The present study investigates the relationship between individual differences in verbal and non-verbal cognitive abilities and resting-state EEG network characteristics. We used a network neuroscience approach to analyze both large-scale topological characteristics of the whole brain as well as local brain network characteristics. The characteristic path length, modularity, and cluster coefficient for different EEG frequency bands (alpha, high and low; beta1 and beta2, and theta) were calculated to estimate large-scale topological integration and segregation properties of the brain networks. Betweenness centrality, nodal clustering coefficient, and local connectivity strength were calculated as local network characteristics. We showed that global network integration measures in the alpha band were positively correlated with non-verbal intelligence, especially with the more difficult part of the test (Raven’s total scores and E series), and the ability to operate with verbal information (the “Conclusions” verbal subtest). At the same time, individual differences in non-verbal intelligence (Raven’s total score and C series), and vocabulary subtest of the verbal intelligence tests, were negatively correlated with the network segregation measures. Our results show that resting-state EEG functional connectivity can reveal the functional architecture associated with an individual difference in cognitive performance.

The study provides insights into the aspects of creativity, the structure of psychometric intelligence, and personal adaptation resources of senior preschool children. Creativity and intelligence are presented as general adaptation resources. Existing studies of creative ability and creativity as integral individual characteristics in the context of adaptation are analyzed. The aim is to identify varied sets of creativity and personal adaptation resource markers that differentiate groups of children in order to determine possible strategies for adaptation, preservation, and development of their creative abilities at the beginning of lyceum schooling. It embraces the use of the E. Torrance Test of Creative Thinking (TTCT) (figural version), the Wechsler Intelligence Scale for Children (WISC), and the G. Rorschach Test. A sample of the study consisted of 122 children, aged 6–7 and enrolled in a school. The average IQ score among the children was above 115 (M = 133.7, σ = 9.9). The entire sample was divided into four groups by the originality-elaboration ratio according to the TTCT. The correctness of the children’s division into the groups according to the markers of creativity and personal adaptation resources is confirmed by the discriminant analysis. We have identified the factor structure of creativity, intelligence, and personal adaptation resources in the entire sample of children and in each of the groups. In the group of preschoolers with high originality and elaboration, the resulting structure integrated the components of creativity with personal adaptation resources and intelligence scores. In the group of children with a low level of originality and elaboration, the markers of creativity, intelligence, and personal adaptation resources are not interlinked.

Objective. To differentiate subjects into types according to differences in the creative thinking factor structure and to identify typological variants of integration of creative thinking properties and various components of sociocultural identity. Background. Based on the identified tendencies of integrative creativity researches the direction of its study is outlined: from the definition of generalized factors of creative thinking and creative personality to the identification of different creator types, with different ratio of general cognitive and personal components determining their specific resources, achievement opportunities in various socio-cultural contexts.Participants. 162 students of different specialties, ages from 18 to 22 (M = 19,5; 97 females, 65 males).Measurements. Figural Test for Torrance Tests of Creative Thinking, psychodiagnostic technology “Role Relations between Social Subjects and Creative Personalities” by V.G. Gryazeva-Dobshinskaya et al., based on repertory grids method by J. Kelly. Results. A two-factor creative thinking structure was confirmed, including innovational (fluency, flexibility, originality) and adaptational (elaboration, abstractness of titles) factors. Based on the ratio differences between innovational and adaptational factors, subjects were differentiated into four types: innovational, adaptational, high-creative, low-creative. The ratio peculiarities between the factors of creative thinking and sociocultural identity, including social role and value components, in subjects of different types was revealed.Conclusions. Creative subject types, differentiated by ratio of innovational and adaptational factors of creative thinking, have been revealed. The specific peculiarities in creativity integrative structures of the revealed types of subjects are identified. The typological variants of integration of creative thinking properties and various components of sociocultural identity have been revealed.

The importance of the development and use of psychological technologies for the diagnosis of human resources and the forecast of their dynamics are being discussed, which ensure a high pace and success when training innovative projects managers, thus contributing to the solutions in preparing leaders for `Industries 4.0'. The result analysis of the innovative psychological audit of enterprise management has shown the most significant resources of innovative leadership that differentiate the manager groups: achievement motivation, transformational leadership, social identity. The study of the resources has been carried out using the methods as follows: Heckhausen Thematic Apperception Test, Avolio and Bass's MLQ, Role relationships of social actors with creative individuals (RRSSCP) of V.G. Gryazeva-Dobshinskaya, N. Yu. Bakunchik, V. A. Glukhova, A.S. Maltseva performed using the sample of 184 managers who work for several industrial enterprises. The differentiation of managers into groups according to the most significant resources of innovative leadership has been tested by means of the discriminant function analysis. The prognostic model of the personal resources of innovative leadership by the ratio of indices has been obtained, namely: transformational and transactional leadership, motivation of chance of success and avoidance of failure, social and role and social and cultural identity. In four groups of managers who are differentiated in terms of the level of transformational leadership and motivation of chance of success, social and role and axiological resources and barriers to the development of innovative leadership, optimal strategies for rapid learning have been identified.

Многофакторные модели креативности субъектов: структурный и динамический подходы в психологической диагностике