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The article examines a set of phenomenological, theoretical, methodological and historical-psychological problems in the study of intelligence. It is shown that modern psychological research discusses the problem of phenomenological independence of the intellect as a part of mental reality; an incredible variety of conceptual and theoretical constructions have been proposed regarding the nature of intelligence, its connection with other mental phenomena; at the methodological level, the problem is solved in the form of improving psychodiagnostic procedures for measuring intelligence, its integration into the wider space of mental reality. It is argued that despite the variety of studies on the problem of intelligence, a full history of its development in psychology has not yet been written. Summarizing the characteristics of the problems of studying intelligence, the authors argue that the natural integration of research leads to the “dissolution” of the independent phenomenology of intelligence in the space of other phenomena and phenomena of psychology, which actually leads to the “disappearance” of the phenomenon of intelligence from the subject field of psychology. The authors propose to use, in solving the set of identified problems, a targeted integration of knowledge about intelligence, which is based on communicative methodology and a model of the relationship between theory and method in psychology. Communicative methodology allows us to correlate psychological concepts of intelligence and, on this basis, integrate psychological knowledge about it. It is proposed to correlate concepts using the components of pre-theory as a set of initial ideas that precede empirical study and guide the research. Such components are a modeling representation, an idea of a method, a basic category, and an organizing scheme. The productivity of communicative methodology is shown by the example of correlating the concepts of intelligence developed by R.B. Cattell, J. Piaget, V.D. Shadrikov, M.A. Kholodnoy, D.V. Ushakov. It is argued that the proposed concepts are fundamentally correlated with each other in terms of the components of the pre-theory; significant differences in concepts are set at the stage of defining the research problem and modeling ideas about intelligence; concepts do not compete with each other to be the “best” theory of intelligence; concepts reveal different aspects of the phenomenon of intelligence as a complex mental formation. Thus, the article does not solve the problem of intelligence in psychology, but shows a methodological way of integrating psychological knowledge about it.
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