THE RELATIONSHIP BETWEEN THE DEVELOPMENT OF COGNITIVE PROCESSES AND INTELLECT LEVEL IN PRESCHOOL-AGE CHILDREN

This article provides a scientific and psychological analysis of the relationship between the development of cognitive processes (perception, attention, memory, thinking, imagination, and speech) and the level of general intellect in preschool-age children. Theoretical perspectives on the structure of intelligence as a system of cognitive processes, and the character and mechanism of each cognitive process's connection to intellect, are examined. The bidirectional nature of the relationship between cognitive processes and intellect, along with practical ways of diagnosing and developing this relationship, are substantiated from a scientific and practical perspective.