Thinking

1. Method "Simple analogies"

Target: study of logic and flexibility of thinking.

Equipment: a form in which two rows of words are printed according to the model.

	a) be silent, b) crawl, c) make noise, d) call, e) stable
2. Steam locomotive	a) groom b) horse c) oats d) cart e) stable
	a) head, b) glasses, c) tears, d) eyesight, e) nose
	a) forest, b) sheep, c) hunter, d) flock, e) predator
	Maths a) a book, b) a table, c) a desk, d) notebooks, e) chalk
	a) gardener b) fence c) apples d) garden e) leaves
	Library a) shelves b) books c) reader d) librarian e) watchman
8. Steamboat jetty	a) rails, b) station, c) land, d) passenger, e) sleepers
9. Currant	Pot a) stove, b) soup, c) spoon, d) dishes, e) cook
10. Illness	Television a) turn on, b) install, c) repair, d) apartment, e) master
	Stairs a) residents, b) steps, c) stone,

Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.

Processing and analysis of results. Eight to ten correct answers testify to a high level of thinking logic, 6-7 answers to a good one, 4-5 to a sufficient one, and less than 5 to a low level. (The norms are given for children of primary school age).

2. Technique "Exclusion of superfluous"

Target: the study of the ability to generalize. Equipment: sheet with twelve rows of words like:

1. Lamp, lantern, sun, candle.

2. Boots, boots, laces, felt boots.

3. Dog, horse, cow, elk.

4. Table, chair, floor, bed.

5. Sweet, bitter, sour, hot.

6. Glasses, eyes, nose, ears.

7. Tractor, harvester, car, sled.

8. Moscow, Kyiv, Volga, Minsk.

9. Noise, whistle, thunder, hail.

10. Soup, jelly, saucepan, potatoes.

11. Birch, pine, oak, rose.

12. Apricot, peach, tomato, orange.

Research order. The student needs to find in each row of words one that does not fit, is superfluous, and explain why.

Processing and analysis of results.

1. Determine the number of correct answers (highlighting an extra word).

2. Determine how many rows are summarized using two generic concepts (an extra "pan" is dishes, and the rest is food).

3. Find out how many series are generalized using one generic concept.

4. Determine what mistakes were made, especially in terms of using non-essential properties (colors, sizes, etc.) to generalize.

The key to evaluating results. High level - 7-12 rows summarized with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept, (norms are given for children of primary school age).

Method #1

Target:

Equipment: Pairs of words. In one column there are pairs of words with semantic connections, in the other - pairs of words that are not related in meaning:

• Knife-cut;
• pen-write;
• Pupil-school;
• Chicken-egg;
• Ice skates;
• Sky-cancer;
• Fish-song;
• Boots-table;
• tree-roof;
• Matches-bed.

Research procedure: The teacher invites the child to listen carefully and memorize the words, after which he slowly reads out a pair of words from the 1st column with an interval between a pair of 5 seconds. After 10 sec. break, the left words are read with an interval of 15 seconds, and the child calls the memorized word of the right half of the column. Similar work is carried out with the 2nd column of words.

Results processing: The data from the 1st and 2nd columns are compared, the coefficients of logical and mechanical memory are calculated: the number of correctly reproduced words / 5. The ideal option is 1. It is concluded which words are better to remember with a mechanical or logical connection.

Method #2

Target: Study of visual memory.

Equipment: 20 pictures.

Research procedure: The teacher invites the child to carefully look and remember the pictures (10 pcs.). The interval between the presentation of pictures - 2 seconds. Then you need to take a break - 10 seconds. Next, the teacher mixes the pictures that were presented to the child with new pictures (10 pcs.). Then you need to lay out all 20 pictures on the table. After that, the teacher offers the child to choose and name only those pictures that were shown at the very beginning.

Results processing: The results obtained are expressed as a percentage, and a conclusion is made about the degree of development of visual memory in a child.

Method #3

Target: Study of logical memory and mechanical memory.

Equipment: a short story with clear semantic units, for example, Jackdaw and Doves.

Research procedure: The teacher reads the story and asks the child to reproduce its content.

Results processing: The number and completeness of the reproduced semantic units are counted.

Method #4

Target: To trace the dependence of memorization on personality traits.

Equipment: Words to remember: match, bucket, water, friend, soap, window, school, book, camomile, doll, ice cream, closet, dress, hare, sand.

Research procedure: The teacher invites the child to listen carefully and memorize the words, after which he slowly reads them out with an interval of 5 seconds. After 10 sec. break, the child reproduces the memorized words.

Results processing: When analyzing the results, pay attention to which words are better reproduced by the child. Most often, emotionally colored words or words that are personally significant for the child are remembered better.

Target: The study of the features of logical memory, in particular, the nature of mediated memorization. This technique provides a lot of valuable information about the state of memory and thinking in a child, which can be used to differentiate the SD from the norm or ZPR.

Equipment: 12 words and the same number of related pictures.

Research procedure: A pile of 12 pictures are placed face down in front of the child. Pictures must be put in the order in which the words will be pronounced. The teacher calls the word “play” and invites the child to take the first picture, after which he asks: “Why can you remember the word “play” with this picture (doll)?” The child explains the relationship between the word and the picture, and then puts this picture aside (face down). In the same way, work is carried out with the rest of the pictures and words. At the last stage of the task, the child is asked to take pictures (one at a time) and reproduce the words associated with them. When reproducing words, pictures are not taken in the order in which the child took them when memorizing words.

Results processing: According to L. V. Zankov, normally developing children master the operation of meaningful memorization by the age of 10. Mentally retarded children of this age do not master the techniques of meaningful memorization and recall. The picture only bothers them. Normally developing children of 10 years old remember more meaningfully than mentally retarded children of 15 years of age. Children with imbecility of the indicated age do not even understand the meaning of the proposed task.

A. I. Leontiev)

Target: study of the features of memory (mediated memorization). It provides valuable material for analyzing the nature of thinking, the child's ability to form semantic connections between a word and a visual image (picture).

Equipment: 12 pictures and 6 words to remember.

Research procedure: All 12 pictures are laid out in front of the child in any order, but so that all of them are visible to him. Instruction:“You will need to memorize the words. In order to make it easier to do this, every time I name a word, I need to choose a picture that will later help me remember this word. For example, the picture “glasses” will fit the word “book”, because in order to better (more conveniently) read a book, you need glasses. Next, the child is called the words and each time he chooses a picture, he must ask: “How will this picture help memorize the word ... All the cards selected by the child are put aside. After 40 or 60 minutes, the child is randomly shown one picture at a time and asked to remember which word this card was selected for him. At the same time, be sure to ask how you managed to remember this word.

Results processing: It doesn't matter which picture the child chooses. Establishing a connection between a word and a picture is purely individual in nature. It is important that the child establishes a meaningful semantic connection between the word presented for memorization and what is shown in the picture.

A. I. Leontiev proved that in normally developing children of 7 years and older, mediated memorization prevails over direct memorization. With age, this gap increases even more in favor of mediated memorization. By the age of 15, normally developing children can reproduce all 100% of the material presented. Children with poor working capacity memorize material much better with indirect memorization, since the semantic connection creates an additional support for them to memorize. In normally developing children, semantic connections between a picture and a word are formed easily. They talk about the nature of knowledge, ideas and life experience, sometimes with the help of this technique it is possible to draw a conclusion about the child's ability to generalize. In mentally retarded children, difficulties in the formation of connections are manifested in a slow pace of choosing a picture. The connections are poor and monotonous; the explanations given by the children are sparse and monosyllabic. Sometimes there is excessive detail in the enumeration of the details of the picture, and sometimes, having made the right choice of picture, they cannot express the semantic connection in words. Children with imbecility do not understand tasks.

Method #7

Target: determination of the speed of memorization, completeness, accuracy and sequence of reproduction. It turns out the ability to control their actions, to work with concentration and interest.

Equipment: The text "What did Seryozha come up with?".

Research procedure: The child is given the instruction: “Listen carefully to the story. Then tell me about what I'm about to read." The text is read again only if the child is not able to reproduce it after one listening.

Results processing: Normally developing children, as a rule, completely and accurately reproduce the story from the first listening. For mentally retarded children, fragmentary memorization of material is characteristic. When reproduced, they allow inaccuracies, violations of meaning and sequence. They are not always helped by help in the form of leading questions.

Method #8

Target : Study of the features of visual memory and attention.

Equipment: 5-6 pictures showing objects familiar to children.

Research procedure: The child is offered to carefully look at and memorize 5 (6) pictures that are laid out in front of him on the table in a certain sequence, for 10 seconds. Then the pictures are removed. After 10 sec. the child is offered a new instruction: "Take the pictures and put them the way they were at the very beginning."

Results processing: Normally developing children, as a rule, lay out the pictures in the right order without much difficulty. Mentally retarded children get confused in the arrangement of pictures, experience difficulties.

Method #9

Target: The study of the features of visual memory and attention.

Equipment: 2 identical pictures, differing from each other in some details.

Research procedure: The child is presented with the 1st picture and offered to carefully look at and remember all the objects on it, their number and location (demonstration of the picture - 1 minute). Then the picture is removed. After 10 sec. 2nd picture is presented. Instruction: "What is the difference between the pictures?" or “What has changed?”

Results processing: Correctly named and incorrectly named items are fixed. Normally developing children cope with the task, correctly name objects that were not drawn or that appeared. Mentally retarded children experience great difficulties, they cannot do without help.

Method #10

Target: Assessment of the state of memory, fatigue, activity of attention.

Equipment: 10 words that do not have any semantic connection between them.

Research procedure: First explanation: “Now I will read 10 words. Listen carefully and memorize. When I finish reading, immediately repeat as many words as you can remember. You can repeat in any order. The teacher reads the words slowly and clearly. When the child repeats them, the teacher puts crosses under these words in his protocol. The second explanation: “Now I will read the same words again, and you must repeat them again: both those that you already called (s) and those that you missed (s) the first time - all together, in any order." The teacher again puts crosses under the words that the child reproduces. Then the experiment is repeated for the 3rd, 4th and 5th time, but without any instructions. The teacher simply says, "One more time." If the child calls some extra words, the teacher writes them down next to the crosses, and if they are repeated, puts the crosses under them. There shouldn't be any conversations.

After 50 - 60 minutes, the teacher again asks the child to reproduce these words (without a reminder). These repetitions are indicated by circles.

Protocol of methodology No. 8 of a mentally retarded child

Words Forest Bread Window Chair Water Brother Horse Mushroom Needle Ice

No. of repetitions

№5 + + + + + +

After 1 hour 0 0 0

According to this protocol, a "memorization curve" can be derived.

Processing of results: In normally developing children, the “memorization curve” is approximately as follows: 5, 7, 9 or 6, 8, 9 or 5, 7, 10, etc., i.e., by the third repetition, the child reproduces 9 or 10 words; with subsequent repetitions (at least 5 times in total), the number of words reproduced is 10. Mentally retarded children reproduce a relatively smaller number of words. They can repeat extra words and get stuck on these mistakes (especially children with current organic brain disease). The “memorization curve” may indicate both a weakening of active attention and pronounced fatigue. Sometimes the "learning curve" can take the form of a "plateau". Such stabilization indicates emotional lethargy, lack of interest (with dementia with apathy).

Method #11

Target: Study of understanding and memorization of texts, features of oral speech of the subjects.

Equipment: Texts: fables, stories that have an allegorical meaning (subtext). They provide an opportunity for further discussion.

Research procedure: The child is asked to listen carefully to the story and memorize it. The teacher reads the text. Then the child reproduces it. The teacher records the oral story verbatim or using a tape recorder (dictaphone). The main attention should be shifted from self-retelling to discussion of the story, that is, to questions and answers about its content.

Results processing: With mild degrees of oligophrenia, a literal, almost correct presentation of the details of the beginning of the story is observed when they do not understand the figurative meaning (subtext) of the story. Normally developing children, as a rule, understand the allegorical meaning (subtext) of the story and reproduce it correctly.

Target: the study of logical and mechanical memory by memorizing two rows of words.

Equipment: two rows of words (there is a semantic connection between the words in the first row, there is no semantic connection in the second row), a stopwatch.

First row:

§ doll - play

§ chicken - egg

§ scissors - cut

§ horse - sleigh

§ book - teacher

§ butterfly - fly

§ snow winter

§ lamp - evening

§ brush - teeth

§ cow - milk

Second row:

§ beetle - chair

§ compass - glue

§ bell - arrow

§ tit - sister

§ watering can - tram

§ boots - samovar

§ match - decanter

§ hat - bee

§ fish - fire

§ saw - scrambled eggs

Research order . The student is told that pairs of words will be read, which he must remember. The experimenter reads to the subject ten pairs of words of the first row (the interval between the pair is five seconds). After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the memorized words of the right half of the row. Similar work is carried out with the words of the second row.

Processing and analysis of results . The results of the study are recorded in the following table.

Volume of semantic and mechanical memory

Volume of semantic memory			Mechanical memory capacity
Number of words of the first row (A)	Number of memorizing shisha words (V)	Coefficient of semantic memory C=B/A	Number of words of the second row (A)	Number of memorizing shisha words (V)	Mechanical memory coefficient C=B/A

Methodology for studying attention

Method "Numbers and letters"

Instructions: Here is a table with 49 numbers - 25 in small print and 24 in large print. You need to look for numbers in small print from 1 to 25 in ascending order, and in large print from 24 to 1 in descending order. This must be done in turn: 1 - in small print, 24 - in large print, 2 - in small print, 23 - in large print, etc. When you find the number, write it down on the control sheet along with the letter next to it.

Task completion time - 5 min.

Control form:

Method "Find a mistake in proverbs"

Instruction: Find the mistake in the proverbs. The time to complete the task is 3 minutes. In the answer sheet, under the corresponding number of the proverb, write the letter with which you need to replace the incorrectly written letter:

1. When a slave whistles on the mountain.

2. The horse is the crown of business.

3. Better bread and soda than trouble pie.

4. There would be a fairy, but there is a collar.

5. Poverty is not a threshold.

6. Where there is honey, there is flour.

7. A bad head does not give rest to the horns.

8. Without a master, an orphan is a scrap.

9. Clip by clip is kicked out.

10. A kind word is also pleasant for a midge.

11. Out of sight - howl from the heart.

12. Do not pour water from your face.

13. Holy dough is never empty.

14. The first pancake is a stake.

15. On the mountain, the hat is on fire.

Sample answer sheet:

Key to check:

"S-test"

Determination of the speed of distribution and switching of attention.

The child is given a form with various elements of figures and whole figures - standards.

Ask the child to carefully look at the elements of the figures and, comparing them with the standards, complete them with one or two strokes to complete figures.

Do the exercise on a separate piece of paper. Make sure the child understands the task.

The number of correctly completed figures is evaluated, as well as the speed of the entire task.

Children 6-7 years old cope with the entire task in 3-4 minutes and make no more than 5 mistakes.

Methodology for studying memory

"Diagnosis of short-term auditory memory"

The volume of auditory memory of younger students can be determined using the "10 words" technique. The words are read by the teacher loudly, clearly, expressively.

Instruction. After saying 10 words, write down all the words that you remember.

The words: paw, apple, thunderstorm, duck, hoop, windmill, parrot, leaf, pencil, girl.

Result evaluation. After the first presentation, the children must reproduce 6 words.

Methodology "Study of logical and mechanical memory" in younger students

Target: the study of logical and mechanical memory by memorizing two rows of words.

Equipment: two rows of words (there is a semantic connection between the words in the first row, there is no semantic connection in the second row), a stopwatch.

Research order. The student is told that pairs of words will be read, which he must remember. The experimenter reads to the subject ten pairs of words of the first row (the interval between the pair is five seconds). After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the memorized words of the right half of the row. Similar work is carried out with the words of the second row.

Processing and analysis of results. The results of the study are recorded in the following table.

Volume of semantic and mechanical memory

"Method "Memory for numbers""

The technique is designed to assess short-term visual memory, its volume and accuracy. The task is that the subject is shown for 20 seconds. a table with 12 two-digit numbers that you need to remember and, after the table is removed, write it down on the form.

Instruction:“You will be presented with a table with numbers. Your task is to get 20s. memorize as many numbers as possible. After 20s. The table will be removed, and you will have to write down the numbers that you remember.

Short-term visual memory was assessed by the number of correctly reproduced numbers. The norm for an adult is 7 and above. The technique is convenient for group testing

“Method of mediated memorization by A.N. Leontiev"

The technique is intended for the diagnosis of memory in adolescents.

You need to pick up 15 words that will be offered for memorization, and you will also need a set of cards with pictures.

Words to remember:

A set of cards for mediated memorization:

washbasin, horse, chair, axe, feathers, telephone, notebook, lamp, watering can, pencil, flower, shovel, hat, rake, tree, picture, plane, house, glass, mirror, tram, table, key, ball, pictures.

Words can be given quite abstract from each other.

A word is called, 15-20 seconds are allotted for choosing a card, many teenagers make this choice earlier. After each choice, ask the student why they made that choice.

Then the student should be engaged in some other work for 15 minutes. After this time, he is shown the cards that he has chosen for indirect memorization. The number of correctly named words indicates the development of logical connections in the child in the process of memorization.

1. Methodology "Determining the type of memory in younger students"

Using this technique, we were able to determine the leading type of memory in students. Data analysis showed that the predominant type of memory in 70% of students is combined memory.

Memorization of incoming information, both with the use of visual, auditory and motor-auditory perception, is carried out in children within the normal range. From this we can conclude that if you use several types of information storage, then playback will be carried out in a larger volume.

Primary schoolchildren with mental retardation have individual differences in the development of different types of memory, which will be presented in the diagrams.

In Lera B., the volume of auditory, visual and motor-auditory memory is formed at the same level and corresponds to a coefficient of 0.6; and combined memory has a coefficient of 0.7, which indicates a higher level of memorization of information presented in several sensory systems.

Rice. one.

Sufficiently high memorization coefficients for different types of memory allow us to conclude that it has a stable average memorization

Rice. 2.

In Lera A., the volume of auditory and visual memory is formed at the same level and corresponds to a coefficient of 0.5; motor-auditory combined memory has a coefficient of 0.6, which indicates a higher level of memorization of information presented in several sensory systems. Sufficiently high memorization coefficients for different types of memory allow us to conclude that it has a consistently low memorization.

Rice. 3.

In Sasha L., the development of auditory memory corresponds to 0.5 coefficient, the development of visual memory - 0.7, the development of motor-auditory and combined - 0.8, which indicates the dominance of combined types of memory over visual and auditory memory. The overall assessment of the development of different types of memory corresponds to the average values ​​for a given age period.

Rice. four.

Misha G. has a development coefficient of 0.6 for visual and auditory memory, 0.7 for motor-auditory and combined memory, which indicates a higher level of memorization of information presented in several sensory systems. Sufficiently high memorization coefficients for different types of memory allow us to conclude that all types of memory are formed at an average level.

Rice. 5.

Daniil Sh.'s auditory, visual and motor-auditory memory correspond to 0.6 development coefficient, and the combined one - 0.7. Memorization coefficients for different types of memory allow us to conclude that his memorization of information coming through various sensory channels is formed in accordance with age characteristics.

2. Methodology "Study of logical and mechanical memory in younger students" (N.G. Molodtsov)

When studying the memory of younger schoolchildren with mental retardation using this method, parameters such as the volume of semantic and logical memory were evaluated, which made it possible to identify the corresponding coefficients.

An analysis of the results presented in the table allows us to state that logical memorization prevails over mechanical memorization in all students, which indicates the preservation of intelligence in these children. At the same time, the results of memorizing information by younger schoolchildren with mental retardation are characterized by the values ​​of memory volume that differ from the age norm (in the range from 0.15 to 0.35).

Individual differences in the coefficients of logical and mechanical memory volumes are presented in the diagram.

Rice. 6.

Lera B. has a mechanical memory coefficient of 0.2, and a logical memory coefficient of 0.3. Logical memory prevails over mechanical memory.

Lera A. has consistently low coefficients of mechanical and logical memory (0.15 and 0.25, respectively). Logical memory prevails over mechanical memory.

Sasha L. has a high index of mechanical (0.3) and logical (0.35) memory. Logical memory prevails over mechanical memory.

Misha G.'s coefficient of mechanical memory is 0.25, and that of logical memory is 0.3. Logical memory prevails over mechanical memory.

Daniil Sh. has a coefficient of mechanical memory of 0.2, and of logical memory - 0.3. Logical memory prevails over mechanical memory.

3. Method "Pictogram" (A.R. Luria)

When implementing the methodology, younger students with mental retardation experienced difficulties of a different nature:

• - when perceiving the instructions, they did not correctly understand the instructions for the implementation of the methodology, asked clarifying questions;
• - did not fit into the time allotted for the task, spent more time to complete the drawing;
• - found it difficult to depict abstract concepts (for example, "development");
• - students remembered for a long time the concepts that they depicted with symbols and images that correspond to the stimulus material.

The data obtained as a result of this technique are presented in Table 1.

Table 1 - Indicators of the development of memory and thinking according to the "Pictogram" method

Processing of the "Pictogram" method is carried out in accordance with the following parameters:

Analysis of the results of the implementation of the methodology in terms of the "adequacy" parameter by younger students with mental retardation allows us to determine a reduced indicator in 20% of the study participants. In 80% of junior schoolchildren with mental retardation, the “adequacy” indicator corresponds to the age norm, which indicates the correct perception and reflection of the surrounding reality by children with this developmental disorder.

The second criterion "recoverability of concepts" reflects the level of development of schoolchildren's memory. This indicator in junior schoolchildren with mental retardation in 80% of cases corresponds to values ​​below the age norm, and only 20% of primary school students with mental retardation show indicators close to the norm.

The majority of younger schoolchildren with mental retardation (80%) do not abstract enough from the proposed concepts to memorize the presented information, more often they use specific drawings. "Standardity - originality" as a criterion for evaluating the drawings of children with mental retardation, the majority of participants in the initial diagnostic stage of the study (80%) are below the norm, in 20% - within the average age standards.

Lera B.'s indicators on the “adequacy” scale are 90%. is the norm. Below the norm, the indicators on the scale "recoverability of concepts" are 70%, while the norm is more than 80%, which indicates a low level of memory development. The criteria "concreteness-abstractness" and "standardness - originality" are estimated at 100%, which is the norm. The development of logical memory is at an average level.

Lera A.'s indicators on the “adequacy” scale are 80%. is the norm. Below the norm, the indicators on the scale "restorability of concepts" are 70%, with the norm being more than 80%. These data indicate that the memory is developed at a low level. On the scale "concrete-abstract" the result was 85% of the norm, the criterion "standard - originality" 90%. This indicates a low level of development of thinking. The development of logical memory is at an average level.

Sasha L.'s scores on all scales are consistently low. According to the criteria of "adequacy" and "restorability of concepts", the results are below the norm - 50% and 70%, respectively, while the norm is more than 70% and 80%. These indicators indicate that the memory and perception of the outside world in a younger student is not sufficiently formed. The criteria "concreteness-abstractness" and "standardness - originality" are represented by 60% and 70%, respectively, which reflects the low level of development of thinking. The level of development of logical memory is low.

Misha G. is distinguished by consistently high results on the criteria of "adequacy" and "recoverability of concepts" - 80%. On the scale "concreteness-abstractness" the result was 80%, the criterion "standard - originality" - 85% of the norm. These indicators indicate a low level of development of thinking. The development of logical memory is at an average level.

Normally, Daniil Sh. has an indicator of "adequacy" - 80%, in turn, the indicator "restorability of concepts" is below the norm - 70%, which indicates a low level of memory development. On the scale "concrete-abstract" the data is 80%, and on the scale "standard - originality" - 70%. Daniil Sh. has a low level of development of thinking. The level of development of logical memory is low.

After analyzing the data for all indicators, we can conclude that logical memory in 60% of schoolchildren is developed at an average level, in 40% - at a low level.

Based on the analysis of the results of the diagnostics, we came to the following conclusions:

• 1. The predominant types of memory in younger students with mental retardation are combined and motor-auditory memory.
• 2. Logical and mechanical memory are developed below the age norm, while logical predominates over mechanical, which indicates the preservation of intelligence in these children.
• 3. Logical memory in 60% of schoolchildren is developed at an average level, in 40% at a low level.