Before us is one of the objective tests of personality, namely, the Test for assessing the level of claims of F. Hoppe. This test serves as a source of knowledge about such features of a person's personality as: the ability to introspect, the actual level of claims, self-esteem (overestimated, underestimated, adequate), etc.
The test is performed quite simply, with the help of a specially designed stimulus material. As before any test, the subject is given the following instructions: you see two rows of cards in front of you, located one under the other. The first row of cards is labeled with numbers from 1 to 12, and the second row is labeled with numbers from 1a to 12a. Each of the cards has a specific task, the complexity of which increases as the number of the card increases. At the same time, cards with the same numbers have the same task in terms of complexity. During the test, you can choose any cards one at a time and give answers to them. The time allotted for the solution is limited and fixed by the observer.
However, secretly from the subject, the psychologist can arbitrarily, when solving different cards, deliberately reduce the time to complete them or, on the contrary, increase, that is, influence the success (+) or failure (-) of the tasks. The card selection numbers are recorded in the protocol in the order in which they were chosen by the subjects. Correct answers are marked in the protocol with a “+” sign, and incorrect answers with a “-” sign.
When processing the results, we are interested in human behavior depending on the success of the answers or failures in the answers, as well as the presence of movement in the direction of complication of tasks. People with a stable character fluctuate very smoothly, that is, there is a smooth transition to simpler tasks after failures or more difficult tasks after successful answers. People with emotional instability show extremely sharp fluctuations.
Stimulus material:
Card number 1. Write 3 words starting with M.
Card number 2. Write the names of 4 animals starting with the letter L.
Card number 3. Write the names of 5 cities starting with the letter L.
Card number 4. Write 6 names beginning with A.
Card number 5. Write 3 flower names beginning with the letter G.
Card number 6. Write the name of 6 animals starting with the letter K.
Card number 7. Write 5 flower names starting with the letter G.
Card number 8. Write 4 tree names starting with the letter O.
Card number 9. Write the name of 7 cities starting with the letter L.
Card number 10. Write the names of 5 writers starting with the letter C.
Card number 11. Write the names of 4 composers starting with the letter C.
Card number 12. Write the names of 7 French artists.
Card number 1a. Write 3 words starting with the letter N.
Card number 2a. Write the names of 4 fruits starting with the letter A.
Card number 3a. Write the names of 5 cities starting with the letter N.
Card number 4a. Write 6 names beginning with B.
Card number 5a. Write the name of 6 states starting with the letter P.
Card number 6a. Write 20 words starting with the letter S.
Card number 7a. Write the name of the parts of the world beginning with A.
Card number 8a. Write the names of 15 cities in M.
Card number 9a. Write the name of 5 films in M.
Card number 10a. Write the names of 5 actors of the Soviet cinema with the letter L.
Card number 11a. Write the names of 4 writers with the letter R.
Card number 12a. Write the names of 5 famous artists starting with the letter K.
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Introduction
1. Personality research method (test "Motivation of pedagogical activity")
2. Personality research method (T. Dembo-S.Ya. Rubinshtein)
3. Personality research method (F. Hoppe method)
Conclusion
List of used literature
ATkeeping
The study of personality and the "replenishment" of the general theory of personality is possible both through theoretical and through psychodiagnostic, experimental and other studies.
These problems have both theoretical and practical aspects. A.G. Asmolov points to the fact that while the theoretical psychology of personality is in crisis, practice-oriented psychologists apply knowledge from various related sciences: philosophy, sociology, philology, semiotics, semantics, as well as in the fields of practical psychology, counseling and psychotherapy, thereby bringing new knowledge both in practice and in the theory of personality.
Psychological diagnostics of a personality solves practical problems, since psychotherapy of various directions, practical pedagogy, management and management, etc., are largely built on this area of knowledge.
Purpose of work: to study psychodiagnostic research.
Analyze the method of personality research (test "Motivation of pedagogical activity");
Consider the method of personality research (T. Dembo-S.Ya. Rubinshtein);
Understand the method of personality research (F. Hoppe method).
1. Personality research method (test "Motivation of pedagogical activity")
The test "Motivation of pedagogical activity" (method of K. Zamfir in the modification of A. Rean) is one of the many methods used to study the motivational sphere of a professional teacher. It is based on the concept of intrinsic and extrinsic motivation. It is necessary to speak about the internal type of motivation when the activity itself matters for the individual. If the motivation of professional activity is based on the desire to satisfy other needs external to the content of the activity itself (motives of social prestige, wages, etc.), then it is customary to talk about external motivation. The external motives themselves are differentiated in this technique into external positive and external negative ones. External positive motives are undoubtedly more effective and more desirable from all points of view than external negative motives.
Subjects are asked to rate the listed motives of professional activity on a five-point scale (1 - to a very small extent; 2 - to a fairly small extent; 3 - to a small and rather large extent; 4 - to a fairly large extent; 5 - to a very large extent). The list of the following motives is evaluated: 1. Monetary earnings; 2. The desire for promotion at work; 3. The desire to avoid criticism from the head or colleagues; 4. The desire to avoid possible punishments or troubles; 5. The need to achieve social prestige and respect from others; 6. Satisfaction with the process itself and the result of the work; 7. The possibility of the most complete self-realization in this particular activity.
Indicators of internal motivation (VM), external positive (EPM) and external negative (VOM) are calculated. The indicator of the severity of each type of motivation will be a number ranging from 1 to 5.
Based on the results obtained, the motivational complex of the personality is determined. The motivational complex is a type of correlation among themselves of three types of motivation: VM, VPM and VOM.
The following two types of combination should be attributed to the best, optimal, motivational complexes:
1) VM > VPM > PTO (intrinsic motivation is greater than external positive, and external positive is greater than external negative);
2) VM=VPM>PTO (intrinsic motivation is equal to external positive, which is greater than external negative).
Between these complexes there are other motivational complexes intermediate in terms of their effectiveness. When interpreting, one should take into account not only the type of motivational complex, but also how strongly one type of motivation is superior to the other in terms of severity.
This technique makes it possible to draw a conclusion about the teacher's satisfaction with his profession based on the structure of the motivational complex. Between the nature of motivation and satisfaction, according to A. Rean, there is a medium strength stable relationship. The more optimal the motivational complex, the more the activity of the teacher is motivated by the very content of pedagogical activity, the desire to achieve certain positive results in it, the lower his emotional instability. And vice versa, the more the teacher's activity is conditioned by the motives of avoidance, censure, the desire "not to get into trouble" (which begin to prevail over the motives associated with the value of the pedagogical activity itself, as well as over external positive motivation), the higher the level of emotional instability.
2. Personality research method (T.Dembo-S.Ya.Rubinstein)
Methods aimed at the study of self-esteem should also include the methodology developed by S. Ya. Rubinshtein. It is a variant of T. V. Dembo's technique, which was used to identify the "idea of happiness", but S. Ya. Rubinshtein uses it much more widely to identify self-esteem. The classic version of the technique applied by S.Ya. Rubinstein is as follows: a blank sheet of paper is placed in front of the subject; the experimenter draws a vertical line on it and asks the subject to mark his place for health reasons among all the people placed on this line (from the healthiest - at the top to the sickest - at the bottom).
Then the subject is offered a similar task: he is asked to mark his place among all people according to his mind (the second vertical line); after that - according to happiness and character (the third and fourth vertical lines).
When the subject has completed all these tasks, he is asked to tell what kind of people he considers happy, unhappy, stupid, smart, etc. Thus, in the end, the ratio of self-esteem of the subjects with their idea of these categories is revealed. According to S. Ya. Rubinshtein, in healthy people, regardless of their self-esteem, there is a tendency to "a point slightly above the middle."
In mental illness, there is often an uncritical attitude towards one's illness and abilities, as a result of which the self-esteem of patients is in some cases too high, in others too low.
Since its development, this technique has undergone numerous modifications. Variants for children are known (with indication of categories understandable to the child); variants with some standardization (with scale division into equal intervals); options with a horizontal arrangement of scales; options that require measurements with a ruler after the subject puts his mark on the scale; options provided with age norms, etc. Practice has shown that this tool turned out to be extremely flexible, and allows you to get a variety of information about the subject, about his self-esteem and self-attitude.
3. Personality research method (F. Hoppe method)
K. Levin's employee F. Hoppe began research in the field of "level of claims." His methodology was as follows: the subjects are offered a number of tasks (from 14 to 18), differing in the degree of difficulty. All tasks are printed on cards that are located in front of the subjects in ascending order of their numbers. The degree of difficulty of the task corresponds to the value of the serial number of the card. F. Hoppe's research showed that, as a rule, subjects choose more complex tasks after successful solutions and, conversely, after a series of unsuccessful solutions, they turn to easier tasks. The quality of the task performance affects the choice of the next task. personality rubinstein self-esteem
The tasks that are offered to the subject can be very different in content depending on the educational level and profession of the subjects. For example, schoolchildren or students of technical universities can be offered mathematical problems, students of humanitarian faculties - tasks that require knowledge in the field of literature, art, tasks such as puzzles. In other words, the content of the tasks should correspond to the general educational level of the subjects. Only under this condition do they develop a serious attitude to the situation of the experiment, a situation of choice is created.
Cards with tasks are laid out in front of the subject in two rows. He is given the following instruction: “There are cards in front of you, on the back of which tasks are written. The numbers on the cards indicate the degree of difficulty of the tasks. The tasks are arranged in increasing difficulty. Each task has a specific amount of time that you do not know. I follow him with a stopwatch. If you do not meet this allotted time, I will consider that the task has not been completed by you, and put a minus. If you meet the time allotted to you - I put you a plus. Tasks you must choose yourself. Thus, the subject is given the right to choose the complexity of the task himself, i.e. set a goal.
The experimenter can, at his own discretion, increase or decrease the time allotted for the task, thereby arbitrarily cause the subject to experience failure or success, show that the task was completed correctly, or, by limiting the time, refute the results. Only after the experimenter's assessment, the subject should choose another task, more difficult or easier. An analysis of the experimental data showed that the choice of a task (according to the degree of difficulty) depends on the successful or unsuccessful completion of the previous one. However, the very experience of success and failure depends on the attitude of the subject to the goal. The subject always begins to work with certain claims and expectations that change during the experiment. The totality of these claims, which shift with each achievement, Hoppe called "the level of human claims." The experience of success or failure thus depends not only on objective achievement, but also on the level of aspiration. In the absence of a level of aspiration, achievement is not experienced as success or failure.
F. Hoppe's studies showed that after successful decisions, the level of claims rises, the subject turns to more complex tasks; after failure, the level of aspirations slowly decreases. The work of F. Hoppe was the first attempt to experimentally investigate the conditions for the formation of the level of claim under the influence of successful or unsuccessful solution of the problem: other works followed it.
Conclusion
Personality requires a careful attitude from a specialist psychologist. L.F. Burlachuk and S.M. Morozov cites the requirements for a specialist user of a psychodiagnostic technique:
1) Preliminarily consult with psychologists working in the field of personality research about which methods can be applied to solve the tasks. If there are certified methods, the user must use them;
2) If psychologists warn that the correct use of the technique requires general knowledge of psychodiagnostics or special training (in mastering the technique), then the user must either choose another technique, or undergo appropriate training, or involve a psychologist in conducting psychodiagnostics, or refuse psychodiagnostics generally;
3) A user who has gained access to psychodiagnostic methods of personality automatically assumes the obligation to comply with all requirements of professional secrecy;
4) The user follows all ethical standards in conducting the survey in relation to the subject and any third parties: he, like the psychologist, does not have the right to abuse trust and is obliged to warn the subject about how the information will be used;
5) Methods that are not provided with an unambiguous standard instruction, the necessary indicators of reliability and validity, requiring the parallel use of highly professional expert methods, cannot be used by non-psychologists;
6) Any user of methods (tests) assists psychologists in observing procedural and ethical standards, takes measures to prevent the incorrect use of methods;
7) Users who are not professional psychologists can carry out rationalization and inventive activities in the field of psychodiagnostics only with the approval of the attestation commission of the Society of Psychologists, which certifies the necessary professional level of both the developments themselves and their author.
List of used literature
1. Pashukova T.I., Dopira A.I., Dyakonov G.V. Workshop on general psychology for students of pedagogical universities. - M., 1996;
2. Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychodiagnostics. - M, 1999;
3. Psychology of personality: dictionary-reference book / under the editorship of Gornostai P., Titarenko T. - K., 2001.
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Target: reveal the level and dynamics of the level of claims of the individual in the experiment.
Equipment: 2 sets of tasks of different difficulty levels, stopwatch.
Reference. An experimental study of the level of claims and self-esteem of the individual was first carried out in the 20s of the twentieth century by the German psychologist Kurt Lewin, who studied the dynamics of the level of claims of the individual in conditions of success and failure. The most common is the technique proposed by the student K. Levin-F. Hoppe.
In this paper, an educational modification of the Hoppe technique is used. The essence of the experiment is to create for the subject a situation of success and failure in solving problems. This is achieved by presenting the subject with tasks of various levels of difficulty (1–3 levels of difficulty) and by limiting the time for solving the problem.
An indicator of the level of claims of the subject will be what level of difficulty he will choose and how he will behave in case of successful or unsuccessful solution of the selected task. To identify the dynamics of the level of claims, the subject is offered to make several attempts to solve problems (in the educational modification - 7).
Work progress
Experimenter: 1) lays out on the table in front of the subject tickets with tasks of 3 levels of difficulty (text down, on the back of the tickets the level of difficulty of this task is marked with a number); 2) offers the subject to choose a task, the time for considering the choice is not limited; 3) gives a signal about the beginning and end of the solution of the problem, monitors the accuracy of the work; 4) measures the time of each attempt by the subject using a stopwatch. One minute is given to solve each problem.
To maintain a protocol, it is necessary: 1) before the start of the experiment, prepare a protocol form according to the sample (see table 27); 2) during the experiment, carefully observe the behavior of the subject, his reactions, record observations in the protocol; 3) record in the protocol the choice of the task by the subjects and the result of its solution.
Table 27
protocol form
Subject: 1) selects a problem of any difficulty for solving and tries to solve it in one minute. If the task is solved incorrectly or the subject did not meet the allotted time, the task is considered failed, which gives rise to a situation of failure. A problem solved correctly and on time is success;
2) the subject, at the signal of the experimenter, makes seven attempts to solve problems, choosing problems in his own way.
Test subject instructions: You have two sets of problems of varying difficulty. In each set of tasks from number one to four are the easiest, from five to eight - of medium difficulty, from number nine to twelve - the most difficult.
Tasks that are identical in terms of difficulty are indicated by the same numbers: for example, 1–1a, 2–2a, etc. Each task is given a certain amount of time. The order in which tasks are selected is up to you. You can take a card from any set. Used cards, whether resolved or not, put aside. You can make 7 choices in total.
Question for self-report: What were you guided by when choosing cards?
Processing and analysis of results:
1. Determine the difficulty level of the first selected card:
No. 1-4 - an underestimated level of claims;
No. 9-12 - overpriced.
2. Construct a graph of the dynamics of the level of claims of the individual in the experiment (see Figure 12):
Difficulty level
1 2 3 4 7 selection no.
Figure 12
3. Analyze the dynamics of the level of claims of the subject in the experimental situation, using the graph in fig. 12:
a) if, after success, the subject takes a task of increased complexity, and after failure, he chooses an easier task or the same complexity, then we can talk about adequate dynamics of the level of claims;
b) if the subject chooses cards (see table 28), starting from the 1st, without missing a single one, then this can be explained:
Interest in the material
reinsurance;
low level of claims;
Exclusion from the experiment (please contact
to the subject's self-report and the experimenter's observations);
c) if the subject chooses more difficult tasks all the time, although he has not solved the previous one, this may indicate either a propensity for risk, or
about an overestimated level of claims.
For the experiment, it was necessary to prepare 12 cards with numbers written on them from 1 to 12, a stopwatch or clock, a sheet of paper, a pencil for the subject, as well as sets of tasks to complete.
Research order. In front of the subject, 12 numbered cards were laid out in a row in such a way that on the left were No. 1, No. 2, etc., and on the right, No. 12. Then the subjects were offered the following instruction:“Before you lie numbers of problems of different difficulty. Numbers 1, 2, 3 (the experimenter points them out) are the easiest, then the tasks are slightly more difficult, then even more difficult, and finally the last numbers - 11, 12 - the most difficult. Nothing is written on the cards here, it's just a number. I'll tell you the task after you take her number. The card must be put in the old place; under the same number I have several other assignments. Each task is given a certain amount of time. If you complete the task in the right time, you get a plus. If you can’t cope or don’t have time to do it on time, then minus. You can choose any task."
When the subject chose a task, his difficulty number was recorded in the protocol and the stopwatch was turned on. The experimenter could, at his own discretion, create a situation of success, i.e., praise the subject, or a situation of failure, which was reported in an underlined form. Then the subject was asked to choose any problem number for further solution, and so on. up to 12 tasks. In this way, purpose The experiment was to identify not the speed and quality of tasks, but the reaction of the subject to a situation of success or failure.
As stimulus material For this technique, we used visual-effective tasks (Raven's progressive matrices), which differ in degree of difficulty - from easy to extremely difficult.
Apart from behavioral observations in the situation of "success" and "failure", the nature of the speech production of the subjects was recorded: accusations or approvals directed at the experimenter, himself or the task.
Processing of results. The sequence of selected tasks was fixed as a series of numbers (ranks according to difficulty) with a “+” sign in case of success and with a “-” sign in case of failure. This sequence was displayed on the coordinate plane as a graph. The graph was a broken line connecting the points, the abscissas of which correspond to the choice number in the order of decisions, and the ordinates correspond to the ranks in the difficulty scale.
The assessment of claims was carried out by us according to the following parameters: height, stability, adequacy. In addition, it was noted impact of success and failure to the level of claims.
Assessing height parameter claims, we took into account the fact that most of the choices belong to one of the zones of complexity, the general tendency to lower or increase claims.
Assessing stability parameter, we noted the presence of changes, the magnitude of these changes - the amplitude of ups and downs, reflecting the change in behavior depending on the success of the task. noted average stride in the course of advancing in a number of tasks, total number of jumps(steps larger than three levels of complexity).
Estimating parameter adequacy of claims we took into account the inadequate increase in aspiration after failure and the inadequate decrease in aspiration after success. The first type of choice can be classified as choosing to ignore second type as choice of support. In addition, the ratio of correct and incorrect answers to tasks was determined: 2/3 of the correct answers from their total number testified to the adequacy of the level of claims.
Assessing the impact of success on the level of claims, we analyzed the impact of successful completion of the previous task (or series of tasks) on the chosen level of difficulty of the next task to complete.
The impact of failure on the level of aspirations reflects fluctuations in claims after failure, the intensity of the emotional experience of failure.
The motive for achieving success;
The motive for avoiding failure.
6. Methodology for the study of the "speech" component of the level of claims, developed in a modified version of the methodology of F. Hoppe.
Research procedure. The subjects were given 12 cards with tasks, numbered according to the degree of difficulty from easy to the most difficult, and each time they were given the opportunity to independently choose a task to complete, after which they were asked to evaluate the quality of the speech task in points from 1 to 9 on a visual scale (according to the rating scale own speech by V. A. Kalyagin) (see Figure 1). The subject could stop choosing tasks at any time, if this did not happen, then the experiment continued until 12 tasks were selected.
To carry out this technique as stimulus material we used the speech tasks that we selected, ranked according to the level of complexity.
Rationale for the selection of speech material for the methodology. The selection of speech material and its ranking by the level of complexity took place taking into account the following factors:
1. different degree of independence of speech;
2. the degree of preparedness of speech;
3. fluency and rhythm of speech;
4. the complexity of the syllabic structure and speech utterance in general;
Very good speech
good speech
More or less good speech
Good speech
Satisfactory speech
Poor speech
bad speech
Very bad speech
Extremely bad speech
Picture 1.
So, the frequency and strength of speech convulsions depends on whether the stutterer speaks himself (asks questions, spontaneously expresses his thoughts, desires) or does it with someone's help (uses a phrase sample hint, pronunciation together with someone), i.e. e. on the degree of independence of speech. With conjugate speech, the degree of independence is minimal, and therefore, even with a very severe degree of stuttering, a person conjugately speaks freely. With reflected speech, the stutterer repeats the phrase after the speech therapist, while he uses someone else's construction of the phrase, its pace, intonation, and manner of pronunciation. Usually this form of speech, due to its minimal degree of independence, is also available to all stutterers. A more complex form of speech is answering questions. Here, elements of independent speech appear, since stutterers need to add a few more words to a certain sentence structure and the words that make up it. It is more difficult to give detailed answers to questions. Retelling complicates speech even more, since it is necessary to pronounce not 1-2 phrases, but much more. There are some points in the retelling that make speech easier: retelling a fairy tale, a story. More difficult in terms of the degree of independence of speech of a stutterer is a story - an independent presentation of material on a topic, according to a picture, etc. And the most difficult thing for stutterers is spontaneous speech (natural verbal communication with others - questions, requests, appeals, messages, exchange of thoughts, expression of desires, etc.).
Different degrees of preparedness of speech also affect the state of speech. It is easier to speak when the text is memorized or the necessary material is rehearsed in advance or what needs to be said and in what order is mentally thought out. Manifestations of stuttering intensify when the text is unfamiliar and you need to speak impromptu. Thus, the complication of the material comes from a memorized, rehearsed text to an unfamiliar, impromptu.
When singing, rhythmic poetic speech, speaking in a sing-song voice, speech convulsions are either completely absent or significantly reduced. When ranking the speech material according to the level of complexity, the factor fluency and rhythm of speech: from rhythmic speech and singing to multi-metric, i.e., ordinary speech.
The manifestation or disappearance of stuttering is also affected by different complexity of the syllabic structure and speech utterance in general. Usually it is easier to pronounce individual sounds, especially vowels, then syllables, more difficult words. We also took this fact into account when ranking by the level of complexity of speech tasks.
It is known that free and fluent speech is achieved through successive speech exercises, pronounced by stutterers, first silently, then in a whisper, quietly, loudly and then in an ordinary voice, i.e., depending on voice power. These data were also used by us in the selection of speech tasks for the study.
Thus, taking into account the above facts, we have modeled methodology for studying the speech level of claims, containing the following, ranked by the level of difficulty of the task:
1. Related speech.
Pronounce the word simultaneously with the speech therapist (one word from open syllables is offered, without consonant clusters, that is, a lightweight syllabic structure): Anya, water, lake, ducklings, berries.
2. Reflected speech.
Pronounce the word after the speech therapist (one word is offered with a confluence of consonants and a closed syllable or with two confluences of consonants): swallow, grasshopper, gardener, hunter, Dunno, carnation, jump rope.
3. Reflected pronunciation of a phrase in a whisper(facilitating the pronunciation of a phrase from words of different syllabic structures is achieved through the use of whispered speech).
Repeat the phrase after the speech therapist in a whisper (one phrase is offered from words of a different syllabic structure):
A long-legged stork flies over the house. The anchor was lowered carefully. The trip cannot be postponed. There is a purple sugar bowl in the sideboard. The hen and chicks drank water. The exams ended successfully.
4. Saying automated rows(by automated rows we mean a certain order of words, brought in the human mind to automatism).
List the names of the months of the year in order, starting with January. List the days of the week in order.
5. Singing playback.
Sing a familiar favorite song.
Sing a song suggested by a speech therapist: “A smile will make everyone warmer”; "Song of the crocodile Gena"; “There is nothing better in the world” (words were offered in case of difficulty).
6. Reproduction of rhythmic speech.
7. Reproduction of multi-metric speech (reading prose).
8. Question-answer form of speech.
Answer questions in detail (a variety of questions on different topics):
What is your favorite dish? How do you like to spend your holidays (holidays)? What do you like to do in your free time? and etc.
9. Retelling what was read based on the text.
10. Drawing up an independent story based on a picture.
For this task, a variety of plot pictures are offered.
11. Compilation of an independent story on a given topic.
After the message of the topic of the story, some time is offered for mental drawing up a plan for the message. As the topics of the assignments, the following are proposed: "Animals are our friends." "A computer. Why and who needs it. "My free time". "Sport in human life".
12. Spontaneous speech in the form of natural verbal communication (impromptu).
This task involves reasoning on a topic, belief in something without direct preparation, i.e. impromptu. The subjects are asked to verbally act out with the experimenter (speech therapist) a given situation in which the subject himself plays the main role. It turns out a kind of dialogue where the subject asks questions, expresses his wishes, thoughts, requests. The experimenter also enters into a dialogue, but his role here is secondary. One of the following is suggested as a situation:
“Imagine that you are a salesperson in a furniture store. Convince me to buy an armchair (or any other piece of furniture)."
“Imagine that you are a pharmacist. Convince me of the benefits of vitamins so that I buy them.
“Imagine you are a coach. Convince me not to be late for training." And etc.
Processing of results. The sequence of the difficulty level of the selected tasks was recorded as a series of numbers indicating the assessment that the subject had set for himself for the performance. This sequence was displayed on the coordinate plane in the form of a graph, which is a broken line connecting the points, the abscissas of which correspond to the choice number in the order of solutions, and the ordinates correspond to the level of difficulty of the task.
The assessment of speech claims was carried out by us according to the following parameters: height, stability and adequacy.
The parameters of height and stability were analyzed in the same way as in the study of the non-speech component of the level of claims. Due to the lack of a message to the subject about the success ("+") or failure ("-") of the task and the offer to perform this assessment himself, when evaluating the adequacy parameter, we took into account the objectivity of the subject's assessment of his speech, i.e. the correspondence of the assessment that the subject gave himself with the assessment of the experimenter, reflecting the real quality of the task.
Based on the data obtained, it is necessary to identify the motives underlying the change in claims and behavior in a situation of success - failure:
- "cognitive motive", when the subjects raise or lower their claims under the influence of the desire to find out what tasks the experimenter will offer them;
The motive for achieving success;
The motive for avoiding failure.
The characteristics of the individual associated with the achievement of the goal include the level of claims. The level of claims is determined by the level of difficulty of the chosen goal.
The level of claims is determined by various modifications of F. Hoppe's methodology, the essence of which is as follows. The subjects are offered a number of tasks that differ in the degree of difficulty. All tasks are printed on cards that are located in front of the subjects in ascending order of their numbers. The degree of difficulty of the task corresponds to the value of the serial number of the card. In the proposed variant of the Hoppe method, the subjects are offered 12 tasks (marked "a", since each level of difficulty can have several options).
The following instruction is given: "There are cards in front of you, on the back of which tasks are written. The numbers on the cards indicate the degree of difficulty of the task. Tasks are arranged in increasing complexity. Each task has a certain time that you do not know. I follow it with a stopwatch If you do not meet the specified time, I will consider that the task has not been completed by you, and I put a minus. If you meet the allotted time, I put a plus. You must choose the task yourself. "
The experimenter can, at his own discretion, increase or decrease the time allotted for the task and, thus, arbitrarily evaluate the performance as correct or incorrect. Only after evaluation by the experimenter should the subject choose another task. It is advisable to limit the number of elections to 5.
Card 1. I degree of difficulty. Write three words beginning with the letter "N".
Card 2. II degree of difficulty. Write the name of four fruits starting with the letter "A".
Card 3. III degree of difficulty. Write six names starting with the letter "P".
Card 4. IV degree of difficulty. Write the name of the six states starting with the letter "I".
Card 5. V degree of difficulty. Write five names of stations place on the letter "P".
Card 6. VI degree of difficulty. Write twenty words starting with the letter "C".
Card 7. VII degree of difficulty. Write which continents begin with the letter "A".
Card 8. VIII degree of difficulty. Write the name of the five states with the letter "M".
Card 9. IX degree of difficulty. Write the name of five films with the letter "M".
Card 10. X degree of difficulty. Write the names of five famous domestic film actors starting with the letter "L".
Card I. XI degree of difficulty. Write the names of five famous Russian artists, composers, writers with the letter "R".
Card 12. XII degree of difficulty. Write the names of five famous Russian artists starting with the letter "K".
Questions of each level of difficulty are evaluated by the corresponding number of points. Questions of the I degree are estimated by one point, II - by two, etc.
As an assessment of the level of claims, the total number of selected points (14) is used. For example, if in the test the subject was given 5 choices and he chose the 4th card the first time, the 5th card the second time, the 4th card the third time, the 7th card the fourth time, and the 6th card the fifth time, then the level of claims will be equal to 4 + 5 + 4 + 7 + 6 = 24 points.
After success or failure (which can be arbitrarily interpreted by the experimenter), there is a shift either towards an increase in the level of claims, or towards its decrease. After success, as a rule, there is a shift in a positive direction, i.e. increasing claims.
The average value of the single shifts after success shown in all tests is taken as a measure of the shift after success. After failure, the subjects can both lower the level of claims, i.e. choose an easier task (positive direction), and increase claims (negative shift).
The average value of the single post-failure shifts shown across all tests is taken as the post-fail measure.
In Hoppe's experiments, it was revealed that in general the tendency to be content with small success rather than stop after failure prevails, thereby maintaining the level of claims and the highest possible opinion of one's capabilities.
