Home > Document

The use of pictograms in the correction of developmental disorders of students.

Paul L.A. - teacher speech therapist,

Ryskalina T.E. - social teacher

The logical memory of an adult is

"inward-rotated mnemotechnical memory"

L.S. Vygotsky

The words "mnemonics" and "mnemonics" mean the same thing - the technique of memorization. They come from the Greek "mnemonikon" - the art of memorization. The art of memorization is called the word "mnemonikon" after the ancient Greek goddess of memory Mnemosyne - the mother of the nine muses. It is believed that this word was coined by Pythagoras of Samos. Mnemotechnical techniques are such special techniques that are designed to facilitate the process of memorization. Here are just a few of them: The first technique is the technique of forming semantic phrases from the initial letters of the memorized information. The second is rhythmization, that is, the translation of information into poems, songs, rhymed or rhythmic lines. In modern pedagogy, this technique is successfully used to memorize spelling rules, multiplication tables and other educational material. Modern teachers willingly use this technique and demonstrate their works at various professional competitions. (For example: Psychiatr and pediatr go to the theatertr .) The third is the memorization of long terms with the help of consonant words. The fourth is finding bright, unusual images, pictures, plots, which are connected with memorized information by the “link method”. This method is used, for example, to memorize a number of words: So, for example, for foreign terms, Russian words similar in sound are searched for. This technique can be both an assistant and a “pest”. Sometimes consonant words are remembered, but the meaning of the original cannot be restored. The fifth is the method of Cicero. Imagine that you are walking around your room, where everything is familiar to you. The information that you need to remember, arrange mentally in the direction of travel. You can remember it again by imagining the same room - where everything will be in the same places, go along the route and collect everything that you "left" last time. Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of storing, storing and recalling information. Modern mnemonics has made significant progress, both theoretically and technically, and makes it possible not only to fix a sequence of textual material in memory, but also allows you to accurately memorize any accurate information that is traditionally considered unmemorable: lists of telephone numbers, chronological tables, various numerical tables, personal data, complex educational texts containing a large amount of terminology and numerical information, etc. Modern mnemonics allows you to accumulate a large amount of accurate information in memory, save time when memorizing, and store memorized information in memory. This is a powerful training of attention and thinking. This is a real chance to quickly master several new specialties and become a professional in your field. This is the ability to use information: a person can apply knowledge only when they are in the head. This is just great gymnastics for the brain - the brain needs to be trained so that it does not atrophy. In our article, we will dwell in more detail on one of the types of mnemonics, namely the memorization of information using symbols and pictograms. The use of which, as our practice of working with schoolchildren with mental retardation and mental retardation shows, makes it possible to achieve the greatest efficiency. Recently, the number of children with moderate and severe mental retardation has increased in correctional schools. Mostly they are speechless children. Therefore, the socialization of children in this category has become an acute problem for teachers. Often, even parents do not know how to help their children, and even just how to communicate and understand with them. From the earliest stages of development, communication involves close interaction between the child and the adult. The need for communication is not innate, it is formed in the process of contact of the child with the environment. Children with moderate and severe mental retardation often experience a lack of communication (this is especially true for autistic children), which negatively affects their further development. Due to damage to the central nervous system, it is difficult for them to master colloquial speech, therefore, auxiliary means of communication often act as a more successful way for this category of children to communicate with others. Here pictograms come to the rescue - simple drawings-symbols that are understandable to both children and adults.

H
Our work shows that the use of pictograms in working with children with moderate and severe mental retardation, whose speech is significantly underdeveloped or completely absent, contributes to a more successful formation of social and everyday skills, better assimilation of the rules of behavior and the transformation of skills into stable habits. This is due to the fact that children do not know their meaning enough, they do not know the properties of certain objects well, or the property that the word means is associated with only one characteristic. The use of algorithms for dressing, washing, and other self-service actions recorded in the form of simple pictures, pictograms, in children with moderate and severe mental retardation, during correctional and developmental work, contributes to a more successful formation of social and everyday skills and their transformation into stable habits. In addition, the systematic knowledge of pictograms allows you to streamline and supplement the existing knowledge of children, develop the speech sphere, and facilitate the adaptation of the child to the environment. The study of pictograms by all children of the group, and not only by those who have significantly underdeveloped or completely absent speech, contributes to the development of understanding and mutual assistance in the team of pupils. In addition, the use of pictogram cards is a means of alternative communication for people with disabilities (cerebral palsy, problems with speech, mental retardation). The pictograms are pasted on thick paper or other dense square-shaped material 10x10 cm in size. These cards can be placed wherever the child is: in the dining room, near the washbasin, etc. And in the future, having learned to recognize the meaning of symbols and, having a set of pictograms at hand, a person will be able to explain himself in a store, on the street, in a family and in other situations where it is difficult or impossible to communicate in the usual way. To this end, we introduce students to well-known pictograms , which they can meet in life: at the station, on the bus, in the store and in other public places.
Today, figurative speech rich in synonyms, additions and descriptions in school-age children is a very rare phenomenon. There are many problems in the speech of children studying in a special (correctional) school of the 8th type:

Monosyllabic speech consisting of only simple sentences. Inability to construct a common sentence grammatically correctly. Poverty of speech. Insufficient vocabulary. The use of non-literary words and expressions. Poor dialogical speech: the inability to formulate the question competently and in an accessible way, to build even a short answer. Inability to construct a monologue. Lack of speech culture skills: inability to use intonation, adjust the volume of the voice and the pace of speech, etc. Poor diction.

Given that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, developing for them. According to S. L. Rubinstein, A. M. Leushina, L. V. Elkonin, the use of visualization helps children name objects, their characteristic features, actions performed with them. Like any work, the use of mnemonics is built from simple to complex. It is necessary to start working with the simplest mnemonic squares, sequentially go to mnemonic tracks, and later - to mnemonic tables. The content of the mnemonic table is a graphic or partially graphic representation of the characters of a fairy tale, natural phenomena, some actions, etc. by highlighting the main semantic links of the plot of the story. The main thing is to convey a conditionally visual diagram, depict it in such a way that the drawing is understandable to children. M
neotables in speech therapy classes are used for:

vocabulary enrichment, when learning to compose stories, when retelling fiction, when guessing and guessing riddles, when memorizing poetry.

Based on the experience of teachers, we have developed mnemonic tables for compiling descriptive stories about toys, dishes, clothes, vegetables and fruits, birds, animals, insects. These schemes help children to independently determine the main properties and features of the subject under consideration, to establish the sequence of presentation of the identified features; enrich children's vocabulary. For the manufacture of these pictures, artistic abilities are not required: any teacher is able to draw similar symbolic images of objects and objects for the selected story. For primary school students with mental retardation and mental retardation, it is better to give color mnemonic tables, because children retain separate images in their memory: a Christmas tree is green, a berry is red. These diagrams serve as a visual plan to create monologues, help children build: - the structure of the story, - the sequence of the story, - the lexical and grammatical content of the story. When getting acquainted with fiction and when learning how to write stories us mnemonics. Together with the children we talk through the text, look at the illustrations and track the sequence of a pre-prepared model for this work. The use of mnemotables when learning poems facilitates and speeds up the process of memorizing and mastering texts, and forms techniques for working with memory. In this type of activity, not only auditory, but also visual analyzers are included. Children easily recall the picture, and then recall the words. Thus, the transition from the creativity of a speech therapist to the joint creativity of the child with the teacher is gradually being carried out. If at the initial stage of work ready-made schemes are given, then at the next stage it is already a joint collective creativity of children with an adult, at the third stage, students independently try their hand. It should be noted that students in this category experience some difficulties, since it is difficult to follow the proposed model plan. Very often, stories based on models are very schematic. But, nevertheless, gradually such work with literary texts gives a positive result. This is very important for students of the 8th type school, because. even in high school, many of them cannot retell the text and only answer the teacher's questions in monosyllables.

The purpose of using pictograms by us (educators) is to provide an additional opportunity for the development of coherent speech of the child.
Using icons, you can solve the following tasks:

expand vocabulary;

Download:

Preview:

The use of pictograms in the development of communication skills of preschool children

Pictogram (from lat.. Pictus - draw and Greek. Γράμμα - record) - a sign that displays the most important recognizable features of an object, objects, phenomena to which it points, most often in a schematic form.

Pictograms are a tool that facilitates the development of communication, speech, cognitive functions: symbolization, the formation of elementary ideas and concepts.

In the modern world, pictograms are used in traffic control signs, signs, signs.Even without knowing what is at stake, you can guess from the drawings.

The Pictogram technique was developed in the early thirties and used in psychological research. In the 1960s and 1970s, the use of this technique expanded.

Pictograms for child development have been used for a long time. The pictogram method was first developed by D.B. Elkonin, L.A. Wenger, N.A. Vetlugina, N.N. Poddyakov. The relevance of the use of pictograms lies in the fact that the child's thinking develops through a visual and accessible form. This method was used by D.B. Elkonin and L.E. Zhurova to teach preschoolers to read and write, i.e. the use of visual models to determine the sound composition of the word.

There are pictograms - drawings and petroglyphs - these are drawings with additional elements, for example, geometric shapes. The peculiarity of pictograms is that they introduce us to one specific event, where each picture corresponds to one sentence.

aim the use of pictograms by us (educators) is to provide an additional opportunity for the development of coherent speech of the child.
Using icons, you can solve the following tasks:
develop an interest in writing creative stories;
create motivation to tell your stories;
expand vocabulary;
to teach to overcome shyness, shyness;
Develop the ability to communicate freely in front of an audience.
One of the rules of memorization says: "When you learn - write down, draw diagrams, diagrams, draw graphs." Probably everyone, preparing for a speech, take notes for yourself.

Currently, we - teachers are faced with the most important task: the development of children's communication skills. Analyzing the experience of teachers, I came to the conclusion that traditional methods are not always effective in working with preschool children. The new GEF DO implies the widespread use of integration in a variety of educational areas and inclusion (i.e., the inclusion of children with developmental disabilities in the pedagogical process).

The integrated teaching method is innovative for preschoolers. It is aimed at developing the personality of the child, his cognitive and creative abilities.

Therefore, the use of pictograms or mnemonics, that is, various techniques that facilitate memorization and increase the amount of memory by forming additional associations, is a very important tool for preschoolers, since visual material is absorbed better than verbal.

In modern society, the number of children with OHP (general underdevelopment of speech) is increasing. Children suffering from speech underdevelopment have limited opportunities for the formation of communication skills and interaction with the social environment. Oral language, which plays a major role in the cognitive and emotional development of the child and is the basis of social interaction, is in most cases inaccessible to such children. Therefore, it is necessary to provide them with another communication system that will help facilitate communication, improve the all-round development of the child, as well as enhance his participation in the pedagogical process, thereby facilitating the integration of children with severe speech disorders into the wider society. Therefore, the use of pictograms for retelling is very helpful in working with children with general underdevelopment of speech, because. mental processes (thinking, imagination) develop only on the basis of various types of perceptions and sensations. This means that the more channels of perception of information the teacher can use (visual, auditory, tactile, motor), the greater the effect he can get: children will be able to quickly feel, analyze and systematize the flow of incoming information in a meaningful and speech aspect.

In any activity with children, be it playful, artistic and productive, it is possible to use the "word scheme" pictogram, which help the child, focusing on the visual image, count how many and what sounds are in the word, where the sound is (at the beginning, in the middle or at the end), the pictograms of the "sentence scheme" - to determine the number of words, develops interest in communication, improves speech-thinking activity, masters the operations of analysis and synthesis.

I like the pictogram method when memorizing poems. Since a child in modern conditions must be successful and active personally, and not only in a group, this method allows you to develop the individuality of each child not only in the kindergarten group, but also at home.

For a story based on a plot picture, a picture-graphic plan is simply necessary. If you need to convey the mood of the hero, pictograms are used. They are shown in turn when considering each picture from the series in order to focus the attention of children on a certain sign and action of the hero.

Pictograms are our best helpers when retelling fairy tales., use in games:

“Do not yawn, raise the desired icon». The teacher reads the story, and the child raises the pictogram according to the text.

"Continue the story." The teacher distributes pictograms, reads the story, and the child continues it, relying on the pictogram.

"Put it right." The adult arranges the pictograms in the wrong order, reads the story, then offers to arrange the pictograms correctly. In case of difficulty, ask questions to the children.

"Make up your own story." The child is offered pictograms, he must independently compose a story.

Thus, the visual modeling method or the pictogram method must be used both in the system of individual corrective work with preschool children and in group work with kindergarten children.

List of used literature:

1. Bolshova T.V. We learn from the story. Development of thinking of preschoolers with the help of mnemonics. SPb., 2005.
2. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the general underdevelopment of speech in preschool children. //M., Enlightenment, 1990.
3. Omelchenko L.V. The use of mnemonics in the development of coherent speech. Speech therapist. 2008.№4.
4. Linguistic Encyclopedic Dictionary (1990).
5. Ushakova O.S., Strunina E.M. Methodology for the development of speech of preschool children.// M., Vlados, 2003.

Purpose: to provide an additional opportunity for the development of coherent speech of the child. Tasks: develop interest in writing creative stories; create motivation to tell your stories; Expand words knowledge; learn to overcome shyness, shyness; educate the ability to stand freely in front of an audience.

One of the most promising methods for the implementation of speech education is modeling, since the thinking of a preschooler is distinguished by subject figurativeness and visual concreteness. More L.S. Vygotsky, in his article “The Prehistory of the Development of Written Speech,” expressed the following idea: “Drawing a child according to a psychological function is a kind of graphic speech, a graphic story about something.”

A pictogram (from Latin Pictus to draw and Greek Γράμμα record) is a sign that displays the most important recognizable features of an object, objects, phenomena to which it points, most often in a schematic form. The "Pictogram" technique was developed in the early thirties and was used in psychological research. Lat. Greek.

The relevance of using pictograms lies in the fact that the child’s thinking develops through the Pictograms of the “word schemes” help the child, focusing on the visual image, count how many and what sounds are in the word, where the sound is (at the beginning, in the middle or at the end), sentence schemes - to determine the number of words, develops interest in communication, improves speech and thought activity, masters the operations of analysis and synthesis. clear and accessible form.

Pictograms for stories and fairy tales are good to use for the development of coherent speech in children. This contributes to the development of higher mental functions (thinking, imagination, memory, attention), activation of coherent speech, orientation in space, makes it easier for children to get acquainted with nature and with the phenomena of the surrounding reality (road signs, environmental signs, etc.). When using different schemes, the nature of children's activity changes: children not only hear their own speech or speech addressed to them, but also have the opportunity to "see" it. When compiling stories from pictures and pictograms, children more easily memorize new words not mechanically, but in the process of active use.

I know a lot of toys ... I know a lot of toys, With them I'm not bored at all: Cube, ball, scoop, net, Bear, watering can, flag, bull. Willow Near the river at the cliff Weeping willow, weeping willow. Maybe she feels sorry for someone? Maybe she's hot in the sun? Maybe the playful wind pulled the willow behind the pigtail? Maybe the willow is thirsty? Maybe we should go ask?

“Knowledge of preschoolers around the world is
is a process of processing and ordering information of various modalities”.
J. Piaget

Today, experts note an increase in the number of preschoolers with disorders of general and speech development. The reasons for this growth are:

• general somatic weakness of children;
• pedagogical incompetence of parents;
• increase in violations of perinatal development of children;
• emotional deprivations in the family, originating in infancy.

And in the end: in the middle group of the kindergarten, up to 60% of pupils with speech development disorders are found.

Also in children there are violations of the formation of higher mental functions, which prevents the effective correction of all speech activity:

– the limited volume of visual and auditory perception complicates the process of memorization and assimilation;
- violation of attention leads to difficulties in performing tasks based on verbal instructions;
- lags in the development of mental operations cause difficulties in mastering analysis and synthesis, comparison and generalization.

Working on the chosen topic, we were guided by the following idea: the ability to remember depends primarily not on memory, but on thinking and attention. Violations in the work of these mental processes make arbitrary memorization almost impossible - the brain does not store information in the usual sense of the word, it is able to store only internal connections between objects.

Relevance selected topic we see in the following:

- visual modeling makes it easier for children with OHP to master coherent speech, because the use of symbols, pictograms, substitutes, schemes facilitates memorization and increases the amount of memory and, in general, develops the speech and thinking activity of children;
– visual modeling techniques use the natural memory mechanisms of the brain and allow you to fully control the process
memorization, preservation and recall of information;
- children who own the means of visual modeling, in the future are able to independently develop speech in the process of communication and learning.

Thus, speech activity is formed and functions in close connection with all mental processes. Special training should be carried out with the help of a comprehensive program of speech therapy impact, including not only the development of the components of the speech system, but also aimed at correcting mental functions.

Implementing this technology, we set ourselves the following tasks :

- help children organize and systematize cognitive information about the environment;
- enrich the vocabulary of children, develop coherent speech;
- teach consistency, consistency, completeness and coherence of presentation;
- develop thinking, attention, imagination, verbal and auditory and visual memory;
- remove verbal negativism, educate children in the need for verbal communication for better adaptation in modern society;
- Develop fine motor skills in children.

We want to offer you practical material on visual modeling, which is based on the fairy tale by V. Suteev “Under the Mushroom”. The idea of ​​creating this material arose in the course of work on the topic “Visual Modeling Technologies” and acquaintance with a series of books by N. Guryeva “Learning from a fairy tale”. The text of the fairy tale is used in the study of various thematic sections: the development of coherent speech, the development of the grammatical structure of speech, mathematics and logic, ecology, the development of fine and general motor skills.

At different age stages and depending on the individual abilities of children, various visual modeling techniques are used: pictograms, substitutes, mnemotables.

One of the methods of work is the use of pictograms. Pictogram - a symbolic image that replaces words. Pictograms are non-verbal means of communication and can be used in the following ways:

- as a means of temporary communication, when the child does not yet speak, but in the future he can master sound speech;
- as a means of constant communication for a child unable to speak in the future;
- as a means of facilitating the development of communication, speech, cognitive functions;
- as a preparatory stage for the development of writing and reading by children with developmental problems.

Thus, the system of non-verbal means of communication provides for the formation of a logical chain: the initial concept of a “sign” (pictogram) is a generalizing concept – the consolidation of the skill of independent actions with pictograms – an independent orientation in the system of signs.

Games with the use of pictograms based on the fairy tale “Under the Mushroom” by V. Suteev.

The game includes icons with the image:

words-objects: mushroom, rain, sun, ant, butterfly, mouse, sparrow, hare, fox, frog;

action words: crawls, jumps, flies, walks, runs, grows, shines, show;

sign words: big, small, sad, cheerful;

preposition characters:,: under, behind, over, on, about, to;

Pictures with realistic images of heroes.

Game options:

1. Pictograms of words-objects are arranged in a circle.

• In the center is a picture depicting the hero of a fairy tale.
  Exercise: match the pictogram and the picture.
• In the center is the “Show me” icon.
  Exercise: select and show only the icon named by the adult.
• In the center is one of the pictograms - actions.
  Exercise: name and show who (what) is walking (rain, fox);
  who is jumping, etc.;
• Similar tasks with words - signs.

The number of pictograms, their location, tasks are determined at the request of the teacher and depend on the level of preparedness of the child.

2. Make a pair of pictograms.

• An adult offers to find two pictograms for a sentence:
  “The sun is shining” or “The butterfly is flying” or “The merry frog”…
• The adult offers two pictograms, and the child makes up a sentence.

3. Fix the bug.

• An adult offers two pictograms "sparrow" and "creeps".
  The child is asked to correct the mistake and pronounce the correct sentence.

4. Compose a spoken phrase from the pictograms.

• “A frog is on the mushroom”, “An ant is crawling towards the mushroom”, “A butterfly is flying over the mushroom”, etc.

Come up with new game options. Creative success!

substitution- this is a type of modeling in which some objects are replaced by others, real-conditional. It is convenient to use paper squares, circles, ovals, which differ in color and size, as substitutes. substitution is based on some difference between the characters.

In the first lessons, the number of deputies should match the number of characters, then you can enter extra circles or squares so that the child can choose the right ones.

It is better to start playing with the help of substitutes with Russian folk tales, because. stable stereotypes of familiar characters (an orange fox, a big and brown bear, etc.) are easily transferred to the models. We offer you our own version of substitutes for the fairy tale “Under the Mushroom”.

At first, it is enough for the child to raise the corresponding symbol in the course of telling the fairy tale to adults, then you can proceed to acting out the fairy tale.

The technique is worked out as a result of repetitive tasks, the content of which is gradually expanding, enriched with new connections. In the future, you can come up with new fairy tales with children, using ready-made substitutes or playing everyday stories.

This modeling technique ensures the unity of speech and mental activity.

Mnesis in Latin means memory. So the tricks mnemonics iki are designed to facilitate memorization and increase memory capacity by forming additional associations.

The peculiarity of the reception is the use of not images of objects, but symbols. Symbolism is typical for children's drawings at preschool age and does not cause difficulties in the perception of mnemotables.

Mnemotables serve as didactic material in the development of coherent speech:

- memorization of poems, riddles, proverbs, tongue twisters;
- retelling of texts;
- Writing descriptive stories.

The sequence of work with mnemonic tables:

- viewing the table;
– recoding of information, transformation of the proposed material from symbols into images;
- retelling or memorization of the text.

The criteria for assimilation are: the correct reproduction of the material, the ability to independently decipher the symbols.

We want to present to you our experience of working with a fairy tale through the use of mnemonics.

1. Retell the story.

2. Which of the symbols are suitable for a sparrow, and which for a hare?

3. Tell me how a fox and a hare are similar?

4. Riddles:

Task options:

Guess a riddle, choose a riddle;

Learn a riddle using a mnemonic track;

Come up with a riddle, depict it on the track

Long-tailed babies are afraid of cats

5. Drawing up a descriptive story by the heroes of a fairy tale.

Walk along the bridge into the forest, to the fungus, tell about yourself.

6. Memorizing verses:

Sparrow

Sparrow in a puddle
Jumping and spinning.
He ruffled his feathers
The tail fluffed up.
The weather is good!
Chil, chiv, chil!
A. Barto

tricky fungus

Tricky little fungus
In a round, red hat.
He does not want to box
He plays hide and seek.
Hiding near the stump -
Call me to play!

7. Formation of related words.

8. Agreement of noun and numeral.

9. Agreement in gender, number and case.

11. Formation of compound words.(two fingers under the palm)

The mouse ran up to the mushroom,
(fingers “run” on the table)
Standing next to friends.
(three fingers under the palm)

The sparrow is all wet,
(cross arms, tap hands on shoulders)

He also got under the fungus.
(put four fingers under the palm)

16. Physical education

The use of visual modeling techniques helps us to use all types of memory (visual, auditory, motor when using the method of sketching a table with children), improves thinking and speech, makes children's statements more logical and consistent, supports preschool children's interest in active speech activity.

Used Books:

1. Barsukova E.L. Automation of sounds using mimic tracks. // Speech therapist No. 5, 2009.
2. Baryaeva L.B., Loginova E.T., Lopatina L.V. I say! M., 2007.
3. Polyanskaya T.B. Using the method of mnemonics in teaching storytelling to preschool children. SPb., 2009.
4. Stukalina V.P. The system of work on teaching children with OHP coherent monologue speech through plot modeling. M., “First of September”, 2009.

The ability to quickly memorize is very important for children who are faced with the need to process large amounts of information in the process of studying at school. However, even with age, this property of the complex of higher mental functions does not lose its significance. There are several tests that examine the speed and quality of memorization. One of the most interesting is the technique of A.R. Luria "Pictogram".

Description of the test "Pictogram" according to the method of A.R. Luria

Alexander Romanovich Luria is a follower of Lev Semyonovich Vygotsky, one of the founders of Russian neuropsychology. The "Pictogram" test, developed by him as part of the development of this area of ​​science, makes it possible to identify the features of memorization through associative links. The objectives of the study are:

• revealing the nuances of mediated memorization;
• evaluation of memory productivity;
• determination of the nature of mental activity;
• study of the level of development of figurative thinking.

The technique is not used to diagnose preschoolers and younger schoolchildren, but is only suitable for testing among subjects who have at least 6-7 grades of education.

Testing can only be done on children over the age of 12

Application of the methodology for testing schoolchildren

The stimulus material for the test is a set of 15–20 words or phrases of a specific (“hungry child”) or abstract content (“doubt”):

• fun party;
• hard work;
• development;
• delicious dinner;
• a brave deed;
• disease;
• happiness;
• parting;
• poisonous question;
• friendship;
• dark night;
• sadness;
• justice;
• doubt;
• warm wind;
• deception;
• wealth;
• hungry child.

Moreover, the technique does not involve the use of a standardized list of words, the experimenter can create his own set or replace only a few of the proposed options. Thus, the test can be carried out as many times as required by work with a particular subject.

The test organizer can come up with his own set of simple diagnostic phrases

Diagnostics is organized both in group form and in individual form. To conduct the study, the subject will need to give out a sheet of paper and a pen or pencil.

Instructions for schoolchildren aged 12–16:

1. The experimenter announces the conditions for the study: “We will examine your visual memory. I will begin to name the words, and your task is to draw a picture, which will then help you remember what you heard. It is impossible to write down, as well as depict individual letters.
2. Then the adult clearly and loudly names the words, specifying before that the serial number of each expression. The interval between pronunciations should not be more than 1 minute.
3. In the process of drawing, the child can be asked leading questions (“What are you drawing?” Or “How will this help you remember the word?”).
4. 40-60 minutes after the end of the test, during which the experimenter allows the students to do other things, the test subjects are provided with forms with their answers.
5. After that, the adult invites the children to independently reproduce all the words they heard, looking at the pictures shown (in the group form of the test, the students will need to sign their pictograms, and in the individual child it is recommended to name the concepts out of order).

For older subjects, words should be read at intervals of only 30 seconds.

In the process of work, the experimenter must necessarily draw the attention of students to the fact that the test results do not depend on the level of their visual abilities.

Processing and interpretation of results

If the subject draws little men as illustrations for all concepts, then this indicates his sociability

• A - abstract (the drawn lines are not framed in a separate image);
• Z - iconic or symbolic (images are arrows, squares, trapezoids, and so on);
• K - specific (quite definite objects are presented);
• C - plot (drawn pictures are united by a specific situation);
• M - metaphorical (drawings are an artistic invention of the subject; for example, for the concept of "joy" a bouncing person is depicted).

The experimenter notes the type of each pattern, and then counts the frequency of use of each type:

• If abstract and symbolic images predominate (more than 55%), then a person can be classified as a group of “thinkers” who are aimed at synthesizing the information received, generalizing. Such people have a high degree of development of abstract-logical thinking.
• With frequently occurring plot and metaphorical drawings, one can draw a conclusion about the creative thinking of the student. Such subjects are called "artists". This result is typical mainly for children 12–14 years old.
• When the images are for the most part represented by certain objects of the surrounding world, this indicates the predominance of a concretely effective way of thinking. Such people tend to approach all issues from the point of view of rationality. They are called "practitioners". But usually, such results are observed only in adults (most often in teachers and executives).

It is possible to make a conclusion about the level of formation of the conceptual apparatus by how freely the subject reproduces words from images in the final test.

Another additional parameter that can be determined is sociability. If the subject draws little men and remembers the words without a hitch, then he probably likes to be surrounded by people. But when it is difficult for a child to navigate by drawings-men, this indicates the infantility of the person being tested.

The author of the methodology, in addition to diagnosing the quality of memorization, also suggested assessing the exhaustion of attention. To do this, it is necessary to analyze the hardness of the pressure, as well as the increasing negligence in the performance of the task. The more pronounced the changes in these characteristics, the higher the exhaustion.

The assessment of qualitative indicators of thinking is carried out according to 4 criteria:

• Adequacy. To understand this property, it is enough to look at 1-2 figures. Sometimes you need to pay attention to the author's comment. If a logical and justified connection between the concept and the image is noticeable, then the experimenter marks the pictogram with a “+” sign, in the absence of one - “-”. More than 70% of positive marks are considered the norm.
• The ability to restore images after a certain amount of time. The number of correctly named words in the final test is estimated. The norm is more than 80% of words and phrases.
• Correspondence of the pictogram to the real object. Concrete drawings are worth 1 point, abstract drawings - 3 points. If the image is difficult to classify, then 2 points are counted. Then the average is determined. Norm - more than 2 points.
• Originality. If the plot of the drawings is the same for several tested, the image is estimated at 1 point, which indicates the mediocrity of the approach to the task. If the pictogram is unique, then 3 points are given for it. The intermediate option deserves 2 points. The norm, as in the previous case, is the result of 2 points.

Luria's pictogram allows you to evaluate not only the quality and speed of memorizing information, but also to get an idea of ​​the ability to build associative links between a concept and its image, and of such an important indicator of attention as exhaustion. Thus, in a short period of time, the experimenter gets a complete picture of the development of the main properties of the thinking of the test person.