Constancy of perception Any perception is a perception of objective reality. Not a single perception can be truly understood, or even correctly, adequately described outside of relation to an objective object, to a specific area or moment.

Meaningfulness of perception Human perception is objective and meaningful. It is not limited to a mere sensory basis. We perceive not bundles of sensations and not structures, but objects that have a certain meaning. In practice, it is the meaning that is essential for us.

Historicity of perception As a conscious process, perception is included in the process of historical development of consciousness. Human perception is historical. Sensory perception of a person is not only a sensory act, due only to a physiological nature.

Methodology "Study of the individual's perception of a group" The author of the methodology is E. V. Zalyubovskaya. The technique allows you to identify three types of orientation (the individual's perception of the group): individualistic, collectivist and pragmatic. Instructions You are offered a number of

Problem of perception Our friend told about such a case. The boss called a meeting and told the employees the following: “None of you are on the verge of a nervous breakdown, which means that you are not working hard enough.” With all your desire, it is difficult to find a better example

39. Properties of perception Selectivity of perception. Objects and phenomena act on a person in such a variety that he cannot perceive them all and react to them at the same time. Of the huge number of influences, we single out only a few with great distinctness and

Barriers to Perception Dona Carletta emphasized that our awareness of the aspect of the client that attracts or irritates us is of key importance, because otherwise we tend to rebel against or ignore this characteristic, and our abilities

The role of perception The stories we make up for ourselves and the explanations we give to events shape our lives. Positive psychologists have found out how people's perceptions and interpretation of events affect the ability to adapt to adversity - small and

Forms of impaired perception in various diseases

As shown above, perceptual disturbances have different causes and different forms of manifestation. Knowledge of these features allows the psychologist to participate in the diagnosis,

and knowledge of the mechanisms of violations - in the development and implementation of correctional programs.

With local brain damage There are two types of violations:

1. Sensory disorders (violation of the sense of height, color perception, etc.). These disorders are associated with lesions of the subcortical levels of the analyzer systems.

2. Complex gnostic disorders, reflecting the disturbance of different types of perception (perception of objects, spatial relations). These disorders are associated with damage to the cortical areas of the brain.

In patients with neurosis and neurosis-like conditions disturbances of pain sensitivity are noted. More common is not a decrease, but an increase in pain sensation, the so-called "psychogenic" pain, which is also a violation of perception. When experiencing pain, a large role is given to expectation, fear of pain, although, according to the studies of B. D. Karvasarsky, there is no pain devoid of a material basis, even when it comes to psychogenic pain. At the same time, it is important to establish the ratio of the sensory and emotional components of the experience of pain in order to choose the right treatment: the predominance of drug exposure or psychotherapeutic.

At epileptoid patients perception is overly detailed and unproductive. We can say that they "behind the trees" do not see the forest.

In patients with schizophrenia Difficulties in recognizing objects are mostly associated with apatoabulic syndrome and emotional ambivalence.

With psychopathies of the excitable circle sensitivity increases with an increase in emotional tone.

In psychopathy of the inhibitory type rigidity and a decrease in sensitivity are also noted with an increase in emotional tone.

For reactive depression perception is impaired in different ways, and depends on the clinical picture:

a) with depressive-paranoid syndrome - an affective distortion of perception;

b) with astheno-depressive - fragmentary perception with difficulty concentrating and switching it;

c) with hystero-depressive - perception is suggestible, due to which pseudo-agnosia is possible.

The study of perception can be carried out by clinical and experimental psychological methods.

clinical method it is used in cases where it is necessary to study pain, tactile, temperature, vibration or auditory sensitivity, it is carried out using specially selected hairs, bristles, needles, anamaloscopes, audiometers, etc. Doctors usually carry out such diagnostics.

To study more complex auditory and visual functions, experimental psychological methods, for example, a set of techniques proposed by E. F. Bazhin.

So, to detect visual agnosia, they use sets of various objects and their images. At the beginning of the study of visual gnosis, the subject is offered clear images of objects (you can use "Classification of Objects"). The subject must recognize the subject. Then he is offered more complex drawings, for example, crossed out and superimposed images. (Poppelreuter tables). Sometimes for the study of visual perception is also used Raven tables.

To study sensory excitability against the background of organic changes in the brain, tables with moving squares, or "wavy background" proposed by M. F. Lukyanova.

used to study visual perception. ta-histoscopic method(presentation of images for a certain time); and in case of extreme importance research

auditory perception - identification of tape recordings. To do this, it is extremely important to have sound recordings on which different sounds are recorded: the rustling of the pages of a turned book, the murmur of water, the sound of glass, whistling, whispering, etc. Using this method, as you already know, you can detect violations of the motivational component of perception , to reveal the mechanisms of the appearance of illusions and hallucinations in the mentally ill.

Bibliographic list

1. Atlas for the experimental study of human mental activity, Ed. I. A. Polishchuk and A. E. Vidrenko Kyiv, 1980.

2. Bzhalava I. T. Perception and attitude. Tbilisi, 1965.

3. Bleikher V. M. Clinical pathopsychology. Tashkent, 1976.

4. Gilyarovsky V. A. The doctrine of hallucinations. M., 1949.

5. Gilyasheva IN On the application of the TAT technique in the diagnosis of neurosis and schizophrenia // Psychological problems of psychohygiene, psychoprophylaxis and medical deontology. L., 1972.

6. Zeigarnik B. V. Birenbaum, G. V. On the problem of semantic perception // Soviet neuropathology, psychiatry and psychohygiene. M., 1935. T. IV. Issue. 6.

7. Zeigarnik B.V. Pathopsychology. M., 1999.

8. Kandinsky V. X. About pseudohallucinations. Moscow, 1952.

9. Kostandov E. A. Perception and emotions. M., 1977.

10. Rubinshtein S. Ya. Experimental-psychological approach to the study of hearing deceptions. S. S. Korsakov. 1971. No. 6.

11. Rubinshtein S. Ya. Experimental methods of pathopsychology and the experience of their application in the clinic. M., 1970.

Methodology for studying the characteristics of perception (T.N. Golovina).

Target: the study of abilities for a holistic perception of the shape of objects and the correlation of parts of geometric shapes and object images.

Material: images of geometric figures (circles, triangles) with incomplete contours and incomplete contours of two object images (butterfly and beetle) (Appendix 5).

Research progress: the child is asked to complete the objects (“Draw the triangles”, etc.). Emphasize that all six triangles are the same size.

Evaluation of results. Children of senior preschool age perform well the task of restoring the integrity of the figures. When drawing objects, they understand the principle of work, but sometimes they allow a slight asymmetry. Errors in drawing are typical for children with mental retardation. They have the greatest difficulty when drawing a circle. As a rule, the area of ​​the completed figure is reduced. When drawing object images, children who are lagging behind in development do not understand the principle of work, allow pronounced asymmetry, a sharp increase or decrease in the complemented part, and distort the shape of the object.

Methodology for studying the perception of the shape of objects (L.A. Wenger)

a) Methodology for children of primary preschool age.

Target: assessment of the degree of mastery of the action of correlating the general form of a particular object with the form of a given standard.

Material: three open boxes (wall size 20 x 30 cm) with reference samples depicted on them: rectangle, circle, triangle; a set of 24 items: 8 - rectangular, 8 - round and 8 - triangular. Items are divided into small and large (4 small and 4 large).

List of items:

Rectangular: cube, matchbox, bottle, button, bar, soap, battery, book;

Round: coin, medal, button, hemisphere, ladybug (toy), powder box, ring, chicken;

Triangular: cone, key, stone, spruce (toy), roof, rocket (toy with a round base), mold, prism.

Research progress: boxes are placed on the table in front of the child. They pay attention to the standard samples: “Look, here such a figure (circle) is drawn, and here such a (triangle), here such a (rectangle)”. The child is shown objects one by one. “Which shape does it look like - this one (shows a circle), this one (shows a rectangle), or this one (shows a triangle)?”

Then they offer to put the object in a box with the image of the standard sample, which the child pointed to, and the whole procedure is repeated. So they give all 24 items, which he must arrange in three boxes.

Processing and evaluation of results: the main indicator in the processing of results is the correctness or erroneousness of the assignment. Qualitative analysis consists in assigning the child to one of the types of orientation.

First type- “pre-standard” orientation - random distribution of objects without correlating their shape with standards. Children are guided not by the shape, but by other features of the object: size (large ones are placed in one box, small ones in another) or the objective value of the object (round and square buttons are placed in one box).

Second type- syncretic. When comparing an object with a standard, the child identifies individual features of the object, and not the form as a whole. For example, spruce and rocket, which have round bases, are incorrectly classified as round.

Third type- mixed. Orientation depends on the complexity of the object. Children unmistakably attribute simple objects to the desired standard. When analyzing complex objects, they have a syncretic type of orientation.

b) Methodology for children of middle preschool age (4-5 years).

Target: revealing the degree of mastering the action of correlating the general form of a particular object with the form of a given standard.

Material: three open boxes. On one of the walls of each box is a sample of a complex shape. The standards are different in shape, but the same in size (each fits into a square measuring 4 x 4 cm), a set of cards with fifteen depicted objects (five for each standard: a car, a dog's head, a boot, a stroller, a tractor (the standard is a square); pyramid, carrot, acorn, iron, doll (standard - cone); guitar, lamp, matryoshka, beetle, pear (standard - pear).

Research progress: the child is given the instruction: “There are cards with pictures in front of you. You must take any card, look at the picture and at the figures that are depicted on the boxes. The picture should be put in the box on which the figure looks more like your picture” (Appendix 6).

Processing and evaluation of results. The number of correctly and erroneously dropped cards into the boxes is counted. According to the result of completing the task, the child is assigned to one of the types of orientation in the task.

The first type is “pre-reference” orientation. Children are guided not by the similarity of the object with the standard, but by its external features, for example, the degree of filling of each box or the content of the image.

The second type is syncretic orientation. Children mistakenly attribute the entire object to some kind of standard based on the selection of one detail or, conversely, without taking into account the characteristic details of the contour.

So, images of a pear or a guitar are referred to as a standard that has the shape of an angle based on one detail - a notch on the side.

The third type is mixed orientation. Orientation varies depending on the complexity of the object. When analyzing complex objects (having details protruding beyond the contour, for example, strollers), these children show syncretic orientation.

The fourth type is adequate orientation. Children are guided by the ratio of the general contour and individual details. Tasks run flawlessly.

c) Methodology for children of senior preschool age (6 years).

Purpose: to identify the degree of mastery of the actions of attributing the properties of objects to given standards.

Material: four identical tables with sixteen pictures depicting various objects (Appendix 4). Each page contains a reference figurine for analyzing the shape of objects drawn in the pictures.

Research progress: the child is given the instruction: “Look carefully at all the pictures on this page and the figure below them. Choose those pictures that are most similar to this figure, and put crosses under them. You must mark the pictures on all the tables, comparing them already with other figures drawn under them.

for qualitative analysis, the characteristics of the types of orientation in tasks, given in the description of the previous methodology, are used.

Method "Cubes of Koos".

Target: study of the ability to perform actions of perceptual modeling.

Material: a set of nine identical colored cubes (2 white faces, 2 red, 2 red-white diagonally), task cards with patterns, a stencil that divides the pattern into parts according to the number of cubes.

Research progress: instruction: “Look carefully at this pattern and try to fold the same one from these cubes.” The first pattern is laid out by the experimenter himself, inviting the child to repeat his actions.

Assessment and interpretation: the nature of the child's actions when performing tasks is taken into account (trial and error, imposing cubes on a card, mentally), the level of complexity of tasks available to the child, susceptibility to adult help and the nature of the assistance needed, the child's attitude to the task.

Quantitative processing of the results of the method is possible. In this case, it is necessary to fix the time for completing each task and use the scale of the children's version of the Wexler intelligence test (Appendix 8) to process it.

Memory research.

Methodology “Memorizing 10 words” (A.R. Luria).

Target: study of memory (direct memorization), the state of fatigue, the activity of attention.

Material: ten specially selected, unrelated words.

Research progress: The words are read to the child several times. After each reading, he randomly reproduces the ones he remembers. A number of words are presented until the child can fully reproduce it. The order in which words are played does not matter.

Processing and evaluation of results: according to the protocol of reproduction, a “memorization curve” is compiled (the number of correctly reproduced words after each reading of the series), according to which memorization abilities are analyzed. Normally, the number of reproduced words grows with each presentation; mentally retarded children reproduce fewer numbers, may show stuck on “extra” words. A decrease in the curve with a large number of correctly reproduced words after the first presentation (8-9) indicates increased fatigue. “Plateau” on the graph is an indicator of the child’s emotional lethargy, lack of interest,

Technique "Reproduction of stories."

Target: study of the features of understanding, memorization, as well as speech.

Material: texts of short stories. The stories of Leo Tolstoy are usually used.

Research progress: the text is read by a psychologist, and the child must retell it.

Evaluation of results: the means used by the child for memorization, the peculiarities of understanding or comprehending the text, the difficulties in presentation are analyzed.

Methodology “Productivity of intentional memorization”.

Target: study of the productivity of intentional memorization.

Material: fifteen subject pictures (three series, five pictures each, selected according to a common feature, for example: furniture, transport, vegetables).

Research progress: the child is offered a stack of mixed pictures with the words: “Take the pictures, look at them carefully and remember. Try to remember as many pictures as possible, because then you will have to name them for me.”

Processing and interpretation: the behavior of the child during the performance of the task is fixed. Attention is drawn to the memorization techniques used by the child (classification of pictures by series, repetition, etc.). The number of correctly reproduced pictures and the nature of the errors are determined.

The study of thinking.

Method "Labyrinth" (L.A. Wenger).

Target: revealing the degree of mastering the actions of visual-figurative thinking.

Material: before the start of the experiment, seven sheets of cardboard are laid out on children's tables, on which various branched paths are depicted (two sheets for two introductory tasks and five sheets for ten main tasks). Below we will call these images clearings: clearing A and clearing B - for introductory tasks; clearing 1, clearing 2, etc. - for basic tasks. At the ends of the paths, voluminous houses are laid out, 2 houses each in clearings A and B, 16 each in clearings 1-4 and 32 houses in clearing 5 (Appendix 9).

Progress: instructions for introductory tasks: “There is a clearing in front of you, there are paths on it, houses at the ends of the paths. An animal lives in one of these houses. You must take a squirrel to visit him. So that she does not get lost, you need to look at the letter, which says that you need to go starting from the grass along the path past the Christmas tree, and then past the fungus, then you will come to the right house. If the child has found the right house, he is shown the toy in it, and then they move on to the second introductory task. If he made a mistake, the experimenter repeats the instruction, making sure that the problem is solved correctly.

When moving on to the second introductory task, the experimenter points to a new clearing and a new “letter”. Then, together with the child, he goes around the rest of the tables with clearings, and in each clearing the child searches twice for a house with an animal. If the house is found correctly in the main tasks, the child is shown the toy in it. If he made a mistake, the experimenter says: "Let's look for a house with the help of another letter" or: "Let's look for a house in another clearing."

The main tasks (1-10) are solved in clearings 1-5.

Instructions for basic tasks:

To meadow I.

Task 1. There is a large clearing here, and there are many houses. Try to find the one in which the animal lives. To find it, you need to go along the path from the grass, then turn here, here, here, here (the experimenter circles the path diagram given in the “letter” with a pointer),

Task 2. In this clearing there is another house in which the animal lives. To find it, you need to go as shown in another “letter” (the child is given a new “letter”). You need to go from the grass along the path and wrap it as indicated here.

To the meadow P.

Task 3. To find a house with a small animal here, you need to go along the path from the grass past the flower, then past the fungus, birch, Christmas tree. So, as shown in the "letter".

Task 4. On the same clearing there is another house in which the animal lives. To find a new house with a small animal, you need to look at another letter. It shows that it is necessary to go from the grass past the birch, fungus, Christmas trees, benches.

To the clearing III.

Task 5. It is very difficult to find a house with a small animal in this clearing. Be careful, lead the squirrel as shown in the letter: from the grass past the birch, then past the Christmas tree, fungus, fence.

Task 6. On this clearing there is also a house in which the animal lives. Here is a letter indicating how to find it. It is necessary to go from the grass past the birch, past the bluebells, the spikelet, the apple.

To the clearing IV.

Task 7. And here is another clearing, only Christmas trees and mushrooms are painted on it. It is very difficult to choose the right house. In order not to get lost, you need to go as indicated in the letter: from the grass along the path up until you reach the Christmas tree and the desired turn. Then turn and go straight until you find the Christmas tree and the desired turn. Turn around and you'll find a house.

Task 8. In this clearing there is another house with a small animal. Look at the second letter. You need to go straight from the grass along the path until you find the fungus and the desired turn. Then turn around and go again to the place where there is a fungus and the desired turn. Turning around here, you will find a house.

To clearing V.

Task 9. There are even more houses here, you need to look for it as indicated in the letter: from the grass along the path straight to the mushroom and the right turn, then again to the mushroom and the right turn, then to the Christmas tree and the right turn.

Task 10. In this clearing, you need to find another house with an animal. You need to go from the grass along the path to the Christmas tree and the right turn, then again to the Christmas tree and the right turn, then to the mushroom and the right turn.

Evaluation of results: the number of the house chosen by the child and the number of points received by him for each choice are recorded in the protocol. The number of points is set according to the rating scale. The sum of points for all tasks is calculated. The maximum score is 44 points (see the rating scale table).

Grading scale for each task (in points):

Item classification test.

Target: study of the process of generalization, classification.

Material: a set of cards with subject images suggesting a categorical classification (furniture, dishes, toys, vehicles...).

Research progress: instruction "Lay these cards on the table - what goes with what?" In the course of work, the child can be assisted and asked questions about the layout of the cards.

Assessment and interpretation: when analyzing the results, it becomes clear on what grounds the child makes the classification: essential, functional, secondary, or combines objects according to the situation. The number of selected groups, the presence of groups with the same name, the possibility of verbal mediation (explanation) of the solution are fixed. Attention is drawn to the difficulties in completing the task and the nature of the assistance needed.

Method "Exclusion of excess".

Target: revealing the level of generalization.

Material: sets of cards, each of which depicts four objects: three belong to the same category, the fourth, with external similarity, does not belong to this category.

Research progress: instruction to the child: “Each card shows four objects, three of which are similar to each other (they can be called in one word), and the fourth does not fit them, it is superfluous here. Find this item and tell me why it does not fit with the others and what these three items can be called.

Assessment and interpretation: basic indicators:

a) the level of generalization: on what basis is the generalization carried out - essential (categorical), situational (use of objects in any situation), insignificant (side);

b) awareness of thinking is determined by the ability to motivate, explain the right decision. The use of the technique also makes it possible to evaluate such properties of thinking as inertia (repetition of a decision already made once), instability (frequent changes in the decision), lack of independence (ease of changing the decision when providing assistance).

Sequential pictures technique.

Target: study of the peculiarities of thinking - the ability to establish cause-and-effect relationships, to see the logical sequence of events.

Material: a series of 3 - 4 pictures reflecting the life of children. All drawings of one plot must be made on separate sheets of paper so that they can be laid out in any order. They should not be numbered on the back.

Research progress: all drawings with the same plot are presented simultaneously. They explain to the child that some event is depicted in the pictures, and they are asked to arrange the cards so that its sequence is restored and a coherent story is obtained.

The protocol of the study records the order in which the cards are arranged, the course of the child's reasoning, his ability to correct (on his own or with the help of an adult) the motivation for the layout of the cards.

Features of the task performance allow us to judge the predominance of one or another style of thinking:

concreteness of thinking - stories about individual drawings or their details; the child sees the plot, but cannot present it in a sufficiently logical sequence;

a high level of generalization and distraction processes, the presence of critical thinking - logical consistent stories about the event with the motivation for an adequate choice.

Test “Description of the plot picture”.

Target: the study of children's understanding of the plot of the picture, the features of the development of speech, the possibility of highlighting the essential.

Material: plot pictures depicting any events;

Research progress: the child is offered a picture and asked the question: “Tell me what is happening here.”

Evaluation and interpretation of results: When describing a picture, a child can be in one of three stages: enumeration, description, or interpretation. If it is difficult to answer, questions are asked aimed at identifying the child's ability to comprehend the situation, understanding the connections between the images. The technique also allows assessing speech development.

Technique "Non-verbal analogies".

Target: study of logical thinking, assessment of the level of development of operations of comparison and generalization.

Material: four-part card tables. Three parts are filled with images of geometric figures (option - drawings of objects). The top two are in certain relationships of similarity. There is a figure in the lower left part, and the image on the right is missing.

Progress: the child is told “Think about what is drawn here and draw it”. It is possible to conduct a test with ready-made answer options, from which the child chooses the correct one.

Evaluation of results: the correctness of the execution and the nature of the errors made are determined.

The task system of U.V. Ul'enkova.

Target: studying the features of the child's intellectual development and determining the intellectual readiness for school (children 6-7 years old).

Material: assignments for

generalization of 14 series of specific concepts of small volume,

specification of concepts

generalization of a series of concepts of a wider scope,

classification of 16 subject cards,

comparison of several pairs of objects,

simple deductive reasoning

definition of a concept.

Instructions and course of the study: tasks are given to the child in an attractive (playful) form.

1. Name in one word:

a) plates - glasses - bowls,

b) tables - chairs - sofas,

c) shirts - trousers - dresses,

d) shoes - boots - slippers,

e) cat - cow - goat,

e) chicken - duck - turkey,

g) wolf - lynx - marten,

h) capercaillie - eagle - woodpecker,

i) forget-me-not - aster - tulip,

j) maple - aspen - oak,

l) scarf - cap - hat,

m) tractor - bus - steamer,

m) perch - pike - catfish,

o) ball - bear - cubes.

2. Name what (what) are:

a) toys, e) trees,

b) shoes, f) birds,

c) clothes, g) fish,

d) flowers, h) animals.

3. Name in one word:

a) birds, fish, animals,

b) trees, herbs, shrubs,

c) furniture, dishes, clothes,

d) watches, scales, thermometers,

e) fires, diseases, hurricanes.

4. Arrange 16 subject pictures depicting birds, fish, dishes, furniture according to two logical bases: animals, household utensils.

5. How are they similar and how are they different:

a) dandelion and chamomile

b) spruce and birch,

c) cat and dog

d) animals and people

e) animals and plants.

6. Two riddles are offered:

Seryozha sat on the bank of the river and watched how the boat floated, how a large log floated. Mom asked Seryozha: “Will grandfather’s wooden stick float?” What did Seryozha say? Why does he think so?

Seryozha found a ball on the river bank and threw it into the water. The ball sank. Seryozha told his mother: “I thought that the ball was wooden, but it turns out that it is not wooden.” Mom asked him: “How did you guess that the ball was not made of wood?” What did Seryozha say?

7. Conversation about the doll on the questions:

What it is?

Why do you think it's a doll?

Why do you have a doll in the group?

How are dolls similar to people?

How are dolls different from people?

Dolls, balls, pyramids… all this?

Data processing: As evaluation criteria for the formation of the main components of mental activity in children, there can be: interest in the task; features of the emotional attitude to the process of activity and to its result; the desire to continue working; a stock of knowledge and ideas about the world around and elementary everyday concepts that allow solving the proposed tasks; mastering the hierarchy of generalizations - mastering the concepts of the first, second and third degree of generalization, as well as abstract generic concepts; the specifics of the use by children of the system of accessible concepts; level of understanding and acceptance of the task; the quality of self-control in the process of completing the task and in evaluating the results of activities.

Interpretation: There are five levels of children's mastery of the general structure of mental activity:

The task interested the child, he emotionally relates to him, independently decides, argues, substantiates, shows elements of self-regulation of intellectual activity. The help of an adult is not needed or is needed to a minimum extent - 5 points;

Shows interest and positive emotional attitude to the task, accepts it without additional explanations. The course of mental activity can be controlled only with the help of an adult who encourages it or asks a number of leading questions. He himself notices mistakes and corrects them - 4 points;

Interested, but indifferent to the content. He solves only the simplest tasks on his own. Does not possess the necessary stock of general ideas and the simplest everyday concepts. The answers are most often situational, do not isolate the main thing. Needs prompting from an adult, in leading and prompting questions. Does not notice mistakes - 3 points;

Shows brief interest when asked to solve a riddle. Content is indifferent. There is not enough knowledge to solve problems. Gives impulsive answers that are not related to the content of the task. The efforts of an adult to help a child are in vain - 2 points;

Indifferent to both the situation of the task and the content of the task. Does not respond to adult questions related to the task, does not accept it - 1 point. (38.39)

An exploration of the imagination.

Methodology of O.M.Dyachenko and A.I.Kirillov.

Target: identifying the features of the imagination of preschoolers.

Material: 20 pictures depicting the contours of the elements of subject images and simple geometric shapes.

Research progress: the child is asked to complete each of the figures so that a picture is obtained.

Processing and evaluation of results: quantitative processing is a determination of the degree of originality of the image given by the child, which is considered as an essential characteristic of creative imagination. The number of non-repeating images is counted (those in which the reference figure turns into the same image element are considered the same).

Images created on the basis of one standard can be compared with images of other children (when examining a group). In this case, the coefficient of originality (core) is calculated, which is equal to the number of drawings that are not repeated by the child himself and not repeated (by the nature of the use for drawing the standard) by any of the children in the group.

Qualitative analysis involves assigning a child to one of six levels of problem solving:

0th - the child draws something of his own next to the standard that is not used (free fantasy);

1st - the figure is completed, and the image of a separate object (tree, girl, etc.) is obtained, but the image is contour, schematic, devoid of details;

2nd - a separate object is depicted, but with various details;

3rd - a separate object is included in some imaginary plot (a girl doing exercises);

4th - the child depicts several objects according to an imaginary plot (for example, a girl walks with a dog);

5th - the figure is used in a qualitatively new way - as one of the secondary elements of the image of the imagination (for example, a triangle - a pencil lead with which a child draws a picture).

The study of perception is carried out:

1) clinical methods;

2) experimental psychological methods. The clinical method is usually used in the following cases:

1) studies of tactile and pain sensitivity;

2) study of temperature sensitivity;

3) study of disorders of the organs of hearing and vision.

4) study of the thresholds of auditory sensitivity, speech perception.

Experimental psychological methods are usually used to study more complex auditory and visual functions. So, E.F. Bazhin proposed a set of techniques, which includes:

1) methods for studying the simple aspects of the activity of analyzers;

2) methods for the study of more complex complex activities.

The following methods are also used:

1) the method "Classification of objects" - to identify visual agnosia;

2) Poppelreuter tables, which are images superimposed on each other, and which are needed to detect visual agnosia;

3) Raven tables - for the study of visual perception;

4) tables proposed by M.F. Lukyanova (moving squares, wavy background) - for the study of sensory excitability (with organic disorders of the brain);

5) tachistoscopy method (identification of listened to tape recordings with various sounds: the sound of glass, the murmur of water, whisper, whistle, etc.) - for the study of auditory perception.

1. Anesthesia, or loss of sensation, can capture both individual types of sensitivity (partial anesthesia) and all types of sensitivity (total anesthesia).

2. The so-called hysterical anesthesia is quite common - the disappearance of sensitivity in patients with hysterical neurotic disorders (for example, hysterical deafness).

3. Hyperesthesia usually captures all spheres (the most common are visual and acoustic). For example, such patients cannot tolerate the sound of normal volume or not very bright light.

4. With hypoesthesia, the patient, as it were, does not clearly perceive the world around him (for example, with visual hypoesthesia, objects for him are devoid of colors, look shapeless and blurry).

5. With paresthesia, patients experience anxiety and fussiness, as well as increased sensitivity to skin contact with bed linen, clothing, etc.

A kind of paresthesia is senestopathia - the appearance of rather ridiculous unpleasant sensations in various parts of the body (for example, a feeling of "transfusion" inside the organs). Such disorders usually occur in schizophrenia.

Now consider the main violations of perception. But first, let's define how perception differs from sensations. Perception is based on sensations, arises from them, but has certain characteristics.

What is common to sensations and perceptions is that they begin to function only with the direct action of irritation on the sense organs.

Perception is not reduced to the sum of individual sensations, but is a qualitatively new level of cognition.

The main principles of perception of objects are the following.

1. The principle of proximity (the closer to each other in the visual field are the elements, the more likely they are combined into a single image).

2. The principle of similarity (similar elements tend to unite).

3. The principle of "natural continuation" (elements that act as parts of familiar figures, contours and forms are more likely to be combined into these figures, contours and forms).

4. The principle of isolation (the elements of the visual field tend to create a closed integral image).

The above principles determine the main properties of perception:

1) objectivity - the ability to perceive the world in the form of separate objects with certain properties;

2) integrity - the ability to mentally complete the perceived object to a holistic form, if it is represented by an incomplete set of elements;

3) constancy - the ability to perceive objects as constant in shape, color, consistency and size, regardless of the conditions of perception;

The main types of perception are distinguished depending on the sense organ (as well as sensations):

1) visual;

2) auditory;

3) taste;

4) tactile;

5) olfactory.

One of the most significant types of perception in clinical psychology is a person's perception of time (it can change significantly under the influence of various diseases). Great importance is also attached to violations of the perception of one's own body and its parts.

The main cognitive impairments include:

1. Illusions are a distorted perception of a real object. For example, illusions can be auditory, visual, olfactory, etc.

There are three types of illusions according to the nature of their occurrence:

1) physical;

2) physiological;

3) mental.

2. Hallucinations - disturbances of perception that occur without the presence of a real object and are accompanied by confidence that this object really exists at a given time and in a given place.

Visual and auditory hallucinations are usually divided into two groups:

1. Simple. These include:

a) photopsia - perception of bright flashes of light, circles, stars;

b) acoasma - perception of sounds, noise, cod, whistle, crying.

2. Complex. These include, for example, auditory hallucinations, which have the form of articulate phrasal speech and are, as a rule, commanding or threatening.

3. Eidetism - a disorder of perception, in which the trace of a just ended excitation in any analyzer remains in the form of a clear and vivid image.

4. Depersonalization is a distorted perception of both one's own personality as a whole and individual qualities and parts of the body. Based on this, there are two types of depersonalization:

1) partial (impaired perception of individual parts of the body); 2) total (impaired perception of the whole body).

5. Derealization is a distorted perception of the world around. An example of derealization is the symptom of "already seen" (de ja vu).

6. Agnosia is a violation of the recognition of objects, as well as parts of one's own body, but at the same time consciousness and self-consciousness are preserved.

There are the following types of agnosia:

1. Visual agnosia - disorders of recognition of objects and their images while maintaining sufficient visual acuity. Are divided into:

a) subject agnosia;

b) agnosia for colors and fonts;

c) optical-spatial agnosia (patients cannot convey in the drawing the spatial features of the object: further - closer, more - less, higher - lower, etc.).

2. Auditory agnosia - impaired ability to distinguish speech sounds in the absence of hearing impairment;

3. Tactile agnosia - disorders characterized by unrecognition of objects by touching them while maintaining tactile sensitivity.

The methods described below make it possible to assess the child's perception from various angles, revealing, simultaneously with the characteristics of the perceptual processes themselves, the child's ability to form images, make inferences related to them, and present these conclusions in verbal form. The last two characteristics are introduced into the psychodiagnostics of children's perception because the main trend in the development of perception lies precisely in its gradual intellectualization.

Method 1. “What is missing in these drawings?”

The essence of this technique is that the child is offered a series of drawings shown in Fig. 11. Each of the pictures in this series is missing some essential detail. The child is given the task to identify and name the missing part as quickly as possible.

Conducting psychodiagnostics with the help of a stopwatch fixes the time spent by the child to complete the entire task. The time of work is estimated in points, which then serve as the basis for the conclusion about the level of development of the child's perception.

Evaluation of results*

10 points - the child completed the task in less than 25 seconds,

while naming all 7 missing items in the pictures.

8-9 points - the time the child searched for all the missing items took from

26 sec to 30 sec.

6-7 points - the search time for all the missing items took from 31 seconds to

4-5 points - the search time for all missing items was from 36 seconds

2-3 points - time to search for all missing items was within

from 41 sec to 45 sec.

0-1 point- the time to search for all the missing parts was in general

more than 45 sec.

Conclusions about the level of development

10 points - very tall.

Points are high.

Points - average.

Balla is low.

The score is very low.

* Estimates are given in points, in a ten-point system and are presented in intervals that are the direct basis for making conclusions about the level of the child's psychological development. Along with such general conclusions, the child, as a result of his examination using one method or another, receives private assessments that make it possible to more subtly judge the level of his development.

The exact criteria for grading in a ten-point system are not set for the reason that a priori, until a sufficiently large experience in applying the methods is obtained, it is impossible to determine them. In this regard, the researcher is allowed to add or subtract one or two points (within a given range of estimates) for the presence or, accordingly, the lack of diligence on the part of the child in the process of his work on psychodiagnostic tasks. Such a procedure generally has little effect on the final results, but allows better differentiation of children.

Method 2. "Find out who it is?"

Before applying this technique, the child is explained that he will be shown parts, fragments of a certain drawing, according to which it will be necessary to determine the whole to which these parts belong, that is, to restore the whole drawing from a part or fragment.

Psychodiagnostic examination using this technique is carried out as follows. The child is shown Fig. 12, in which all fragments are covered with a piece of paper, with the exception of fragment "a". Based on this fragment, the child is invited to say what general drawing the depicted part belongs to. You have 10 seconds to solve this problem. If during this time the child did not manage to answer the question correctly, then for the same time - 10 seconds - he is shown the next, slightly more complete picture "b", and so on until the child finally guesses that shown in this figure.

Rice. 12. Pictures for the method "Find out who it is?"

The time taken by the child in general to solve the problem and the number of fragments of the drawing that he had to look at before making a final decision are taken into account.

Evaluation of results

10 points- the child was able to correctly determine from the fragment of the image “a” in less than 10 seconds that the whole picture depicts a dog.

7-9 points- the child established that this figure shows a dog, only by the fragment of the image "b", spending on this in general from 11 to 20 seconds.

4-6 points- the child determined that it was a dog only by the fragment "c", spending from 21 seconds to 30 seconds to solve the problem.

2-3 points- the child guessed that it was a dog, only by the fragment “d”, spending from 30 seconds to 40 seconds.

0-1 point- the child for more than 50 seconds could not guess at all what kind of animal it was, looking through all three fragments: "a", "b" and "c".

Conclusions about the level of development

10 points- very tall.

8-9 points- tall.

4-7 points- average.

2-3 points- short.

0-1 point- very low.

Method 3. "What objects are hidden in the drawings?"

The child is explained that he will be shown several contour drawings, in which, as it were, many objects known to him are “hidden”. Next, the child is presented with rice. 13 and are asked to sequentially name the outlines of all objects “hidden” in its three parts: 1, 2 and 3.

The task execution time is limited to one minute. If during this time the child has not been able to complete the task, then it is interrupted. If the child completed the task in less than 1 minute, then the time spent on the task is recorded.

Note. If the person conducting the psychodiagnostics sees that the child begins to rush and prematurely, without finding all the objects, moves from one drawing to another, then he should stop the child and ask him to look in the previous drawing. You can proceed to the next picture only when all the items in the previous picture are found. The total number of all items "hidden" in figures 1, 2 and 3 is 14.

Rice. 13. Pictures for the technique "What objects are hidden in the pictures?"

Evaluation of results

10 points- the child named all 14 objects, the outlines of which are available in all three drawings, spending less than 20 seconds on this.

8-9 points- the child named all 14 objects, spending from 21 seconds to 30 seconds to search for them.

6-7 points- the child found and named all the objects in a time from 31 seconds to 40 seconds.

4-S points- the child solved the problem of finding all objects in the time from 41 seconds to 50 seconds.

2-3 points- the child coped with the task of finding all the objects in the time from 51 seconds to 60 seconds.

0-1 point- for more than 60 seconds, the child could not solve the problem of finding and naming all 14 objects "hidden" in three parts of the picture.

Conclusions about the level of development

10 points- very tall.

8 -9 points- tall.

4-7 points- average.

2-3 score is low.

0-1 point- very low.

Method 4. "How to patch the rug?"

The purpose of this technique is to determine to what extent the child is able, keeping the images of what he saw in short-term and operative memory, to practically use them, solving visual problems. In this technique, the pictures presented in Fig. 14. Before showing it to the child, they are told that this drawing shows two rugs, as well as pieces of matter that can be used to patch the holes on the rugs so that the patterns of the rug and the patch do not differ. In order to solve the problem, from several pieces of matter presented in the lower part of the figure, it is necessary to choose one that is most suitable for the pattern of the rug.

Rice. 14. Pictures for the Method "How patch up the rug?"

Evaluation of results

10 points- the child coped with the task in less than 20 seconds.

8-9 points- the child solved all four problems correctly in 21 seconds. up to 30 sec.

6-7 points- the child spent on the task from 31 seconds to 40 seconds.

4-5 points- the child spent on the task from 41 seconds to 50 seconds.

2-3 points- the time the child worked on the task took from 51 seconds to 60 seconds.

0-1 point- the child did not cope with the task for more than 60 seconds.

Conclusions about the level of development

10 points- very tall.

8-9 points- tall.

4-7 points- average.

2-3 points- short.

0-1 point- very low.

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