Discussed is the role of affects and cognition along the road to wisdom. A suitable framework for their reciprocal action is provided by the concept of organicism whose central principle is integration. Attempts to isolate "pure" cognitive processes are artificial. Cognitions and affects are reciprocally interdependent and are involved in personality activity. The model of wisdom in terms of organicism presumes that active and cognitive development helps man gradually to cope with numerous topical activities and life stressors in adulthood which, in turn, reinforce his cognitive and affective growth. Wisdom enables man to resolve life dilemmas and carry out life decisions, to provide counsel to others, manage and lead the society, achieve an insight into life and seek the meaning of life. A significant role in a study of wisdom is played by relativistic and dialectical thinking. Wisdom prospers in an atmosphere of normal human experiencing, in an acceptance of uncertainty, imperfection and restrictive limits. Wisdom requires adequate spirituality comprising positive phenomena such as love, friendship, tolerance, beauty and sympathy.

A review is made of cognitive fallacies as statements in which the observer does not register the real situation without being aware of it. Cognitive fallacies arise out of an inadequate acceptance of cognitive claims on the processing of events in everyday life. Fallacies occurring most frequently are genetic fallacies, arguments about people, argumentation through contrition, fallacies of composition, fallacies of false cause, fallacies of inadequate definition, argument from a consensus of nations, argument of "the cudgel", argument of authority, argument of judgment, argument out of respect, argument out of ignorance, ignorance out of refutation, requirement to meet principles, fallacies of multiple questions, fallacies of ambiguity, amphiboly and the argument of the slippery slope. The discussion bears on the impact of cognitive fallacies on the validity of deductive thinking (particularly in view of meta-deduction).

The study is concerned with effective coping represented by a high level of a sense of coherence SOC - according to Antonovsky and personality orientations or types of personality according to Jung, in a sample of 86 adult males (aged 26-50 yrs) holding lower managerial posts. An analysis is also made of the relation between coping and the level of self-concept. The results bring out a connection between effective coping and preference of the functions E and J in terms of Jung's typology, as also a significant positive relation of the level of SOC to that of self-concept.

In the present study, we investigated the structural invariance of the Five‐Factor Personality Inventory (FFPI) across a variety of cultures. Self‐report data sets from ten European and three non‐European countries were available, representing the Germanic (Belgium, England, Germany, the Netherlands, USA), Romance (Italy, Spain), and Slavic branches (Croatia, Czech Republic, Slovakia) of the Indo‐European languages, as well as the Semito‐Hamitic (Israel) and Altaic (Hungary, Japan) language families. Each data set was subjected to principal component analysis, followed by varimax rotation and orthogonal Procrustes rotation to optimal agreement with (i) the Dutch normative structure and (ii) an American large‐sample structure. Three criteria (scree test, internal consistency reliabilities of the varimax‐rotated components, and parallel analysis) were used to establish the number of factors to be retained for rotation. Clear five‐factor structures were found in all samples except in the smallest one (USA, N = 97). Internal consistency reliabilities of the five components were generally good and high congruence was found between each sample structure and both reference structures. More than 80% of the items were equally stable within each country. Based on the results, an international FFPI reference structure is proposed. This reference structure can facilitate standardized communications about Big Five scores across research programmes. Copyright © 2003 John Wiley & Sons, Ltd.

Discussed is the regulatory role of personality variables in intelligent behavior. Research into interindividual differences still adheres to the division into "two psychologies" (according to Cronbach). Selected for analyses were personality variables capable significantly to influence intellectual performance (anxiety, anger and aggressiveness, coping with stress situations, curiosity, openness to experiencing, intro-extraversion, motivation, the concept of self, authoritativeness and Machiavellianism). Results reported so far bring in but partial conclusions regarding their regulatory influence. A certain explanation may be looked for in a practically exclusive orientation thus far of researchers toward the construct of abstract (or psychometric) intelligence. Many a time the results are also influenced by the organization of the research or subjects' age and their degree of education. A considerable methodological problem may also ensue from the fact that intelligence tests determining the level of abstract intelligence are exclusively oriented to an identification of maximum achievement.

Coming to the forefront of attention of theorists and practical psychologists investigating intelligence are points of contact and also differences in the comprehension of abstract, as well as practical intelligence. Arguments in favor of this dichotomy were already provided by philosophical antecedents, but particularly tradition of the ontological and the practical in the development of the various branches of science. Further arguments derive from current lexicality in everyday life, but also from a series of cross-cultural studies. In traditional communities preference is given to a socially profitable understanding of intelligence in contrast to ideas stemming from the school and books. Dichotomy may also be illustrated on the basis of implicit theories. Differences between abstract and practical intelligence also derive from a different structure of the notions processed (procedural or declarative), as well as from "well" and "ill" defined problems and differences among persons of various age groups.

The conceptual bases of current research of intelligence and anxiety are presented. In researching intelligence, it is necessary to pay greater attention not only to mechanics and pragmatics but to reflexics of intelligence as well. Of all the research concepts of anxiety, attention is paid mainly to models of state and trait anxiety, to the interaction model and to the the test anxiety model. So far, mainly the negative effect of state anxiety on cognitive performance has been proven. Test anxiety usually lowers academic performance, mainly by increased sell-observance which results in lack of self-confidence, fear of failure and evaluation, decreased concentration of attention and decreased resistance to stress. It seems necessary to pay more attention to alternating manipulation with dependent and independent variables, but mainly to the shift from predominantly forced psychometric intelligence to a more detailed study of intelligent behavior in real life conditions.

The substance of intelligence is the subject of many intense discussions nowadays. Gradually, the long dominance of abstract and psychometric intelligence is diminishing. More attention is being paid to the regulatory role of intelligence in everyday Life. The regulatory role of intelligence can be illustrated by the adult thinking construct. The adult thinking construct was devised as a reaction to the models of formal logic, which has, so far, dominated in research of cognitive abilities. The following characteristics define in more detail the adult thinking construct: problem identification, relativistic and dialectic thinking, contextualism and insecurity, integration of emotions and cognition. The role of adult thinking in the regulation of the individual's cognitive activities is discussed.

Current approaches to the research of intelligence are analyzed emphasizing psychometric and performance aspects. The author stresses the complementary role of reflexics of intelligence. Information sources of reflexics with respect to the forming of personal intelligence are discussed. Theoretical deliberations are complemented by research verified empiric knowledge. The conclusion stresses the necessity to overcome the concept of intelligence as an isolated entity operating in abstract and artificial conditions.

Basic knowledge about the role of language in identifying differences between personality characteristics is presented. Demands placed on lexical universalities are analyzed. Models of personality structure solve some questions of the classification of personality descriptors (discrete vs. dimensional, unipolar vs. bipolar, orthogonal vs. correlated, concrete vs. abstract). Based on the methodology of A. Angleitner and his co-workers, an analysis was carried out of adjectives - personality descriptors used in the Slovak language. Ten assessors categorized 2730 adjectives into 5 categories and 13 subcategories. In addition, the assessor's acquaintance with the term, personality relevance of the term and coefficients of reliability and stability of the classification were evaluated. The highest frequency was registered in the categories Societal and Social Aspects (17%) and Dispositions (15%) and in the subcategories Temperament and Character (8%) and Emotions, Internal States and Readiness to React (7%). The results found were compared with comparable research studies in the Czech and German languages.

The Intel-Prof List, the author's own scale was, administered to a sample of 167 Ss. The subject's task was to evaluate the role intellect abilities play in a successful performance in 48 different professions using. five point scale. Based on the findings, the author composed an order of placement of various professions. Using cluster analysis according to Ward's method, two basic profession clusters were identified - one with mental dominance and the other with physical dominance. The basic cluster of professions with mental dominance comprises three smaller clusters representing teaching-engineering, teaching-artistic and medical-humanities professions. The second basic cluster group seems to be much more heterogeneous, it combines manual-physical professions. Professions focusing on various trades make up smaller clusters (these have relatively the lowest social status). Based on the analysis of cluster groups, we are presuming that through their assessment of intellect potential the Ss that we studied have a more adequate representation of the status of the mentally dominated professions than the physically dominated ones.

The structure of implicit theories in adolescents was studied. It was found, based on a 26 item List of Mental Functions and Characteristics, that when adolescent assessors were composing a prototype of an intelligent individual the following characteristics were most important: ''Self-control'', ''verbal readiness'', ''responsibility'', ''perception'' and ''long-term memory''. Factor analysis identified the following five factors: personality cognition, learning, cognitive performance, intuition and abstraction. At the same time, the author studied differences between die structures of the prototypes of practical, social, abstract and personal intelligence and wisdom. The functions ''self-control'', ''concrete thinking'' and ''responsibility'' attained a universal position. ''Perception'' and ''imagination'' were connected with unequivocally defined forms of intelligence. We can state that, in assessing the prototype of an intelligent individual, our adolescent subjects did not prefer cognitive functions only, they also expected significant manifestation of personality modulated characteristics.

The necessity to expand the traditional research of intelligence is discussed. According to the author, implicit theories are part of reflexics, i.e. a mental process allowing for a subjective representation of cognitive activity in an individual's experiencing. The advantages and disadvantages of explicit and implicit theories are analyzed mainly with respect to the specifics of intellect functions. Another subject of discussion is the analysis of intelligence through perceived attributes and constructs similar to them (creativity, wisdom). Intercultural aspects of implicit theories are given, In the section devoted to generally accepted opinions of laymen on intelligence, the author presents his own research findings. In the conclusion, several generalizations about the advantages and limits of implicit theories of intelligence are given.

Informatively, the basic principles of Jung's general theory of types are discussed. When processing information, each individual alternates permanently four basic mental functions: sensation (S), intuition (N), thinking (T), and feeling (F). Outwardly, he/she manifests them by means of attitudes of extraversion (E) and introversion (I). Orientation towards the outward world is in progress by means of judgement (J) and perception (P). Psychodiagnostic application of the type theory is represented by Myers-Briggs Type Indicator (MBTI). Experience are given from the Slovak standardization of MBTI. The reliablitiy of the indicator can be held for sufficient. The validization studies are under intensive work. Up to now, for example, a higher coherence in life orientation as well as in positive self-estimation of general ability to performance in the bearers of T function has been found. Representatives of F function tend to a higher occurrence of concomitant emotions at solving problems and to a more frequented evaluation of people in social environment. Distribution of types in the population sample (n = 442) suggests dominance of the INTP type. Application of the type theory at individual psychodiagnostics in consulting and pedagogical practice is discussed, too.

In the study presented we analyzed C.G. Jung's personality types in a selected sample of Slovak population. 175 officers of the Slovak army were given the Myers-Briggs Indicator of Types. Dominance of the ISTJ (42%) and ESTJ (31%) types was found. In the sample studied we noted a preference of ST (84%), TJ (78%) and SJ (77%) functions. Basic characteristics of individuals of the most frequently occurring types were defined. Results are compared to previous findings of the author himself. The author states that the homogenization of the subject selection reduces the number of types in the sample studied.

The presented study analyzed the subjective aspects of coping with stressful life situations as defined by Antonovsky's SOC concept. Subjects (n=203) were given the Life Orientation Questionnaire (Antonovsky, 1987) and the Myers-Briggs Type Indicator (Myers, Caulley, 1990). Using the continual score in the MBTI the subjects were divided into combinations of the ST (practical and matter of fact), SF (sympathetic and friendly), TJ (logical decision maker) and FJ (benevolent administrator) types as well as the INTP (introverted thinking with intuition) and ISFJ (introverted sensing with feeling) types. Differences between the combinations preferring the T and F functions were statistically analyzed. It was found that the prevalence of the T function influences significantly not only the overall sense for SOC coherence but also the subjective assessment of comprehensibility and manageability in coping with stressful life situations. The explanation for this could lie in the characteristic peculiarities of both functions, mainly in the tendency to more rational and pragmatic behavior on the part of the T function types, or in the greater emotional-social dependence on the part of the F function representatives.

Intensive discussions prevail nowadays concerning the substance of intelligence. The dual model of pragmatics and mechanics of intelligence is failing mainly because of low ecological validity of the traditional measurements of intelligence. Therefore, we are proposing to consider the reflexics of intelligence, a mental process enabling subjective representative of cognitive activity in the experiencing of an individual. Reflexics summarizes knowledge regulated by: 1. personality-cognitive regulators of performance (failure); 2. self-regulating mechanisms; 3. implicit theories of an individual and 4. metaintelligence. The contribution of reflexics in the forming of the personal intelligence construct is discussed and methodological pitfalls of measurements as well as ecological validity of research findings are pointed out.