Structural model of the intellectual and cognitive activity of research-prone and non-research-prone schoolchildren

Modern realities necessitate the development of students' reflective skills, analytical skills, the ability to formulate assumptions about missing information, to be aware of inconsistencies and shortcomings in available materials, not to use habitual ways of thinking, to be critical of unverified data. This article reflects the results of the study of the interrelation of the components of intellectual and cognitive activity of schoolchildren, who are inclined to research activities to varying degrees, using the following psychodiagnostic tools: the methodology “Ideal Computer” by M.A. Kholodnaya, the subtest “Unfinished Figures” by E.P. Torrens, the “Culturally free intelligence test” by R. Kettell, as well as the method of descriptive statistics - Pearson's correlation coefficient r. The results of the study allowed us to identify the components of intellectual and cognitive activity of schoolchildren with prone and non-prone to research activities. Their characteristics formed the basis of the developed recommendations for school teachers to implement a differentiated approach to schoolchildren.