When assessing thinking in adolescents and older schoolchildren, two circumstances should be kept in mind: firstly, that by this age all types of thinking, including verbal-logical, are already sufficiently developed, and secondly, that, starting from this age , children prepare themselves to choose a future profession, measuring their abilities with the requirements that this profession places on a person. The first circumstance involves an assessment of the main thing that appears in a person’s thinking by adolescence, namely, the ability to reason logically, performing complex actions and operations in the mind. The second circumstance requires paying special attention to those types of thinking that are associated with the presence of the most important abilities for choosing a future profession. These may include, in particular, mathematical, linguistic and technical abilities, which can be easily assessed in adolescents and young men using well-known tests. In this regard, the block includes
The proposed methods included four that are intended for these purposes: a method for assessing the logic of thinking, mathematical, linguistic and technical thinking. Each of these techniques is described in detail below.
Method 12 1. "Logical-quantitative relations"
In this technique, subjects are asked to solve 20 problems to clarify logical-quantitative relationships. All these tasks are presented below in Table 15.
In each of these tasks, it is necessary to determine which value is greater or, accordingly, less than the other, and write the result under the line in the form of a relationship between the values “A”
Table 15Tasks for the “Logical-quantitative relations” method
"Eleven other methods, the indicators of which are presented in the Map of the individual psychological development of adolescents and high school students that concludes this chapter, have already been described within the framework of a standardized complex for younger schoolchildren in the previous chapter. Therefore, the numbering of the methods reflected in the Map in this chapter does not begin with 1, and from 12.
and "B" using the signs ">" or "<». Решать все без исключения задачи нужно только в уме, как можно быстрее и без ошибок.
In total, only 10 minutes are allotted to solve all 20 problems. After this time, the psychodiagnostic experiment is interrupted and the number of problems correctly solved by the subject during this time is determined.
Note. Below, for control, the correct solutions of all problems are given, indicating the problem number and the correct solution. In the answers, instead of the above signs, verbal formulations are used.
Part I. Psychological diagnostics
Evaluation of results
For each correctly solved problem, the subject receives 0.5 points. The maximum amount of points that one subject can score for solving all 20 problems is equals 10. If the result is equal to a whole number of points and a half, then it is rounded to the nearest higher number. For example, a score of 8.5 points ends up being rounded up to 9.0 points.
Conclusions about the level of development
10 points- very tall.
8-9 points- high.
4-7 points- average.
2-3 points- short.
0-1 point- very low.
Method 13. Eysenck test
This test is presented in fragments. In fact, it consists of eight subtests, five of which are intended to assess the level of general intellectual development of a person and three to assess the degree of development of his special abilities: mathematical, linguistic and those that are important for technical, design, artistic and visual arts and other types activities where figurative and logical thinking is actively used (visual-spatial subtest of the Eysenck test).
Each subtest of the Eysenck test includes a series of gradually more complex problems, the solution of which takes 30 minutes in each subtest. Thus, the total time for working on the entire test, including passing all its subtests, is 4 hours. Only if all 8 subtests are completed can a full assessment be made of both the level of a person’s general intellectual development and the degree of development of the above-mentioned special abilities.
For practical acquaintance with the Eysenck test and its use in school psychological and pedagogical practice, we
________ Chapter 5. Methods of psychodiagnostics of adolescents and young men ____
chose only two of the eight subtests available in the test: the one with which linguistic abilities are assessed, and the one with which one can assess a person’s mathematical abilities 1 .
You are given 1 hour to complete a series of tasks included in these subtests (30 minutes for each subtest). During this time, you need to try to solve as many problems as possible,
The assessment of the level of development of the corresponding abilities is made by the total number of problems correctly solved during this time by comparing the number of solved problems with standard indicators, which are then plotted in the form of graphs. There, at the end of the description of both subtests, the correct answers to all the tasks included in them are given.
Comment. If any of the subtest problems is not solved quickly, then you can temporarily skip it and proceed to solve the next problem, since ultimately only the total number of problems correctly solved in the allotted time is taken into account.
The solutions proposed by the test takers - this primarily concerns the tasks of the mathematical subtest - may differ from those given in the key, but nevertheless be correct if the test taker manages to sufficiently convincingly and logically justify their validity.
Related information.
Home > Calendar-thematic plan
2. Carry out the technique: “Logical-quantitative relations.”
Target: determine the level of development of logical thinking.
Equipment: 20 problems to clarify logical-quantitative relations, hours.
Instructions:"You need to solve 20 problems within 10 minutes. In each of these problems you need to determine which value is greater or, accordingly, less than the other, and write down the result."
Tasks: Which is bigger: A or B?
1. A is 6 times greater than B
B is 7 times larger than C
2. A is 10 times smaller than B
B is 6 times larger than C
3. A is 3 times greater than B
B is 6 times less than C
4. A is 3 times greater than B
B is 5 times less than C
5. A is 3 times less than B
B is 5 times larger than C
6. A is 9 times larger than B
B is 12 times less than B
7. A is 9 times larger than B
B is 4 times less than C
8. A is 3 times less than B
B is 7 times larger than C
9. A is 5 times less than B
B is 6 times larger than C
10. A is 2 times less than B
B is 8 times larger than C
11. A is 3 times less than B
B is 4 times larger than C
12. A is 2 times greater than B
B is 5 times less than C
13. A is 10 times smaller than B
B is 3 times larger than C
14. A is 5 times less than B
B is 2 times larger than C
15. A is 4 times greater than B
B is 3 times less than C
16. A is 3 times less than B
B is 2 times larger than C
17. A is 4 times greater than B
B is 7 times less than C
18. A is 4 times greater than B
B is 3 times less than C
19. A is 5 times less than B
B is 7 times larger than C
20. A is 7 times greater than B
B is 3 times less than C
Solution:
1. B more A. 2. And more B. 3. B more A. 4. And more B.
5. And more B. 6. B more A. 7. And more B. 8. And more B.
9. B more A. 10. And more B. 11. B more A. 12. And more B.
13. B more A. 14. And more B. 15. B more A. 16. And more B.
17. B more A. 18. B more A. 19. And more B. 20. B more A.
Evaluation of results:
For each correctly solved problem, the test taker receives 0.5 points. The maximum amount of points that one subject can score for solving all 20 problems is 10. If the result is not a whole number, then it must be rounded to the nearest whole number.
Conclusions about the level of development:
10 points-very tall.
8-9 points-high.
4-7 points-average.
2-3 points-short.
0-1 point-very low.
1. Carry out a methodology to study the level and course of mental thought processes. Folding pictures from segments. Prepare a conclusion.2. Make a table “Thinking disorders”| № | Types of thinking pathology | Characteristic |
| 1 | violation of the operational side of thinking | |
| 2 | disturbance of the dynamics of thinking | |
| 3 | violation of the motivational component of thinking. |
Memory impairment. Methods for studying memory.
Questions for self-study: 1. Impairment of immediate memory: - Korsakov's syndrome - Progressive amnesia 2. Impairment of the dynamics of mnestic activity 3. Impairment of mediated memory 4. Impairment of the motivational component of memory Basic Concepts : memory, amnesia, Korsakov's syndrome, progressive amnesia. Brief theoretical background In the study of memory pathology, the most important questions are:the structure of mnestic activity, mediated and non-mediated, voluntary and involuntary memorization;
dynamics of the mnestic process;
motivational component of memory.
impairment of immediate memory;
disruption of the dynamics of mnestic activity;
violation of mediated memory;
violation of the motivational component of memory.
Impaired immediate memory
Korsakov's syndrome Impairment of memory related to current events is one of the most studied disorders of immediate memory. With this disorder, memory for events of the distant past remains relatively intact. Memory impairment syndrome for current events was described by the famous Russian psychiatrist S.S. Korsakov and received his name. This type of memory impairment is often combined with confabulations (filling in memory gaps with non-existent events) regarding current events and their disorientation in place and time. Patients with such memory impairments do not remember events of the recent past, but photographically reproduce events that happened to them many years ago. Often Korsakov's syndrome can manifest itself in inaccurate reproduction of what was heard and seen or in inaccurate orientation. In this case, sometimes false reproduction occurs without gross confabulations: patients notice gaps in their! memories and try to fill them by inventing a non-existent one! version of events. Impaired memory for recent events is combined with insufficient orientation in the environment; real events can either clearly appear in the patient’s mind or be intricately intertwined with events that did not take place. Thus, the impossibility of reproducing information from the present moment does not allow organizing the future; the interconnection of individual periods of life is disrupted. Memory disorders in Korsakov's syndrome take on a special form if they develop against the background of pronounced aspontaneity, i.e. gross disturbances of the motivational sphere in patients with lesions of the fronto-basal parts of the brain. Such memory impairments are detected against the background of an apathetic or euphoric state. In an apathetic state, the activities of patients are devoid of arbitrariness, purposefulness, and they themselves are devoid of choice. They spontaneously switch from one activity to another. In a euphoric state, disinhibition, foolish behavior, and criticism disorders are observed. Progressive amnesia This is a memory disorder when the disorder extends not only to current events, but also to past ones. Patients do not remember the past, confuse it with the present, and shift the chronology of events. Disorientation in time and space becomes characteristic. With amnestic disorientation, past professional skills can be transferred to the present time. These memory impairments are more often observed in mental illnesses of late age. They are based on a progressive, qualitatively unique destruction of the cerebral cortex. The disease is characterized by steadily developing memory disorders: first, the ability to remember current events decreases, then the events of recent years and partly of the past are erased. The patient lives not in the present situation, which he no longer perceives, but in fragments of circumstances, actions, situations that took place in the distant past. Senile dementia develops gradually. S. G. Zhislin suggests that the unclear perception of the world in senile dementia is due to the disinhibition of developed differentiations and a general weakening of the analyzer functions of the cortex. Nervous processes that have become inert do not keep up with the changes in events occurring in the real world. Patients are able to record only certain parts of these events.Violation of the dynamics of mnestic activity
In mentally ill patients, there may also be a disturbance in the dynamics of mnestic activity. Patients remember the material well for some time (10 words), and then very soon they cannot reproduce anything at all; after the second or third presentation they remember 5-6 words, after the fifth - 2-3 words, and after the sixth presentation - 7 -8 words. The mnestic activity of such patients is intermittent. Memory impairments can be combined with failures in speech. The dynamic side of memory is damaged. Similar disorders occur in patients with vascular diseases of the brain who have suffered infectious diseases or brain injuries in the distant past. Disturbances in the dynamics of mnestic activity should be considered as a manifestation of the intermittency of all mental processes, as an indicator of the instability of mental performance, its depletion, and not as a memory disorder in the narrow sense of the word. The concept of “performance” includes a number of aspects that determine the attitude towards the world around you and towards yourself! the ability to regulate one’s own behavior, the purposefulness of one’s own efforts, the ability to fight exhaustion and satiety. It can be assumed that a violation of the dynamics of mnestic activity is a special and particular case of the manifestation of the exhaustion of mental performance, a reflection of its instability. Violation of the dynamics of mnestic activity can be corrected through mediation - the use of the pictogram method. However, when an excessive tendency to mediation arises, the process of reproduction itself sometimes loses its relevance for the patient (due to fears that the drawing is not very accurate) and becomes less differentiated. Violation of the dynamics of mnestic activity can also act as a consequence of affective-emotional instability. Organic diseases are often accompanied by the patient’s affective state and affective disorganization of his activities. This manifests itself in forgetfulness, inaccuracy in assimilation, preservation and reproduction of material. The state of mnestic activity is also influenced by the patient’s effective capture, which leads to undifferentiated perception and retention of material.
Impaired mediated memory
Memory is a complexly organized activity that depends on many factors: the level of cognitive processes, motivation, dynamic processes. Mental illness, changing these components, also destroys mnestic processes in different ways. From the works of A. N. Leontyev it is known that introducing the factor of mediation improves the reproduction of words. To study the process of mediation of memorized material, the method of pictograms of A. R. Luria is used. Main; The difficulty for the subjects is the intellectual operation of establishing commonality in the picture and in the memorized word. Each word has a universal meaning and has a certain system of characteristics. The patient needs to highlight the main, essential features of the memorized word and capture them in a drawing. A drawing of a mentally ill person allows you to see:
the presence or absence of exhaustibility of processes (the smallness of the pattern indicates the exhaustibility of processes);
depression (contour outlines) or depressed state (shaded drawing) and much more.
Impairment of the motivational component of memory
The motivational component is integral in the structure and course of memory processes; its disturbances are especially evident in patients with endogenous diseases (schizophrenia). The patient's personal relationship to the world around him is disrupted. He remembers only what he considers necessary and important. In patients with schizophrenia, disturbances in the motivational side are expressed in remembering clothes, shapes, and colors. Healthy people remember a person's appearance. A changed attitude towards the environment and one’s capabilities leads to the collapse of the structure of mental activity (A. R. Luria, S. L. Rubinstein, etc.). Research shows that in patients with various forms of pathology, the pattern of reproducing completed and incomplete Actions also changes. Thus, in patients with schizophrenia, whose mental state was marked by emotional lethargy and distortion of motives, the effect of better reproduction of unfinished actions did not occur. Normally it is equal to a coefficient of 1.9; in patients with schizophrenia -1.1. On the contrary, patients with epileptic disease, suffering from hypertrophic rigidity of emotional attitudes, demonstrated a predominance of uncompleted actions over completed ones (1.8). These data prove that disturbances of mnestic activity reflect the differently altered structure of the motivational sphere of patients. Abstract topics: 1. Features of pathopsychological research in oligophrenia. Experimental part: 1. Analyze an example of a pathopsychological examination:
Data from experimental psychological research
(subject's age 6 years 8 months)
The girl is wary, somewhat constrained at the beginning of the study, and answers questions in monosyllables, sluggishly, and reluctantly. The facial expression is serious with a tinge of dissatisfaction. Has a negative attitude towards the upcoming research, refuses to “study” with the experimenter. After persuasion, he nevertheless begins to work, but treats tasks without interest, is indifferent to the results of his own activities, and the reaction to encouragement and reprimand is not expressed. He understands the instructions for most experimental tasks poorly, works “very slowly, sluggishly, reluctantly, requires constant and varied stimulation and assistance, which turns out to be ineffective. When learning 10 unrelated words, he reproduces 4, 4, 6, 7, 5 and after an hour, 7 words, which may indicate a weakening of immediate memory, a narrowing of the volume and instability of voluntary attention. The ability to mediate at the time of the study was not identified, despite detailed instructions and a direct demonstration of an example of the required activity (drawing of a Christmas tree for the expression “happy holiday” ) In response to the proposed expression "hard work" she draws a house, simply because she "knows how to draw a house". In the training experiment, a lack of active orientation and activity planning was discovered. It took two lessons to classify figures by color, 4 - by shape, 4 - Switching to a new feature was significantly complicated by pronounced inertia, classification was carried out extremely slowly, with a large number of errors caused by a violation of voluntary attention (the number of errors increased sharply as the pace of work accelerated). There was practically no logical transfer of skills to a new task. The study also revealed an insufficient level of visual-effective thinking and a violation of spatial orientation. Also noteworthy is the extremely low productivity in working with speech material. Thus, during the study, violations of the affective-volitional sphere were identified, expressed in the passivity of a personal attitude to the proposed activity, not corrected by active stimulation, a slowdown in the pace of mental activity, a low level of development of thinking, violations of voluntary attention, pronounced inertia , difficulties in working with speech material, poor learning ability. Based on the research conducted, training in a auxiliary school program can be recommended.
The pathopsychological study of children of early and preschool age has a number of features. First of all, it should be noted that young children, and especially children with mental development disorders, do not always easily and willingly come into contact with the experimenter and engage in activities to complete tasks. Therefore, one should refrain from a negative assessment of the child’s mental capabilities in cases where there is not sufficient confidence that it was possible to establish optimal contact with the child, achieve his feasible participation in the experiment and provide the necessary motivation for completing tasks. The reasons for a number of child refusals to complete a task may be not so much his intellectual incompetence as the degree of neuroticism, the presence of fears, depressive moods or certain characterological characteristics. The inclusion of a first-year child in the examination situation is achieved by attracting his attention to bright new sounding objects, intense emotional-speech influence and the elimination of all objects that distract the child’s attention. Before the examination begins, the child must get used to the researcher, otherwise he may give a negative reaction to an unfamiliar person, which will significantly complicate the possibility of further contact. The inclusion of older children in the examination situation is most easily achieved by using a plot-based combination of various tasks into one common “game”. To do this, a character or a series of characters is introduced into the examination and all further tasks are carried out as if for these characters: “houses, Christmas trees, trains”, etc. are built for them. In this case, the characters are used to evaluate the child’s actions, they are happy or cry, approach when approved or hide when an action is incorrect, and sometimes they say something, advise, ask.Children aged 1 to 2 years are recommended to be examined in close proximity to the mother, preferably with the child sitting on her lap Otherwise, the anxiety that arises in children of this age in an unfamiliar situation can greatly complicate the examination. Children over 2 years of age adapt much faster to the experimental situation, more easily come into contact with the researcher and willingly get involved in activities with toys that are new to them. At the same time, the presence of the mother is often optional and sometimes undesirable.The study should begin with easy tasks that are most likely to be interesting for the child (such as nesting objects of different sizes one into another). Then he can be offered a series of complex and more boring tasks for memorization, attention, identification, recognition, as well as generalization. As soon as the first signs of fatigue appear, it is worth switching the child’s attention to an easier task or even giving him a rest. If over time the child becomes increasingly disinhibited, you can try to limit his freedom of movement or, conversely, distract him and switch him to simple physical exercises that calm the nervous system. There should be no rule in the order in which tasks are presented to the child. It is important to keep the child interested and complete each task quickly. You should replace one task with another if signs of satiety appear. For special purposes, for example, to determine the state of voluntary regulation of behavior or the child’s subordination to the demands of an adult, as well as to expand ideas about the characteristics of emotional response, you can require the child to complete an uninteresting task. In cases where a child refuses to complete tasks, you should try to attract him to the activity using tactile contact, whispered speech, or demonstrate the task visually, and also avoid using imperative statements like “do”, “say” in your own speech. To find out the child’s reaction to failures and difficulties, you can artificially create a situation of failure, but this should be done with special caution so as not to provoke a pronounced affective reaction. The study should be conducted in such a way that the child leaves the researcher in a good mood and strives to continue the studies next time. 3. Analyze the scheme of psychological and speech therapy examination of a child aged 1.5 to 4 years
Psychological examination
Contact(speech, gesture, facial expression): does not make contact, displays verbal negativism, formal (purely external) contact, does not make contact immediately, with great difficulty. Does not show interest in contact, easily and quickly establishes contact, shows interest in it, and willingly obeys. Emotional-volitional sphere: active/passive, active/inert, cheerful/sluggish, works with pleasure/out of submission, inappropriate/adequate behavior, motor disinhibition, aggressive, spoiled. Motor skills: leading hand (right, left), development of manipulative function of the hands: no grasping, severely limited (cannot manipulate, but there is grasping), insufficient fine motor skills, intact, tremor. Hyperkinesis. Impaired coordination of movements. Attention(duration of concentration, persistence, switching): the child concentrates poorly, has difficulty maintaining attention on an object (low concentration and instability of attention), attention is not stable enough, superficial, quickly depleted, requires switching to another type of activity, poor switching of attention, attention quite stable. The duration of concentration and switching of attention is satisfactory. Level of activity development: manifestation of interest in toys, selectivity of interest, the degree of its persistence (plays for a long time with one toy or moves from one to another): does not show interest in toys (does not act in any way with toys. Does not participate in joint play with an adult. Does not organize independent play), shows a superficial, not very persistent interest in toys, shows a persistent selective interest in toys; adequacy of the use of toys: performs inappropriate actions with objects (absurd, not dictated by the logic of the game or the quality of the object of action), uses toys adequately (uses the object in accordance with its meaning); nature of actions with toy objects: nonspecific manipulations (acts the same with all objects, stereotypically - taps, pulls in the mouth, sucks, throws), specific manipulations - takes into account only the physical properties of the object, object actions - uses objects in accordance with their functional purpose, procedural actions, game with plot elements, plot-role-playing game. Performance(sufficient, reduced). Nature of activity(works with interest, formally). Learning ability, use of assistance(during the examination): there is no learning ability. Help is not used. There is no transfer of the shown method of action to similar tasks, learning ability is low. Help is not used enough, transferring tasks is difficult, the child is being taught. Uses adult assistance. Moves from a lower method of completing tasks to a higher one. Transfers the resulting method of action to a similar task (N). Stock of general ideas: low, limited, below the age norm, slightly reduced, appropriate for age (N). Knowledge of body parts and face. Visual perception: color perception: no idea of color, compares colors, distinguishes colors (identifies by word), knows and names primary colors (N - at 3 years); perception of size: no idea of size, correlates objects by size, differentiates objects by size (identifies by word), names size (N - at 3 years); perception of shape: has no idea about shape, correlates objects by shape, distinguishes geometric shapes (identifies by word), distinguishes geometric shapes with a non-standard image, names planar and volumetric geometric shapes (N - at 3 years). Folding matryoshka(3-part). Folding a pyramid. 4 rings (from 2 to 4 years): without taking into account the size of the rings; taking into account the size of the rings. Insert cubes(testing, trying on, visual correlation). Complete image of an object(folding cut pictures from 2-3-4-5-6 parts). Paired pictures(from 2 years old; choice based on 2, 4, 6 pictures)Speech therapy examination
Early speech development(N, delayed): babble, first words, phrases. Understanding spoken speech: does not understand the addressed speech at all, understands the addressed speech limitedly (within the limits of the situation), understands the addressed speech at the everyday level, performs; speech instructions, fully understands. Passive dictionary: naming real objects and in pictures, understanding the semantic meaning of a word, understanding the action of objects, understanding a simple plot. Characteristics of one's own speech(expressive speech). 1st level of speech development: complete absence of sound and verbal means of communication, pronounces individual sounds, sound complexes, onomatopoeia, pronounces several babbling and common words, onomatopoeia, use of paradigmatic means of communication (expressive facial expressions, gestures). 2nd level of speech development: uses a simple phrase. An ungrammatical, undeveloped (simplified), structurally broken phrase. The active vocabulary consists of nouns; verbs and adjectives are less common. Prepositions are rarely used. The syllabic structure of the word is broken. 3rd level of speech development: uses an extended phrase. Insufficient development of grammatical forms of the language (errors in case endings, confusion of tense and aspectual forms of verbs, errors in agreement and control). The syllabic structure of the words is not broken. The syntactic constructions of phrases are poor. Normal level of speech development: uses an extended phrase. The grammatical structure of speech is sufficiently formed. Features of speech: shows a tendency towards echolalia, the presence of speech cliches (speech is empty, without content, often does not correlate with the actions performed, does not reflect the true intellectual capabilities of the child). Lexicon(sharply limited, within the limits of everyday life, sufficient): names of objects and subject pictures, description of the plot picture. Pronunciation side of speech Speech intelligibility level: speech is slurred, difficult to understand for others, speech intelligibility is somewhat reduced, speech is blurred, speech intelligibility is not impaired (N). Speech rate : normal, fast, slow. Rhythm of speech (N, stretched, chanted, depends on the manifestation of hyperkinesis). Breath(free, difficult, superficial, shallow, uneven): differentiation of nasal and oral exhalation. Voice: insufficient strength and sonority, N, quiet, strong, tense, sonorous, hoarse, nasalized, compressed, intermittent, trembling, dull, monotonous, poorly modulated, depleted as one speaks. Synchronization of breathing, voice production and articulation: broken, N. Structure and mobility of articulation organs: neurological syndrome with disorder of the muscles of the speech apparatus (spastic paresis, rigidity, hyperkinesis, ataxia, apraxia). Facial muscles: face (indifferent, dull, expressive, meaningful), hypomimia, impaired muscle tone (hypertonicity, hypotonia, dystonia, N), smoothness of nasolabial folds, oral synkinesis, chin tremor, asymmetry, hyperkinesis. Lips(thick, thin, N): tone (hypertonicity, hypotonia, dystonia), mobility (sedentary, mobile). Language: thick, small, wide, narrow, forked, shortened frenulum, muscle tone (spasticity, hypotonia, dystonia, N), hyperkinesis, tremor, deviation (deviation) of the tongue (to the right, left), blue tip of the tongue, volume of articulatory movements of the tongue (strictly limited, incomplete, complete). Hypersalivation. Chewing(does not chew solid food, difficulty, N). Swallowing(chokes, not broken). Phonetic structure of speech(sound pronunciation): insufficiently formed, pronounces all sounds correctly in isolation, but with an increase in speech load, general blurring of speech is observed, the phonetic structure of speech is sufficiently formed (N). 4. Carry out the “Study of logical andmechanical memory" Target: study of logical and mechanical memory by the method of memorizing two rows of words, as well as the role of meaningfulness of perception and memorization. Equipment: two rows of words (in the first row there are semantic connections between the words, in the second there are none). First row Doll - play Chicken - egg Scissors - cut Horse - sleigh Book - teach Butterfly - fly Brush - teeth Drum - pioneer Snow - winterRooster - scream Cow - milk Steam locomotive - ride Pear - compote Lamp-evening Needle - sew Second row Beetle - armchair Opera - water Glasses - error Bell - memory Dove - father Watering can - tram Comb - wind Boots - boiler Castle - mother Match - sheep Grater - sea Sleigh - factory Fish - fire Ax - jelly Saw - fried eggs Instructions: First, listen carefully to the reading of the word pairs. You need to remember the words of the pairs on the right and write them down. (Similar instructions are given before working with the second row of words). Description of the technique: The subject is read 15 pairs of words in the first row (the interval between pairs is 5 s). After a 10-second interval, the left words of the 1st row are read at intervals of 10. s, and the subject writes down the remembered words of the right half of the row. Similar work is carried out with words of the 2nd row. Processing of results: P The results of the experiment are recorded in the table:| Volume of semantic | memory | Mechanical volumememory | |||
| Qtywords 1strow | QtyRememberexistingwords | Coefficientmeaninghowlmemory | Qtywords 2-1st row | QtyRememberexistingwords | Coefficientmechanicschesk- memory |
| IN 1 | C1 | A2 | AT 2 | C2 | |
| IN 1 | AT 2 | ||
| C1 = | ________ | C2 = | _________ |
| A1 | A2 |
5. Carry out the “Remember the numbers” technique
Target: determine the volume of short-term auditory memory.
Instructions:“Now I will tell you the numbers, and you repeat them after me immediately after I say the word “repeat.”
Next, the experimenter sequentially calls the numbers from top to bottom, presented in Fig. 1A, with an interval of 1 second. between numbers. After listening to each series, the child must repeat it after the experimenter. This continues until the child makes a mistake.
3 8 6 1 5 4
1 5 8 5 6 8 5 2
4 6 2 3 9 3 5 9 6 1
4 8 9 1 7 3 7 9 6 4 8 3
5 1 7 4 2 3 8 9 8 5 2 1 6 3
1 4 2 5 9 7 6 3 4 2 7 0 1 8 9 5
If an error is made, then the experimenter repeats the adjacent row of numbers. If the child twice makes a mistake in reproducing a series of numbers of the same length, then this part of the psychodiagnostic experiment ends, the length of the previous row is noted, and they proceed to reading the numbers in the opposite order - decreasing (Fig. 2 A, B).
4 9 1 6 3 2 5 8 4 5 7 1 9 2 8 3
8 5 9 2 3 4 6 1 7 9 5 8 4 6
1 6 5 2 9 8 3 1 7 6 9 2
4 1 3 7 2 2 8 5 9 1
9 2 6 5 4 9 3 7
4 1 7 1 5 2
Finally, the volume of short-term auditory memory is determined, which is numerically equal to half the sum of the maximum number of digits in a series correctly reproduced by the child in the first and second attempts.
Evaluation of results:
10 points-correctly reproduced an average of 9 digits.
8-9 points-7-8 digits accurately reproduced.
6-7 points- 5-6 digits are accurately reproduced.
4-5 points-4 digits are reproduced.
2-3 points-3 digits are reproduced.
0-1 point-reproduced from 0 to 2 digits.
Conclusions about the level of development:
10 points-very tall.
8-9 points-high.
4-7 points-average.
2-3 points-short.
0-1 point-very low.
Tasks for independent and research work:| № | Memory research | Characteristics |
| 1 | Learning ten words | |
| 2 | Indirect memorization (according to Leontiev) | |
| 3 | Pictogram | |
| 4 | Playing stories |
Studying the subject “Modern problems of pathopsychology” allows students to develop the knowledge, skills and abilities they need during their pre-graduation internship.
Methodology “Arrangement of numbers”.
Purpose: to assess the subject’s voluntary attention.
Data processing and analysis: assessment is made by the number of correctly written numbers. The average norm is 22nd and above. Below normal - from the 17th to the 21st.
Summary table of results.
All subjects completed from 12 to 16 correct completions, their concentration requires training, or they lack motivation for the activity.
Methodology “Comparison of Concepts”
Purpose: to analyze the development of the comparison operation.
Analysis of the results: A) quantitative data processing consists of counting the number of similarities and differences identified by the subjects in each pair;
B) qualitative work provides that a high level of development of the comparison operation is noted if the student named more than 20 features; average - 10-15 traits; low - less than 10.
As a result of the testing, it was revealed that comparison operations for all three subjects were at an average level.
Methodology "Quantitative relationships".
Intended to assess logical thinking. Job completion time -
Data analysis and processing: assessment is made based on the number of correct answers. The norm for a teenager is from 7 to 10 correct decisions.
Summary table of results.
Determination of features of the course of thought processes.
Goal: to determine the speed of thought processes (speed of mind).
Data analysis and processing:
1) Good result in the first column - 10-15 seconds. For each incorrect answer, a 5 second penalty is added.
2) Good result in the second column - 1-1.5 minutes. For each incorrect result - a penalty of 30 seconds.
3) Good result in the third column - 1-1.5 minutes. For each incorrect result - a penalty of 30 seconds.
4) Good result in the fourth column - 6-7 minutes. For each incorrect result - a penalty of 1 minute.
The total time and the number of correctly filled words are recorded.
Summary table of results.
Method of G. Ebbinghaus. “Filling in missing words in the text”
Purpose: the level of speech development and the productivity of associations are revealed.
Data analysis: the quality of the task is taken into account; correspondence of the selected words to the meaning of the content of the text, i.e. its adequacy.
It was revealed that all three subjects had a low level of speech development. The words were chosen quickly, thoughtlessly, and were not compared with the understanding of the entire text as a whole.
METHODOLOGY "QUANTITATIVE RELATIONS"
Intended to assess logical thinking. The subjects are offered 18 logical problems to solve. Each of them contains 2 logical premises in which the letters are in some kind of numerical relationship with each other. Based on the presented logical premises, it is necessary to decide in what relationship the letters under the line are among themselves. Solution time 5 minutes.
Instructions: you are offered 18 logical problems, each of which has 2 premises. Problem solving time is 5 minutes.
Stimulus material
Table 49
Continuation of table 49
2. A is 10 times smaller than B | 6. A is 9 times larger than B |
|
B is 12 times less than B |
||
B is 6 times larger than C |
||
7. A is 6 times larger than B |
||
B is 7 times larger than C |
||
3. A is 3 times larger than B |
||
B is 6 times less than C |
||
8. A is 3 times less than B |
||
4. A is 4 times larger than B |
||
B is 5 times larger than C |
||
B is 3 times less than C |
||
9. A is 10 times smaller than B | 14. A is 5 times less than B |
|
B is 3 times larger than C | B is 2 times larger than C |
|
10. A is 2 times less than B | 15. A is 4 times larger than B |
|
B is 8 times larger than C | B is 3 times less than C |
|
11. A is 3 times less than B | 16. A is 3 times less than B |
|
B is 4 times larger than C | B is 3 times larger than C |
|
12. A is 2 times greater than B | 17. A is 4 times larger than B |
|
B is 5 times less than C | B is 7 times less than C |
|
13. A is 5 times less than B | 18. A is 3 times larger than B |
|
B is 6 times larger than C | B is 5 times less than C |
|
Scoring is based on the number of correct answers. The norm for an adult is 10 or more.
METHOD OF “REGULARITIES OF NUMERIC SERIES”
The technique evaluates the logical aspect of thinking. The subjects must find patterns in the construction of 8 number series and write the missing numbers. Execution time - 5 minutes.
Instructions: you are presented with 7 number series. You must find a pattern in the construction of each series and enter the missing numbers. Time to complete the job is 5 minutes.
Number series
1) 24 21 19 18 15 13 – – 7
2) 1 4 9 16 – – 49 64 81 100
3) 16 17 15 18 14 19 – –
4) 1 3 6 8 16 18 76 78
5) 7 16 9 5 21 16 9 – 1
6) 2 4 8 10 20 22 – – 92 94
7) 24 22 19 15 – –
1) 12 9;
2) 25 36;
3) 13 20;
4) 36 38;
5) 13;
6) 44 46;
7) 10 4.
The score is based on the number of correctly written numbers. The norm for an adult is 3 and above.
“COMPASS” METHOD
The technique is intended to determine spatial representations. Since there are statistically significant correlations between indicators of spatial representation and the level of logical thinking, the technique is recommended for indirect assessment of the level of logical thinking. The technique is used for the purpose of professional selection.
25 problems are written on the form, in each of which one of the 8 cardinal directions (N, S, E, 3, NE, N-3, SE, S-3) is indicated on a schematically depicted compass in a variable coordinate system and an arrow showing some other direction, which will be the subject’s task to determine relative to the variable coordinate system. After the subject mentally determines the direction of the compass, he must write down the designation of this direction. Before starting the examination, having explained the task to the subject, it is necessary to analyze one example. The subject should be warned that the orientation form cannot be rotated along the N-S axis.
The task completion time is 5 minutes.
Treatment
The examination results are processed using a key. The following indicators are determined:
total number of viewed compasses - performance (P);
task completion time (T); number of errors (number incorrectly marked
nal compasses) (n);
relative frequency of incorrect answers (n/p);
operating speed:
Part 2. Temperament, character, cognitive processes
Stimulus material for the “Compasses” technique
ANSWER FORM
Success rate (A):
where C is the number of all compasses marked by the subject; W is the number of incorrectly marked comps; O is the number of compasses that should have been marked; S - total number of viewed compasses.
Table 50
Produce | ||||||
Produce | ||||||
METHODOLOGY “COMPLEX ANALOGIES”
The technique is used to assess logical thinking and can be used both individually and in a group.
Contents of the technique: the subject is offered 20 pairs of words on a form, the relationships between which are built on abstract connections, on the same form in the “Cipher” square there are 6 pairs of words with the corresponding numbers from 1 to 6. After the subject determines the relationships between the words in a pair, he needs to find a similar pair of words in the “Cipher” square and circle the corresponding number. Work time 3 min. Evaluation is made based on the number of correct
ny answers.
Stimulus material
Sheep - flock | Light - darkness |
||
Raspberry - berry | Poisoning - death |
||
Sea ocean | Enemy - enemy |
||
Chapter 4. Methods for assessing the logic of thinking
Fright - flight | Instructions: in each line you will find one |
||||
Physics - science | in brackets. All words in brackets are |
||||
have some relation to the one before the parenthesis |
|||||
Right - right | |||||
mi. Choose only 2 and underline them. |
|||||
Garden bed | The words in the problems are chosen in such a way that |
||||
the examinee must demonstrate his |
|||||
Pair - two | the ability to grasp the abstract meaning of certain things |
||||
other concepts and abandon the easier ones, bro |
|||||
Word - phrase | |||||
an eye-catching but incorrect way of solving, |
|||||
in which instead of essential ones, |
|||||
Cheerful - lethargic | |||||
private, specifically situational characteristics. |
|||||
Freedom - will | |||||
Stimulus material |
|||||
Country city | |||||
Praise - scolding | 1. Garden (plants, gardener, dog, fence, land). |
||||
Revenge - arson | 2. River (shore, fish, fisherman, mud, water). |
||||
3. Cities (car, building, crowd, street, ve |
|||||
Ten is a number | |||||
moose bike). |
|||||
4. Barn (hayloft, horses, roof, livestock, walls). |
|||||
Cry - roar | |||||
5. Cube (corners, drawing, side, stone, wood). |
|||||
Chapter - novel | 6. Division (class, dividend, pencil, divisor, |
||||
Peace - breathing | |||||
7. Ring (diameter, diamond, please, roundness, |
|||||
Courage is heroism | |||||
8. Reading (eyes, book, picture, print, word). |
|||||
Cool - frost | 9. Newspaper (albeit, supplements, telegrams, boo |
||||
magician, editor). |
|||||
Deception - mistrust | |||||
10. Game (cards, players, fines, punishments, |
|||||
rules). |
|||||
Singing is an art | |||||
11. War (airplane, guns, battles, guns, |
|||||
Bedside table - wardrobe | soldiers). |
||||
METHOD “EXTRACTING SIGNIFICANT FEATURES”
The technique reveals the subject’s ability to separate the essential features of objects or phenomena from the unimportant, secondary ones. In addition, the presence of a number of tasks that are identical in the nature of their implementation makes it possible to judge the consistency of the subject’s reasoning.
For the study, a special form is used, or the experimenter presents tasks to the subject. Instructions are given in advance.
Plants, earth | Diameter, roundness |
|||
Shore, water | Eyes, seal |
|||
building, street | Paper, editor |
|||
Roof, walls | Players, rules |
|||
Angles, side | Battles, soldiers |
|||
Dividend, divisor | ||||
The results should be discussed with the subject, find out whether the subject persists in his incorrect answers, and how he explains his choice.
