Psychological and pedagogical analysis of the concepts of ability

The essence of abilities as individual psychological characteristics of a person, which in interaction with each other allow her to successfully perform certain activities, is considered. The approaches to the de nition, structure, origin, mechanisms of formation, indicators of the formation of abilities, means and stages of their development are analyzed. The contribution of Russian teachers and psychologists (P. P. Blonsky, A. R. Luria, S. L. Rubinstein, A. N. Leontiev, K. K. Platonov, B. M. Teplov, T. I. Artemyeva and others) to the development of problems of the formation of abilities, the creation of conditions for this, their internal and (or) external determination is revealed. The views of our scientists on solving the problems of pedagogical abilities are analyzed: N. V. Kuzmina, who proposed the concept of pedagogical abilities as a special sensitivity of a teacher, and A. K. Markova, who considers professional abilities as an important psychological resource of a person. The role of foreign, primarily American and British, scientists (G. Allport, A. Bandura, C. Spearman, D. Guilford, R. Cattell, L. Thurstone) in the development of concepts and methods for determining the level of abilities and other applied problems of the topic under consideration is evaluated. The directions of further study of the problem of abilities, depending on the objectives of the study, are proposed