VERBAL ABILITIES OF PSYCHOLOGY STUDENTS AT DIFFERENT STAGES OF TRAINING
Purpose: to study the level of verbal intelligence and verbal creativity of students studying in the direction of training "Psychology" of the first, second and fourth years. Methods: psychodiagnostic techniques: 1)WAIS subtest "Awareness" (D. Wexler); 2) WAIS subtest "Similarity" (D. Wexler); 3) WAIS subtest "Intelligibility" (D. Wexler); 4) WAIS subtest "Vocabulary" (D. Wexler); 5) Method of "verbal creativity" S. Mednik, adapted by A. N. Voronin; 6) Method "Assessment of productivity of verbal memory (opvp) (five-minute)" O. F. Potemkina, E. S. Romanova. To confirm the significance of differences between groups of students of different courses, the student and Mann - Whitney criteria were used. Results: As a result of the psychodiagnostic study, data were obtained indicating that: the majority of respondents have a low volume of verbal memory; the level of verbal intelligence of the majority of psychology students in this study is average. This development of verbal abilities allows you to successfully master the training program, but creates the possibility for doubts about the future professional competence of psychologists in this stream. The level of development of verbal abilities of psychology students in different courses does not significantly differ. The verbal intelligence of students does not correspond to the age norms of the 80-90 years of the twentieth century, the majority of respondents have an IQ level lower than the values of 1981 and 2001. Practical significance: the main provisions and conclusions of the article can be used in scientific and pedagogical activities when working with students of the appropriate profile.