and development // A source book for creative thinking. N. Y '1962; The Nature of Human Intelligence. N. Y-, 1967; Intelligence Creativity and their Educational Implications. 1969; Three faces of Intellect // The American Psychologist. 1959. N 14, in Russian. per .: Three sides of thinking // Psychology of thinking / Per. with him. and English. M., 1965; Cognitive Psychology with a Frame of Reference. San Diego, 1979.
Literature:
Anastasi A. Psychological testing: In 2 vols. M .: Pedagogy, 1982. Book. 2; J. II. Guilford // Psychology: Biographical Bibliographic Dictionary / Ed. N. Sheehy, E. J. Chapman, W. A. Conroy. Saint Petersburg: Eurasia, 1999.
Guildford(Guilford) Joy Paul (b. 7.3.1897, Nebraska, USA), American psychologist. Since 1940 professor of psychology at the University of Southern California. One of the leaders of the psychometric direction in the study of thinking and personality. The author of a three-dimensional theoretical model of the "structure of intelligence", according to which intelligence can be represented by three sides: 1) operations, 2) products and 3) the content of thinking. These various components of mental activity are identified by methods factor analysis(originality, mobility, flexibility of intelligence, etc.; up to 120 factors in total), with the help of which the level of thinking ability is determined. Based on his model and associated mathematical methods, G. initiated the development of systems of psychological tests for the study of productive thinking and creativity. The more an individual solution deviates from the standard, the higher it is assessed as an indicator of a person's creative abilities. G.'s methods are widely used in the USA for practical purposes to diagnose the creative capabilities of engineers and scientific workers. The general disadvantage of factor analysis of intelligence is that the methods used to identify certain factors make it possible to ascertain only the existing systems of knowledge and actions of the individual (and not his mental capabilities).
Cit .: The nature of human intelligence, N. Y., 1967; in Russian per. ≈ Three sides of intelligence, in the collection: The Psychology of Thinking, trans. with him. and English, M., 1965.
Lit .: Yaroshevsky MG, The logic of the development of science and the activity of a scientist, "Problems of Philosophy", 1969. No. 3.
V.V. Maksimov.
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Psychological encyclopedia
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Psychological Dictionary
- - - American psychologist. One of the leaders of the psychometric trend in the study of thinking and personality ...
Pedagogical terminological dictionary
- - Joy Paul, American psychologist. Since 1940 professor of psychology at the University of Southern California. One of the leaders of the psychometric trend in the study of thinking and personality ...
Great Soviet Encyclopedia
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Big encyclopedic dictionary
"Guildford Joy Paul" in the books
287 From a letter to Joy Hill, Allen & Unwin 10 May 1966
the author Tolkien John Ronald Ruel287 From a letter to Joy Hill, Allen & Unwin May 10, 1966 Tolkien's telephone number was still in the Oxford phone book, so the "fans" sometimes pestered him with calls. Thank you very much for your suggestion for my phone number; I'll think about it. Withdraw
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Old Joy and his good friend
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My Dear Indigos Dr. Laurie Joy Pickham
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ADAMSON JOY
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Guildford Joy Paul
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Achievements:
Professional, social position: American psychologist, 59th president of the American Psychological Association
The main contribution (what is known): Author of a 3D model of intelligence and the concept of divergent thinking. One of the founders of modern psychology of creativity. He improved the methods of psychometry in applied psychology.
Contributions:1. Structure of intelligence (SOI) or (SI): three-dimensional model.
Guilford suggested that intelligence is not a single concept and presented a three-dimensional theoretical model of the structure of intelligence, according to which it can be represented by three sides:
- operations
(cognition, memorization, divergent solutions, concurrent solutions, assessment (5);
- products
(elements, classes, relationships, systems, transformations and applications (6);
- content
(visual, auditory, symbolic, semantic, behavioral (5).
The 5 x 6 x 5 model (1955) represents 150 possible abilities. The final version of the SOI model (1988) was presented as a cube with 3 dimensions and 6 x 5 x 6 cells. In this model, Guildford introduced new operations (cognition, writing data in memory, storing data, divergent solutions, convergent solutions, and estimation). This representation made it possible to identify 180 possible interconnected unique abilities.
2. Creativity. In 1950, Guildford, in his presidential address to the American Psychological Association (APA), emphasized the key role played by individual creativity in industry, science, arts and education, and the need for more research into the nature of creativity. He developed a theory of creativity in which he described creativity as a sensitivity to problems (1950); as divergent thinking and the ability to generate various ideas (1959), as the creation of new models, the transformation of knowledge and meanings and the discovery of new functions of objects (1962, 1967).
3. Divergent thinking. In the 1950s, Guildford first proposed the concept of divergent thinking, and then presented his improved model, in which it was understood as an essential component of creativity (1976). Thus, he directly linked divergent thinking with creativity, suggesting a number of characteristics:
1. Fluency
(the ability to generate a large number of ideas or solutions to a problem).
2. Flexibility
(the ability to simultaneously offer different approaches to a specific problem).
3. Originality
(the ability to generate new, original ideas).
4. Development
(the ability to organize and detail ideas and implement them).
Guildford also emphasized the difference between convergent and divergent thinking.
4. Psychometric study of human intelligence... Guilford is one of the leaders of the psychometric trend in the study of intelligence, creativity and personality. He is a pioneer in the development of a system of psychological tests aimed at studying the productive thinking and creative abilities of a person. He has developed numerous tests that measure the divergent or creative thinking and intelligence of creative people.
Guildford's methods are widely used in practice to reveal the creative potential of engineers, scientists and gifted students.
Honorary titles, awards: President of the Psychometric Society (1938), President of the Western Psychological Association (1946); President of the American Psychological Association (1949), JD (University of Nebraska, 1952), PhD in Sociology (University of Southern California, 1962), American Psychological Foundation Gold Medal (1983).
Major works: Guildford has published over twenty-five books, thirty tests, and 300 journal articles. 1. Guilford, J.P. (1939). General Psychology. Van Nostrand. 2. Guilford, J.P. (1950). Creativity. American Psychologist 5: 444-454. 3. Guilford, J.P. (1954). Psychometric Methods. McGraw-Hill Education. 4. Guilford, J.P. (1956). A Factor-analytic Study of Verbal Fluency: Studies of Aptitudes of High-level Personnel. University of Southern California. 5. Guilford, J.P. (1956). Fourteen Dimensions of Temperament. American Psychological Association. 6. Guilford, J.P. (1959). Traits of creativity in Creativity and its Cultivation. pp. 142-161. Harper and Row. 7. Guilford, J.P. (1967). The Nature of Human Intelligence. McGraw-Hill Education. 8. Guilford, J.P. (1968). Intelligence, Creativity and their Educational Implications. Robert R. Knapp. 9. Guilford, J.P. (1971). Analysis of Intelligence. McGraw-Hill Education. 10. Guilford, J.P. (1977). Way beyond the IQ. Creative Education Foundation. 11. Guilford, J.P. (1980). Intelligence Education is Intelligent Education. International Society for Intelligence Education. 12.Guilford, J.P. (1980). Some changes in the structure of intellect model. Educational and Psychological Measurement 48: 1-4. 13. Guilford, J.P. (1982). Cognitive psychology's ambiguities: Some suggested remedies. Psychological Review 89: 48-59. 14. Guilford, J. P., and B. Fruchter. (1973). Fundamental Statistics in Psychology and Education. McGraw-Hill Education. 15. . Guilford, J.P. (1988) Some Changes in the Structure-of-Intellect Model "(Educational and Psychological Measurement, vol. 48, pp. 1-4).
Life:
Origin: Joy Guildford was born on March 7, 1897 in Marquette, Nebraska.
Education: Guildford graduated from the University of Nebraska. (1918-1924). In 1924 he entered the doctoral program at Cornell University, where he studied under the guidance of E. Titchener and K. Koffka. He received his doctorate in 1927.
Influenced: Edward Titchener
The main stages of professional activity: Guildford taught at the University of Kansas (1927-1928), worked as an Associate Professor at the University of Nebraska (1928-1940) and professor of psychology at the University of Southern California (1940-1967). He enlisted in the United States Army in 1941 and served as director of Psychological Research Unit # 3 at Santa Anna Air Force Base.
After the war, he returned to the University of Southern California, where he continued to work on intelligence tests that measured divergent thinking and creativity.
The main stages of personal life:
A family: Wife - Ruth, daughter - Joan C. McGuire (author of the book about the father "The Odyssey of the SOI Intelligence Model").
Joy Guildford died at the age of 90 on November 26, 1987 in Los Angeles, California.
Worldwide fame was brought to him by research, in which, based on the use of tests and factor analysis, he attempted to construct a mathematical model of a creative personality.
Guilford Joy Paul (7.3.1897, Aurora, Nebraska - 1976) is an American psychologist. Educated at the University of Nebraska (1918–1924, BA, 1922; MA, 1924), at Cornell University (1924–1926, Ph.D., 1927), later - again in Nebraska (JD, 1952) and at the university Southern California (Doctor of Sociology, 1962). From 1920 to 1924 he worked as a teaching assistant at the University of Nebraska, from 1924 to 1926 - at Cornell University, from 1926 to 1927 he was a professor of psychology at the University of Illinois, from 1927. to 1928 he was an assistant professor of psychology at the University of Kansas, from 1928 to 1940 - an associate professor at the University of Nebraska, in parallel - director of the Department of Educational Research (1938–1940), from 1940 to 1967 - professor of psychology University of Southern California. He began his scientific career by compiling a questionnaire to distinguish between extroverts and introverts.
Worldwide fame was brought to him by research, in which, based on the use of tests and factor analysis, he attempted to construct a mathematical model of a creative personality. This model was later widely used to define creativity in American science and industry. As a result of his twenty years of research, Guildford came up with the construction of a "cubic model of the structure of intelligence", in which three dimensions were presented: operations (cognition, memory, evaluation, divergent and convergent productivity), content (visual material, symbolic, semantic and behavioral), results (elements, classes, relationships, systems, types of transformations and conclusions to be drawn). Together with his colleagues, he was able to identify and provide diagnostic tools for 98 out of 120 possible factors formed by the cells of this cube (Analysis of Intelligence, N.Y., 1971 (with R. Hoepfner)).
Particular interest in his research was aroused by the methods of studying divergent thinking, which were focused on problems that did not have a strict solution algorithm and were solved in different ways. In particular, the “South State University Test” was created. California “, which defined such signs of divergent thinking as lightness, flexibility and accuracy. Guilford treated personality as a simple combination of certain individually specific traits. In accordance with this, he developed the "Temperament Review" test, which allows diagnosing: general activity, self-control, imperiousness, sociability, emotional stability, objectivity, friendliness, thoughtfulness, personal relationships, masculinity ("Fourteen dimensions of temperament", "Psychological Monogr.", 1956, 70 (with Zimmerman WS)).
As a result of factorial-analytical research, the first in the field of personality study, I came to the sufficiency of the allocation of the following motivational factors: organismic needs (hunger, sex, the need for movement), the need for certain environmental parameters (comfort, cleanliness), the needs associated with work ( ambition, perseverance), needs related to social status (freedom, honesty), social needs, common interests (need for risk, for entertainment) ("Personality", NY, 1959). The first began to investigate the features of the connection between personality traits and motivational structures, in particular subject interests (“A factor analysis study of human interests”, “Psychological Monogr.”, 1954, 68 (et al.)).
