Diagnostics of attention and memory. Diagnostics of cognitive processes in younger schoolchildren

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Of the three types of thinking: verbal-logical, figurative-logical and visual-actional, the last two types are sufficiently developed and predominate in preschool children. As for the first - verbal-logical, this type of thinking is only just beginning to develop in preschool childhood. Therefore, when diagnosing the intelligence of preschool children, it is first necessary to pay attention to figurative-logical and visual-effective thinking.

It is these two types of thinking that the described psychodiagnostic techniques concern. Both imaginative and effective thinking have several aspects that are manifested to varying degrees when solving different problems. In this regard, to diagnose the figurative-logical and visual-effective thinking of children, three different methods have been proposed, one for each of the essential aspects of each type of thinking.

Since the level of intellectual development of younger and older preschoolers is different, this set of methods includes different options for children of different ages: from 1 to 4 years and from 4 to 5 years. Where age-related diagnostics of thinking are methodically divided, there are special reservations that limit the scope of application of the described methods to a certain age of children.

Methods for assessing figurative and logical thinking

“Nonsense” technique

Using this technique, the child’s elementary figurative ideas about the world around him and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are assessed. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.

The procedure for carrying out the technique is as follows. First, the child is shown a picture in which there are several rather ridiculous situations with animals. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly. If something seems wrong to you, out of place or drawn incorrectly, then point it out and explain why it is wrong. Next you have to say how it really should be.”

Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be. Evaluation of results

10 points - this rating is given to the child if, within the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.

8-9 points - the child noticed and noted all the existing absurdities, but from one to three of them was not able to fully explain or say how it really should be. 6-7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it really should be.

4-5 points - the child noticed all the existing absurdities, but did not have time to fully explain 5-7 of them in the allotted time and say how it really should be.

2-3 points - in the allotted time, the child did not have time to notice 1 - 4 of the 7 absurdities in the picture, and it did not come to an explanation.

0-1 point - in the allotted time the child managed to discover less than four of the seven available absurdities.

Comment. A child can score 4 or higher in this task only if, within the allotted time, he has completely completed the first part of the task, as defined by the instructions, i.e. I discovered all 7 absurdities in the picture, but did not have time to either name them or explain how it really should be.

Conclusions about the level of development

Methodology "Seasons"

Evaluation of results

10 points - within the allotted time, the child correctly named and associated all the pictures with the seasons, indicating on each of them at least two signs indicating that the picture depicts this particular season (in total, at least 8 signs for all pictures).

8-9 points - the child correctly named and associated all the pictures with the required seasons, while indicating 5 signs confirming his opinion in all the pictures taken together.

6-7 points - the child correctly identified the seasons in all the pictures, but indicated only 3-4 signs confirming his opinion.

4-5 points - the child correctly identified the time of year in only one or two pictures out of four, named only 1-2 signs to support his opinion.

0-3 points - the child was unable to correctly identify any season and did not accurately name a single sign. (a different number of points, from 0 to 3, is given depending on whether the child tried or did not try to do this).

Conclusions about the level of development

Methods for assessing visual-effective thinking

“Trace the outline” technique

Evaluation of results

Grades are given in points depending on the speed and quality (accuracy) of completing the task:

10 points - the child spent less than 90 seconds completing the entire task, and all the lines in the drawing are straight and accurately connect the corners of the figures. All lines follow exactly the specified contours.

8-9 points - it took from 90 to 105 seconds to complete the task. In this case, at least one of the following shortcomings occurs: one or two lines are not completely straight; in two or three cases the drawn lines do not quite correctly connect the corners of the figures; from two to four lines extend beyond the contour; four to five corners are not connected exactly.

6-7 points - it took from 105 to 120 seconds to complete the entire task. In this case, at least one of the following defects was additionally detected: three or four lines are indirect; from four to six corners are not quite accurately connected; five to six lines extend beyond the contour; six to seven corners are not quite accurately connected.

4-5 points - it took from 120 to 135 seconds to complete the task. There is at least one of the following defects: five or six lines are not completely straight; from seven to ten corners are not connected quite correctly; there are seven or eight lines that are not quite straight; there are from eight to ten corners that are not quite precisely connected.

2-3 points - it took from 135 to 150 seconds to complete the task. At least one of the following deficiencies is noted: seven to ten lines are indirect; from eleven to twenty corners are not connected quite correctly; from nine to eighteen lines extend beyond the contour; from eleven to seventeen corners are not connected quite correctly.

0-1 point - it took more than 150 seconds to complete the task. Almost all the lines, with the exception of one or two, are not straight; Almost all the corners, with the exception of one or two, are connected incorrectly.

Conclusions about the level of development

10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

Method “Walk through the labyrinth”

Evaluation of results

10 points - the child completed the task in less than 45 seconds. At the same time, the child never touched the walls of the labyrinth with the stick. 8-9 points the child completed the task in 45 to 60 seconds, and while going through the labyrinth, the child touched its walls with a stick 1-2 times. 6-7 points the child completed the task in 60 to 80 seconds, and while going through the maze, the child touched its walls 3-4 times. 4-5 points the child completed the task in 80 to 100 seconds, and while going through the labyrinth, the child touched its walls 5-6 times. 2-3 points, the task was completed by the child in 100 to 120 seconds, and while going through the labyrinth, the child touched its walls 7-9 times. 0-1 point - the task was completed by the child in more than 120 minutes or not completed at all.

Conclusions about the level of development

10 points is very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point is very low.

METHODS OF PSYCHODIAGNOSTICS OF THINKING OF A JUNIOR SCHOOLCHILDREN

In accordance with this idea, the methods for diagnosing thinking considered below were selected and arranged in a certain sequence. Most of these methods concern the study of a child’s verbal-logical thinking, but among them there are also those that relate to the diagnosis of visual-effective and visual-figurative thinking.

Definition of concepts, clarification of reasons, identification of similarities and differences in objects

Processing the results

For each correct answer to each question, the child receives 0.5 points, so the maximum number of points he can get in this technique is 10. Note. Not only those answers that correspond to the examples given can be considered correct, but also others that are quite reasonable and correspond to the meaning of the question posed to the child.

The described technique is suitable mainly for psychodiagnostics of the verbal and logical thinking of children entering school. Together with an assessment of the ability to make inferences, it reveals a more or less complete picture, reflecting the basic mental operations mentioned at the beginning.

If the person conducting the research is not completely sure that the child’s answer is absolutely correct, and at the same time it cannot be definitely said that it is incorrect, then it is allowed to give the child an intermediate score of 0.25 points.

Before assessing the correctness of a particular answer, you need to make sure that the child correctly understood the question itself. For example, not all children may know what a barrier is and may not immediately understand the meaning of this question. Sometimes even the word “work” requires additional clarification, because not all preschoolers truly know what it is.

Conclusions about the level of development

10 points - very high. 8-9 points - high. 6-7 points - average. 4-5 points - low. 0-3 points - very low.

METHODS OF DIAGNOSTICS OF ATTENTION

“Find and cross out” technique

“Now you and I will play this game: I will show you a picture in which many different objects that are familiar to you are drawn. When I say the word “begin”, you will begin to look for and cross out the objects that I name along the lines of this drawing. It is necessary to search and cross out the named items until I say the word “stop”. At this time, you must stop and show me the image of the object that you saw last. After this, I will mark on your drawing the place where you stopped, and again I will say the word “begin”. After that you will continue to do the same thing, i.e. look for and cross out given objects from the picture. This will happen several times until I say the word “end”. This completes the task."

In this technique, the child works for 2.5 minutes, during which he is told the words “stop” and “start” five times in a row (every 30 seconds).

In this technique, the experimenter gives the child the task of looking for and crossing out any two different objects in different ways, for example, crossing out an asterisk with a vertical line, and crossing out a house with a horizontal line. The experimenter himself marks in the child’s drawing those places where the corresponding commands are given.

Processing and evaluation of results

When processing and evaluating the results, the number of objects in the picture viewed by the child within 2.5 minutes is determined, i.e. for the entire duration of the task, as well as separately for each 30-second interval. The data obtained is entered into a formula that determines the general indicator of the child’s level of development of two properties of attention simultaneously: productivity and stability:

As a result of the quantitative processing of psychodiagnostic data, six indicators are determined using the given formula, one for the entire time of working on the technique (2.5 minutes), and the rest for each 30-second interval.

Based on all the indicators obtained during the task, a graph is constructed, based on the analysis of which one can judge the dynamics of changes over time in the child’s productivity and stability of attention. When constructing a graph, productivity and sustainability indicators are converted (each separately) into points on a ten-point system.

“Put icons” technique

The child works continuously, performing this task for two minutes, and the overall indicator of switching and distribution of his attention is determined by the formula.

METHODS FOR ASSESSING THE ATTENTION OF A JUNIOR SCHOOLCHILDREN AND A CHILD ENTERING SCHOOL

Although, in general, attention changes little during ontogenesis (this is especially true for its naturally determined types: direct and involuntary) and its main characteristics remain quite stable with age, yet over time, with sufficient and systematic efforts, it is possible to get rid of many shortcomings in the development of a child’s attention. This is explained by the fact that some underdeveloped qualities of attention can be compensated by the enhanced development of its other qualities, so weak stability of attention can often be compensated for by its good switchability; a relatively small amount of attention as a disadvantage is overcome by increasing the productivity of attention, etc.

Methodology for determining productivity and stability of attention

Next, the child is shown a form with Landolt rings and it is explained that he must, carefully looking through the rings in rows, find among them those in which there is a gap located in a strictly defined place, and cross them out.

The work is carried out within 5 minutes. Every minute the experimenter says the word “line”, at this moment the child must put a line in the place on the form with Landolt rings where this team found him.

After 5 minutes have elapsed, the experimenter says the word “stop.” At this command, the child must stop working and put a double vertical line in the place on the form with rings where this command found him.

When processing the results, the experimenter determines the number of rings viewed by the child for each minute of work and for all five minutes during which the psychodiagnostic experiment continued. The number of errors he made during his work in each minute, from the first to the fifth, and in general for all five minutes is also determined.

The productivity and stability of a child’s attention is determined by the formula:

S =(0.5N - 2.8n)/60

Where - S is an indicator of productivity and stability of attention;

N is the number of rings viewed by the child per minute (if this formula is used to determine the overall indicator of productivity and stability of attention for all five minutes, then, naturally, N will be equal to the number of rings viewed within five minutes, the next indicator is n - the number of errors, admitted within five minutes, and the denominator of this formula is 300);

N is the number of mistakes made by the child during the same time.

In the process of processing the results, five minute-by-minute indicators 5 and one indicator 5 are calculated, relating to all five minutes of work taken together.

Based on the results obtained, a schedule of the child’s work on the task is constructed, similar to Fig. 8. Its interpretation is carried out in the same way as for preschool children.

Assessment of attention distribution

The quantitative processing procedure and the method of graphically presenting the results are the same as in the previous technique, but the results are interpreted as data indicating the distribution of attention.

Comment. Strictly speaking, these data indicate not only the distribution of attention in its pure form, but also its productivity and stability. It is not possible to separate and independently evaluate these properties of attention.

Assessing shifting attention

The processing, presentation and interpretation of results are the same as in other previous techniques, and the remark regarding the previous technique equally applies to this technique.

Determining your attention span

In accordance with this, the following scale is established for converting experimental indicators of the attention span of children into the accepted ten-point scale:

10 points - attention span equal to 6 units or higher.

8-9 points - attention span of 4-5 units.

4-7 points - attention span equal to 2-3 units.

0-3 points - attention span is less than 2 units.

Children who receive 10 points are considered not only fully ready for school in terms of attention development, but also superior in this regard to many of their peers.

Children who receive 8-9 points are also considered quite ready to start school. However, if such a rating is received by children already studying in grades III-V, then it is considered as being slightly below the norm.

For children entering school, attention span indicators at the level of 4-7 points are considered acceptable, but for children already in school - too low.

Finally, if a child receives a score of 0-3, then regardless of whether he is entering or already studying in school, his attention span is considered to be insufficiently high. In relation to such children, it is concluded that, in terms of the level of development of their attention, they are not yet ready to study at school.

MEMORY DIAGNOSTICS METHODS

Methodology “Recognize the shapes”

In the method, children are offered pictures accompanied by the following instructions: “In front of you are 5 pictures arranged in rows. The picture on the left is separated from the others by a double vertical line and looks like one of the four pictures arranged in a row to the right of it. It is necessary to find and point to a similar picture as quickly as possible.”

First, as a test, the child is asked to solve this problem on test pictures, then, after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem on experimental pictures.

The experiment is carried out until the child solves all 10 problems, but no more than 1.5 minutes, even if the child has not completed all the problems by this time

Evaluation of results

10 points - the child completed all the tasks in less than 45 seconds. 8-9 points - the child completed all the tasks in 45 to 50 seconds. 6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds. 4-5 points - the child completed all the tasks in 60 to 70 seconds. 2-3 points - the child solved all the problems in 70 to 80 seconds. 0-1 point - the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points - very high.

8-9 points – high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Method “Memorize the pictures”

The exposure time of the stimulus picture is 30 seconds. After this, this picture is removed from the child’s field of view and instead he is shown a second picture. The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.

Evaluation of results

10 points - the child recognized all nine images shown to him in the picture, spending less than 45 seconds on it. 9-8 - the child recognized 7-8 images in the picture in a time from 45 to 55 seconds. 7-6 - the child recognized 5-6 images in a time from 55 to 65 seconds. 5 - 4 - the child recognized 3-4 images in a time from 65 to 75 seconds. 3 – 2 - the child recognized 1-2 images in a time from 75 to 85 seconds. 1 – 0 - the child did not recognize a single image in the picture for 90 seconds or more.

Conclusions about the level of development

10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

MEMORY DIAGNOSTICS METHODS

1. Short-term visual and auditory, including their volume and ability to retain information in the corresponding types of RAM. Without good short-term and operational visual and auditory memory, any information perceived through the main senses - educational, work, social and others - will not enter long-term memory and be stored there for a long time.

2. Indirect memory, which is characterized by the presence and independent, proactive use by the child of various means of remembering, storing and reproducing information.

3. It is also important to correctly and accurately assess the dynamic features of the process of memorization and recall, including such indicators as the dynamism of memorization and its productivity, the number of repetitions required for error-free recall of a certain set of pieces of information.

The memory of a child of primary school age, like his attention, should be assessed not as a whole, but differentially, according to individual indicators, and for each of them it is necessary to make an independent conclusion about the child’s memory. As for the general conclusions about the state of the child’s mnemonic processes, they have a conditional meaning and only generally characterize the degree to which his memory is developed.

If most of the individual indicators related to particular types of memory are relatively high, and the rest are at an average level, then this does not allow us to judge with sufficient confidence that the child’s memory is good or average. Those types of memory that were not studied in this case may turn out to be different and just those that are important in certain types of activities. So it would be more correct if, in drawing conclusions about the state of a child’s memory, we rely more on private indicators.

Determination of the volume of short-term visual memory

A line is considered correctly reproduced if its length and orientation do not differ significantly from the length and orientation of the corresponding line in the original drawing (the deviation of the beginning and end of the line is no more than one cell, while maintaining the angle of its inclination). The resulting indicator, equal to the number of correctly reproduced lines, is considered as the volume of visual memory.

Assessment of visual working memory

The child’s operational visual memory and its indicators can be determined using the following procedure. The child sequentially, for 15 seconds. each, task cards are offered, presented in the form of six differently shaded triangles. After viewing the next card, it is removed and instead a matrix is ​​offered, including 24 different triangles, among which are the six triangles that the child just saw on a separate card. The task is to find and correctly indicate in the matrix all six triangles depicted on a separate card. An indicator of the development of visual operative memory is the quotient of the time taken to solve a problem in minutes divided by the number of errors made during the solution process, plus one. Errors are considered triangles that are incorrectly indicated in the matrix or those that the child could not find for any reason.

In practice, to obtain this indicator proceed as follows. Using all four cards, the number of triangles correctly found on the matrix is ​​determined and their total sum is divided by 4. This will be the average number of correctly indicated triangles. This number is then subtracted from 6, and the result obtained is considered the average number of errors made.

Then the average time the child worked on the task is determined, which in turn is obtained by dividing the total total time the child worked on all four cards by 4.

The end of the child’s time working on finding triangles in the general matrix is ​​determined by the experimenter by asking the child: “Have you already done everything you could?” As soon as the child answers affirmatively to this question and practically stops searching for triangles in the matrix, he is considered to have completed his work. Dividing the average time a child spends searching on a matrix of six triangles by the number of errors made allows us to finally obtain the required indicator.

Characteristics of the dynamic features of the memorization process

Comment. When diagnosing the dynamic features of the memorization process in children studying in different grades of primary school and entering school, different sets of words should be used so that the effect of previous memorization of a series does not affect.

The number of repeated presentations of a series and subsequent attempts to reproduce it in this technique is limited to six. The number of correctly reproduced words is associated with each attempt at reproduction, and the resulting data is presented in the form of the number of repetitions of a number of words in a memorization graph.

Based on the analysis of the curve of the learning process for a number of memorized words, presented on this graph, the following two indicators of the dynamics of memorization are determined:

1- Dynamic learning.

2- Productivity of learning.

Evaluation of results

In accordance with the data obtained on the dynamics of the learning process, the child receives one of three ratings on the following scale:

A fairly dynamic learning process - excellent.

The average dynamic learning process is satisfactory. A non-dynamic learning process is unsatisfactory. The productivity of the learning process is assessed differently, in points using the following scale:

10 points - the child was able to remember and accurately reproduce all ten words, spending less than six repetitions, i.e. no more than five.

8-9 points - the child was able to reproduce all 10 words in exactly six repetitions.

6-7 points - for six repetitions of the series, the child managed to correctly reproduce from 7 to 9 words.

4-5 points - for six repetitions of the series, the child was able to correctly reproduce 4-6 words.

2-3 points - for six repetitions of the series, the child managed to correctly remember only 2-3 words.

0-1 point - after six repetitions the child was able to reproduce only 1 word or did not remember a single one.

Conclusions about the level of development

Children with a high average dynamism of the learning process (who received excellent and good grades for this indicator), as well as those whose result according to the method for determining the productivity of the learning process was 8 points or higher, are considered ready to learn at school.

Children whose dynamics of the learning process were rated as unsatisfactory and whose productivity of the learning process was at a level of 4 to 7 points are not quite ready for learning.

Children who received an unsatisfactory grade in dynamics and less than 3 points in memorization productivity are completely unprepared for learning in the dynamics of the learning process.

Activity

It is assumed that the desire to achieve success depends on the child’s special need to achieve success, as well as on a number of other individual personality qualities that are functionally and genetically related to this need, such as the level of aspirations, self-esteem, anxiety, self-confidence, etc. .d.

The need to achieve success is not innate; it develops and develops in preschool childhood, in the early years and by the time the child enters school it can become a fairly stable feature of his personality. Already at 5-6 years of age, individual differences in children in the degree of development of this need are quite significant.

These differences, in turn, determine the further development of the child as an individual, since children who have a strong need to achieve success usually achieve more in life, both in personal development and in professional growth, than those who have this need weak or the opposite desire dominates - avoiding failures.

Method “Memorize and reproduce the drawing”

The drawings made by the child are analyzed and scored using a content analysis procedure. The result of the analysis is to obtain a numerical indicator of the degree of development of the child’s need to achieve success. The indicator of this need is obtained as the sum of points scored by the child for the two drawings he completed. Qualitative analysis of drawings made by a child Roman and Arabic numerals, as well as lowercase letters, indicate categories of content analysis. Each of them is described textually, and graphic illustrations are provided in addition to the corresponding text. At the same time, it is indicated how the corresponding detail of the drawing is assessed in points.

The total amount of points scored by a child in the process of analyzing his drawings is a quantitative indicator of the level of development of his need to achieve success or the need to avoid failure. If this sum, obtained by algebraically adding points, turns out to be positive, then they say that the child’s need to achieve success dominates over the need to avoid failure, and the degree of dominance is expressed by the corresponding number of positive points. If the final sum turns out to be negative, then it is concluded that this child has a predominant desire to avoid failure.

In the first case, one can expect the child to increase activity in case of failures, the desire to compete with other people, the desire to achieve success always and everywhere. In the second case, an oppositely directed behavioral tendency is expected: a decrease in activity in case of failure or its potential threat, avoidance of competition with other people, situations related to exams and testing of abilities, and the corresponding negative tendencies each time in a given child will suppress or significantly reduce his desire to success.

Methodology “proof test” (letter version), method “finding numbers (Schulte tables)”, method “10 words”, method “memory for numbers”, “memory for images” by Leontiev.

Memory can be defined as the ability to receive, store and reproduce life experiences. Memory properties: Accuracy, Volume, Speed ​​of memorization processes, Speed ​​of forgetting processes. Attention is the concentration and direction of mental activity on a specific object. Characteristics of attention: stability, volume (the number of objects that can be perceived and imprinted by a person in a relatively short moment of time), distribution (the ability to simultaneously hold objects of various activities in the field of consciousness), the ability to switch.

Method “10 words” by Luria.

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

The technique can be used for both children (from five years old) and adults.

The protocol is in the form of a table, vertically the number of repetitions of words (five and after an hour), horizontally a list of words, 10 pieces, plus a column for additional words. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. An hour later, the subject, at the request of the researcher, reproduces the remembered words without prior reading, which are recorded in the protocol in circles.

Based on the resulting protocol, a graph and a memorization curve are drawn up. Based on the shape of the curve, one can draw conclusions regarding the characteristics of memorization. Thus, in healthy people, the number of correctly named words increases with each playback. A large number of “extra” words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly.

The memory curve may indicate weakening of attention and severe fatigue. Increased fatigue is recorded if the subject immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates instability of attention. A plateau-shaped curve indicates the child’s emotional lethargy and lack of interest. The number of words retained and recalled an hour later indicates long-term memory.

Number finding technique.

The technique is used to study the pace of sensorimotor reactions and characteristics of attention. The study is carried out using special tables; they contain numbers from 1 to 25. The size of the table is 60 by 60 cm. The subject is at such a distance from the table that he can see it in its entirety. He is given instructions to find the numbers in order, show each one with a pointer and name it out loud. A stopwatch marks the time spent on each table.

To evaluate the results, compare the time spent by the subject on each table. The results can be expressed graphically. Establishing a uniform pace of task completion is essential. Typically, healthy subjects search for numbers in tables evenly, and sometimes they even experience an acceleration in the rate of sensorimotor reactions in subsequent tables. If the search is carried out unevenly, then the nature of this phenomenon should be clarified - is it a sign of increased exhaustion or delayed workability. Sometimes, with pronounced disorders of active attention, the patient makes mistakes in his work - he misses individual numbers, shows instead of one another that is similar in appearance (for example, 8 instead of 3). The combination of impaired attention and increased exhaustion is manifested in an increase in the number of errors in each subsequent table. Schulte tables have an equal degree of difficulty, they are almost not remembered and therefore can be reused during the research process.

Attention is the process of regulating incoming information in terms of priority for the subject and the execution of assigned tasks. It can be voluntary or involuntary. Diagnostics of attention is the study of certain properties of attention using different techniques. This article provides an overview of the most well-known techniques.

What are the main properties of attention?

1. Volume is the number of objects that a person can focus on in a split second.
2. Switchability is the ability to quickly move from one type of activity to another.
3. Selectivity– setting priorities depending on the assigned tasks and personal importance.
4. Stability is the ability to maintain concentration on a specific object or activity for a long time.
5. Concentration is the level of concentration a person has in the presence of noise or other disturbances.
6. Distribution – the ability to direct attention simultaneously to several different objects.

Methods for diagnosing attention span

Assessing the volume of dynamic attention using Gorbov tables(35*35 cm) and pointers. Such research must be carried out subjectively. The subject is given instructions according to which he must show with a pointer all the numbers from 1 to 25. It is important that the person is at such a distance from the table that he can see it completely.

“Cross” technique. The subject is shown twice tables with different distributions of crosses. After presentation, he must enter the crosses on his form as he remembers them. To complete 1-4 cards, 10 seconds are allotted, 5-6 - 15 seconds, and for 7 and 8 - 20. The number of correct answers is entered into the table and interpreted into a score.

Methods for studying attention switching

The subject is offered 5 non-identical tables with numbers from one to twenty-five. Before starting the study, clear instructions are given: “Show and name all the numbers from 1 to 25. Try to do it as quickly as possible and without mistakes.” The researcher should record the time spent on each table for further interpretation of the test results.

Search for numbers with switching. To conduct the experiment you will need a Gorbov-Schulte table. The table contains numbers 1-25 in black and 1-24 in red. It is necessary to alternately name the black numbers in ascending order and the red numbers in descending order. The average execution time is 90 seconds.

It is important to conduct the experiment individually with each subject, and also to prepare a protocol in advance. In the protocol, the time for each of the 5 stages (10 numbers) is noted and errors are recorded.

Data analysis is carried out using a special formula, first calculating each stage separately, and then the overall result. An increase in the number of errors and time spent indicates the exhaustion of nervous processes.

Study protocol for assessing attention switching:

Methods for studying attention selectivity

Munsterberg test. This is a series of letters among which words are found. The subject is asked to find and underline all the words in 2 minutes. The protocol records the time spent on completing the task and errors.

(TT) involves searching for three-digit numbers among background material. The subject is given 10 three-digit numbers, which he must find among 100 three-digit numbers.

Before starting the test, the instructions are clearly given: “You have a form in front of you, the top two columns are the standard numbers that need to be found in the bottom columns. Circle the number you find and cross it out in the top column. We need to work quickly."

There are 3 working styles:

1. systematic - methodically scan all the numbers;
2. optimal - search in an orderly manner according to the sequence of the required standards;
3. chaotic – random viewing of all background material.

On average, a person spends 190-210 seconds to complete a task. Studies of the norm have found that the success of representatives of the fairer sex is greater than that of men; success decreases over the years in both groups. The pass rate is correlated with overall IQ and academic achievement.

Methods for studying the stability of attention

The most popular, which helps to study the stability of the subject’s attention during simple monotonous activities. It is necessary to add the numbers printed one below the other, write down the resulting result without a ten. The subject is warned that after each word “Stop” he must start working on a new line. You need to work quickly and accurately.

Based on the results of the experiment, a fatigue curve is constructed. An increase in the number of errors and/or a decrease in the speed of completing the task towards the end of the experiment indicates exhaustion.

Attention Research

Corrective Bourdon test. Within a certain time (usually 30 or 60 seconds), you must cross out the numbers or letters specified in the instructions. The following indicators indicate good stability and concentration:

• time;
• spent on completing tasks;
• number of mistakes.

There are many more different ways to study attention, since it is directly related to cognitive activity and memory, and, accordingly, to intellectual development. Attention disorder is not characteristic of any mental illness or type of mental response. However, it is possible to record the specifics of their modifications for various mental disorders.

There are many special techniques for studying memory, developed both in general psychology and in the field of applied psychology. The study of memory is also important in pathopsychology, since memory disorders of different structure are observed in many mental illnesses, especially those caused by organic

brain damage. Features of memory disorders can help the pathopsychologist not only make an assumption about the nature of the disease, its nosological affiliation, but also about the stage of the pathological process.

The results obtained using these techniques indicate not only the state of memory function. Memory tests reflect the state of active attention and the phenomenon of increased exhaustion of mental processes. The implementation of the mnestic function also depends on the flow of thought processes. The role of thinking in methods of studying indirect memorization is especially great. The memory function is significantly influenced by the state of the patient’s affective-volitional sphere.

However, despite the above, the primary purpose of the techniques discussed in this section is the study of memory. From the numerous methods of studying memory that have ever been proposed, the simplest in their implementation have been selected, which do not require special equipment to carry out the experiment and at the same time allow the pathopsychologist to fairly fully judge the nature of the patient’s mnestic disorders.

Test of visual and auditory memory. The technique is described by us in the description of R. Mesh (1961) and consists of two stages.

The first stage is to study visual memory using two series of pictures. Each series consists of 30 pictures depicting certain objects. The pictures are presented at intervals of 2 s, one after the other. It is best to connect them with two paper clips like a desk calendar.

First series: pot, donkey, key, wheelbarrow, bell, table, cherry, boot, fork, fish, barrel, head, buffet, rose, locomotive, chair, flag, rooster, scissors, umbrella, vase, cow, sofa, dove , watch, old man, glasses, lamp, leg, piano.

Second series: shell, bed, pipe, pear, broom, goat, bouquet, tram, saw, chair, boy, hammer, bottle, supply, comb, cannon, tree, apple, book, hat, house, dog, bench , door, cup, river, stove, violin, cigarette case, horse.

After showing the pictures of the first series, take a break for 10 s, and then check how many items the subject remembers. The instructions inform the subject that the items can be named in any order. The named items are registered, since repetitions and the introduction of those not included in the task are possible. If possible, both series of pictures should not be presented on the same day. In addition, on the day when the visual memory study was carried out, the subject should not be presented with a series of words for memorization.

If a significant difference in the results is detected and the possible role of environmental factors in this is excluded, one can think about the lability of the mnestic function and weakness of concentration.

In a similar way, auditory memory is studied using specially prepared two series of words, also pronounced at an interval of 2 s.

First series: cardboard, week, carriage, piano, crow, bell, map, bee, crumb, feather, hunter, coal, squirrel, boy, poplar, pear, tablecloth, soup, raincoat, cat, knife, blotter, vinegar, flower , labor, sky, match, ink.

Second series: table, peasant, ruble, boot, blast furnace, hillock, glasses, water, ram, gun, cloud, pencil, scooter, goat, snake, plum, couch, frog, cork, cart, nose, shore, salon, hotel , gadfly, soap, frying pan, bird, salad, castle.

The results obtained can be quantified as percentages. Thus, the success of completing a task by adults is equal to 100% when reproducing 18-20 visual images and 20-22 words, 80% - 15-16 images or words, 60% - 14 images and 13-14 words, 40% - 12-13 images and 13 words, for 20% - 11-12 images and 9-11 words.

The described technique relates to methods for determining retained series members. For a pathopsychologist, a learning method may be more useful, allowing one to study the mnestic function in activity, depending on the volume of material being learned and its nature. In this case, it is possible to obtain a more complete description of the dynamics of the process of active memorization; checking what has been remembered at certain intervals characterizes forgetting. It is possible to trace which words are remembered better, whether this depends on their location in a row, on the frequency of their use in the life of the subject, on his professional interests, on participation in associative processes in memorization. For this purpose, memory tests are usually used.

Memory tests.

Tests for memorizing artificial (non-semantic) sound combinations. The subject is read 10 two-syllable sound combinations (“rolam”, “vakar”, “siga”, etc.) and asked to repeat those that he remembers, no matter in what order. Then the researcher reads these sound combinations again. Healthy subjects reproduce them completely after 5-7 repetitions.

Test to memorize 10 words. In this case, 10 two-syllable words are read to the subject. The words to be learned should be selected so that it is difficult to establish any semantic relationships between them. If this is not provided for, the subject can make the task easier for himself by using mnemonic techniques.

Typically, healthy subjects reproduce 10 words after 3-4 repetitions (sometimes, with trained memory, after 2 repetitions). After 20-30 minutes, the subject is asked to repeat the words he remembers. In cases where memory loss is clinically determined, this is done earlier, after 10-15 minutes. During this period, it is advisable to avoid tasks related to memorizing verbal material; you can conduct research using Schulte tables, proofreading, etc.

In the protocol of the experiment, the words called by the patient (correctly and incorrectly) are noted.

It is of interest to compare the results of a memorization test with the “level of aspirations” of the subject (A. R. Luria, 1962). The “level of aspirations” depends on the patient’s assessment of his capabilities, on the results achieved in previous experience. For this purpose, before each repetition, the subject is asked how many words he undertakes to remember. Comparison of the “level of aspirations” with real results allows one to judge, to some extent, the patient’s assessment of his condition. Thus, in case of organic brain lesions, when the patient’s reasonable attitude towards his condition suffers, the “level of aspirations” significantly exceeds the achieved results.

The results of the memory test can be displayed graphically. Using the memorization curve it is convenient to analyze the features of memorization. When the mnestic function is exhausted, the memorization curve has a zigzag character.

The memorization test also reveals the presence of a narrowing of the scope of attention. In these cases, the subject in the next repetition, naming new words, no longer reproduces the words that appeared in the previous round. At the same time, the total results after each repetition differ little.

Associative memory test. The subject is read ten pairs of relatively homogeneous words, between which semantic connections are easily established. For example: river - sea, apple - pear, etc.

The researcher reads these words, clearly separating the pairs with pauses. Then he reads out the first word of each pair, and the subject names the second word. Typically, healthy subjects complete the task after two repetitions, and sometimes immediately after the first reading of the words. An associative memory test is one of the options for studying indirect memorization. Many modifications of this technique are known. In particular, one of them is part of the Wechsler Memory Scale. Taking into account the possible difference in the nature of associative relationships and wanting to trace how this difference affects memorization, Yu. A. Mashek (1973) proposed the following modification. For memorization, the subject is offered 10 groups of paired associations, compiled according to a certain principle of semantic connection. These are different relations of concepts; opposite concepts (south - north, love-hate), concepts of different sizes (hill-mountain, fear-horror), container and contained (decanter-water, closet-clothes), cause and effect (prick-pain), part and whole (word-phrase, grain-ear), tool and object of labor (earth-shovel), abstract and concrete concepts (art-painting). Next, pairs of words were proposed that formed a judgment (eagle-bird), familiar phrases (dot-dash), difficult-to-combine words (chicken-cigarette case). After checking the memorization of each group of words, a break is taken for 2 minutes, and after presentation of five groups - for 30 minutes. Comparison of the results obtained in the same patient during a study with memory tests allows us to judge the greater or lesser preservation of mechanical and logical (semantic) memory, and compare the indicators of direct and indirect memorization.

Indirect memorization. The technique was developed by A. N. Leontyev (1928) to study logical, or indirect, memorization. The results of the study indicate not only the state of memory, but also the characteristics of thinking.

The study must be prepared in advance. The subject is read 10-15 words and, in order to remember them, is asked to select a picture that suits their meaning. There are 20-30 cards on the table with drawings that provide various possibilities for mediation. These pictures should not serve as a direct illustration of the words being memorized. The subject must establish a semantic connection between the word and the picture, for example, for the word “sea” - a steamer, “rain” - an umbrella, etc. Each time, having selected the desired picture, the subject must explain the reasons for his decision. Then they check how well the selected drawings help the subject reproduce the words given at the beginning of the experiment and thereby get an impression of the state of his logical memory.

This technique, to a certain extent, makes it possible to judge the intellectual level of the subject - indirect memorization is not available to feeble-minded patients.

To some extent, based on the results, one can judge the nature of the subject’s associations: how adequate they are, how well the picture depicted corresponds to the given word. However, the possibilities of studying the associative process using this technique are limited, predetermined by the selection of auxiliary drawings made before the study.

Psychometric study of memory using the Wechsler scale. All methods aimed at studying memory are characterized by a mandatory quantitative determination of the results obtained with their help. Thanks to this, the “measurement” data of the mnestic function obtained in the experiment can be used to characterize the degree of mental defect, as well as to detect the dynamics of the condition, either under the influence of the current pathological process, or in connection with the treatment. However, all the techniques listed above are aimed at studying one of the aspects of the memory function. The results obtained with their help are difficult to compare. Therefore, the so-called Wechsler Memory Scale (Wechsler Memory Test, 1946) may be of interest to the pathopsychologist.

The Wechsler Memory Scale consists of a series of techniques. The results obtained with their help are summarized, and a special adjustment for age is taken into account. The researcher gets the opportunity to evaluate memory based on experimental data not only using summary indicators, but also by scatter, by the deviation of the results of individual tasks from some average values. With all the debatability of the use of psychometric methods in pathopsychology, it should be noted that the memory scale does not have one of the serious shortcomings inherent in many psychometric tests for studying intelligence: in it the researcher deals with material that is relatively homogeneous in terms of information. Considering the relative importance of the total indicators obtained using the memory scale, one might think that the accumulation of research results of clinically clearly defined groups of mentally ill patients with varying degrees of mnestic decline will provide the pathopsychologist with average indicative indicators.

The Wechsler Memory Scale consists of 7 subtests. The study is carried out in one step and registered on a special form.

Subtest I consists of testing the subject’s knowledge of personal and social data.
Each correct answer is worth 1 point. In this subtest, the maximum the examinee can
can score 6 points.

II subtest - determination of orientation. The subject's knowledge of the current year is tested,
month, day, where he is currently located, in what city. The evaluation of answers is the same as in
previous subtest. The maximum result is 5 points.

III subtest - mental control consists of three tasks. The first is counting from
20 in reverse order. Second, repeat the alphabet from A to memory. I. Third task -
naming numbers from 1 to 40 in 3 units. In this subtest, the examiner should not provide
assistance to the person being examined.

If the task of counting from 20 is completed without errors and in up to 30 seconds, the result is scored 2 points; if there is one error, but within the same time - 1 point. If the task is completed correctly in less than 10 seconds, the result is worth 3 points.

When reproducing the alphabet without errors in a time from 10 to 30 s - 2 points, if one mistake is made, but the time to complete the task is not exceeded, - 1 point. Error-free completion of a task in less than 10 s-3 points.

Counting up to 40 without errors in 20-45 seconds is worth 2 points. If you make one mistake and complete the task on time within 20 seconds, an additional point is added to your score. The maximum score for results in subtest III is 9 points.

IV subtest is aimed at testing logical memory and comes down to memorizing two
stories. In each story, 23 semantic units can be distinguished. Retelling carefully
is recorded. The number of semantic units reproduced by the subject is noted according to
each story, then the arithmetic mean is calculated. Maximum score in **
subtest - 23 points.

V subtest - reproduction of numbers in forward and reverse order - similar to one
from subtests of the Wechsler method for studying intelligence. The subject is read a series
numbers Each subsequent row has one more number than the previous one. In the front row
contains 4 digits arranged in random order, the last one contains 8 digits.
The examiner marks the last row that the subject managed to reproduce. Then
instructions are given to reproduce the series of numbers in reverse order. Assuming the presence of
of the intellectual decline being examined, the instructions can be supported by an example. In
In the second series of experiments, the number of numbers in a row increases from 3 to 7. And here it’s the same
results are recorded.

The subtest is scored by adding the results obtained in both series. The maximum score in this subtest is 15 points.

If the subject is unable to reproduce a series of 3 digits in reverse order, he is asked to repeat 2 digits in this way and the result is scored 2 points.

VI subtest - visual reproduction. The subject is asked to look at four geometric drawings (Fig. 1). Exposure -10 s. Then he must reproduce them on the experiment form.

The assessment is carried out as follows.

In figure A - the presence of two crossed lines with flags, regardless of their direction - 1 point; checkboxes placed correctly in relation to each other - 1 point; accuracy, equal lines set at the correct angle - 1 point. Maximum - 3 points.

In figure B, a large square with two diameters - 1 point; four small squares in a large square - 1 point; two diameters with all small squares - 1 point; 16 dots in small squares - 1 point; accuracy in proportions - 1 point. Maximum-

Rice. 1. Samples of drawings for essays visual reproduction studies ctions in the Wechsler memory scale

5 points. If there are extra lines, the result is scored 3 points.

In the figure Bi - a small rectangle in a large one - 1 point; all vertices of the inner rectangle are connected to the vertices of the outer one - 1 point; the small rectangle is accurately placed in the large one - 1 point. Maximum - 3 points.

In figure B 2 - an open rectangle with a regular knot on each edge - 1 point; correctly reproduced center and right or left side - 1 point; correct figure except for one knot - 1 point; correctly reproduced figure in approximately correct proportions - 3 points. Maximum 3 points.

The overall maximum score for the VI subtest is 14 points.

VII subtest-paired associations. The subject is read 10 pairs of words, close or distant in associative terms. The first 6 pairs are “easy associations”, the second 4 pairs

- “difficult associations”. On first reading they are mixed up. Then three times
each time in a different order, read the first words of each pair and check
remembered associations.

Here are examples of pairs of associations used for research: “light” - morning - evening, silver - gold; “difficult” - cabbage - feather, glass - rooster.

The correct answer is reinforced by the researcher’s remark “good”; if the answer is incorrect,

Indicates an error. Pause between series - 10 s. How is the correct answer counted in
for 5 s. The assessment is made by adding the sum of the examined “lungs”
associations” divided by 2, with the sum of successful “difficult associations”.

Then the results for all subtests are summed up, their sum makes up the absolute indicator (AP). According to a special table, an adjustment is made for age. Using another table, the adjusted indicator is brought into line with the intelligence indicators on the intelligence scale.

Analysis of the memory scale shows that it consists of techniques commonly used to study memory; with their help, the state of short-term and

long-term memory, logical-semantic and associative memory is assessed, and the ability to reproduce visual images is characterized. This takes into account the state of active attention, the possibility of reproducing a habitual series and its de-automation. To make it possible to compare the results of individual subtests, a special table (mnemogram) was developed, which allows converting the recalculation of indicators for individual subtests into a system of secondary points. Here is an example of calculating the research results. The subject, 42 years old, completed all tasks on the memory scale and scored 64 points. This is its absolute indicator (AP). Having found the corresponding age increase in the table, we get the result 104 (64 points + 40 age increase points). This is the adjusted indicator (CI) of the subject. Using a special table, it is converted into an equivalent memory indicator (EMI) - software. This means that the subject’s memory corresponds to intelligence with an intelligence quotient (IQ) equal to VP. Thus, the researcher, as it were, gets the opportunity (with a parallel study of intelligence and establishing its true level) to verify the correspondence or discrepancy between the intellectual level and the state of the mnestic function. In practice this does not always turn out to be the case. The researcher experiences particular difficulties when determining the equivalent memory indicator in the initial stage of the disease. Here, the age-related increase and conversion into EPP often offset the decrease in memory. Therefore, we introduced an indicator of memory productivity. Just as D. Bromley, when studying the intelligence of aging people, correlated absolute data not with true age, but with the age of the “peak” of an individual’s biological and intellectual development (16-25 years), we added the age increase for the age of 16-25 years to the absolute memory indicator . This indicator more clearly reveals the initial decline in memory. In addition, EPP seems to us to be insufficiently acceptable for individual studies because we do not know the initial, premorbid, state of intelligence and memory of the subject.

Of course, quantitative indicators alone on the Wechsler memory scale do not provide a complete description of the mnestic function of the subject. This requires a thorough qualitative analysis of task performance on individual subtests.

Benton Visual Retention Test. The test was proposed by A. L. Benton (1952) to study the memorization of drawings of various shapes. The drawings with which the Benton test is made are combined into three forms - C, D, E. All these three forms are equivalent and each consists of 10 sample cards. The card shows several simple geometric shapes. Card exposure time - 10 s. Then the subject must reproduce the figures drawn on the card from memory. In this case, the response is assessed based on quantitative and qualitative indicators. Quantitative assessment of the answer is not difficult; correct reproduction is scored 1 point, incorrect reproduction is scored 0 points. By comparing the ratio of correctly and incorrectly completed tasks, we obtain a kind of indicator of mental damage. There are also two additional forms F and I, each containing 15 cards. Each card has 4 sets of figures.

More interesting is the qualitative analysis of the results obtained using the Benton test. A. L. Benton has compiled a special table of possible erroneous reproductions of each sample picture. In this case, a distinction is made between the errors observed in healthy people and the errors typical of organic cerebral pathology.

According to J. Poitrenand and F. Clement (1965), the Benton test is very effective for gerontopsychological studies. In a large group of subjects, a noticeable increase in the number of “organic” errors was found with age, especially after 60 years. In addition, a comparison was made of the results obtained using the Benton test when examining practically healthy individuals and those suffering from organic cerebral pathology. Statistically reliable data were also obtained indicating; that the test

Benton clearly reveals organic pathology. A study conducted in these two groups in terms of age showed that this difference in data decreases significantly with age. It was noted that the presence of one “organic” error is also possible in mentally healthy individuals, which can be explained by the factor of overwork. The presence of two “organic” errors is very rare even in very old, mentally healthy subjects.

For example, in the picture for research according to Benton, two main, large figures and one small figure are drawn. Typical mistakes for healthy people: the subject forgot to draw one of the figures, but he is aware of this and left an empty space for it, or he changed the arrangement of the figures in the drawing, placing a small figure in the upper right corner. There may be other errors of this kind, in which certain figures move, but all of them are not considered pathognomonic for organic brain damage.

Examples of “organic” errors: the patient divided (position Bi) one of the main figures into fragments (sometimes such division of the original leads to the impossibility of identifying the sample figure) or reproduced all the figures in one size (B 2). About ten types of errors of this kind have been identified.

Fig 2. Sample card in Benton test

The most typical errors encountered in healthy subjects: rearrangement of the main figure from right to left, incorrect movement of the main figure vertically, rotation around the axis of a small or large figure, deliberate omission of a small figure, deliberate omission of elements of a figure, rotation around an axis or movement of elements of a figure.

Examples of “organic” errors: complete or partial omission of small figures, repetition (duplication) of small figures, duplication of the main figure, location of a peripheral figure between the main ones or inside the main one, rotation of the figures in the picture by 90

Examples of “severe” errors, most often observed in cases of obvious organic cerebral pathology: a tendency to deformation of figures in size, repetition of the main figure in the same sample, repetition of elements of a figure in a sample, contamination (fusion) of figures, a tendency to perseveration of figures, significant distortion of figures, insertions into figures, complete omission of a sample.

Toolkit

DIAGNOSTICS OF COGNITIVE

PROCESSES OF JUNIOR SCHOOL CHILDREN

(for primary school teachers at the educational institution)

Introduction ………………………………………………………………………………… 4

I. Study methods V attention mania

1. Study of attention switching…………………………….. 5

2.Assessing the stability of attention using the proofreading test method...5

3. Study of the characteristics of attention distribution (methodology

THOSE. Rybakova) ……………………………………………………… 6

4. Determination of attention span 1………………………………….. 6

5. Determination of attention span 2 …………………………………. 7

6. Method “Which word is longer?” ………………………………. 8

7. Methodology “Red-black table”………………………………. 9

8. Methodology for studying concentration and stability of attention (modification of the Pieron-Ruzer method)……………………………………………………………… 9

II. Study methods P memory

1. Determination of memory type…………………………………….. 10

2. Study of logical and mechanical memory 1 …………………. eleven

3. Characteristics of the dynamic features of the process

memorization ……………………………………………………………………………… 12

4. Identification of the volume of short-term memory…………………….. 14

5. Determination of the volume of figurative short-term memory………14

6. Determining the amount of memory for mechanical and logical

memorization …………………………………………………………… 15

7. Study of logical and mechanical memory 2…………………. 15

8. Measuring visual memory capacity……………………………. 16

9. Measuring the volume of emotional memory……………………….. 17

10. Abstract-logical memory ………………………………….. 17

11. Diagnostics of mediated memory……………………….. 18

12. Assessment of operational auditory memory……………………………... 19

III. Study methods thinking

1. “Simple analogies” 1 ………………………………………………………… 22

2. “Elimination of the superfluous” ……………………………………………... 23

3. “Studying the speed of thinking” …………………………………… 24

4. “Studying flexibility of thinking” …………………………………… 24

5. “Analysis of the relationships of concepts” (OR “SIMPLE ANALOGIES”) 26

6. “Raven’s Matrix” …………………………………………………… 28

7. Method for determining the level of mental development

children 7-9 years old (in Zimbabwe) ……………………………………………………………… 29

8. Finding an extra concept…………………………………… 30

9. Making inferences……………………………………. 31

10. Generalization of a group of objects……………………………………. 32

11. Selection of opposites……………………………………... 32

IV. Stimulus material…………………………………………….. 35

V. Literature………………………………………………………... 45

Explanatory note

Cognitive processes are the processes by which a person learns about the world around him, himself and other people. These include: sensation, perception, representation, attention, imagination, memory, thinking, speech, consciousness, which act as the most important components of any human activity.

School age, and to a greater extent junior school age, are periods of intensive development of sensation, perception, memory, thinking, imagination, speech, and attention. It is precisely at primary school age, when a number of higher mental functions are in a sensitive period, that it is necessary to pay great attention to the development of cognitive processes. The ease and effectiveness of his learning depends on the level of development of the student’s cognitive processes.

Today, testing has become firmly established in the work practice of school psychologists. Readiness for learning, the level of development of various cognitive processes and a number of other characteristics of the child’s development are determined already on the approaches to school - during admission to the first grade.

The test methods presented in the manual allow you to diagnose various intellectual and personal characteristics of a child. The knowledge obtained in this way makes it possible to understand, predict likely future achievements and successfully overcome many obstacles on the path to a personal goal.

Diagnostics of cognitive processes in younger schoolchildren

I. Study methods V attention mania

1. Study of attention shifting

Purpose: study and assessment of the ability to switch attention. Equipment: table with black and red numbers from 1 to 12, written out of order; stopwatch.

Research procedure. At the researcher’s signal, the subject must name and show the numbers: a) black from 1 to 12; b) red from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is recorded using a stopwatch.

The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.

2. Assessing the stability of attention using the correction test method

Purpose: to study the stability of students' attention.

Equipment: standard “Corrective Test” test form, stopwatch. Research procedure. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined.

The subject must sit at the table in a position convenient for performing this task.

The examiner gives him a “Proofreading Test” form (see Fig. 1) and explains the essence according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “r” and cross them out (forms can be with different signs). The task must be completed quickly and accurately." The subject begins to work at the experimenter's command. After ten minutes, the last letter examined is marked.

Processing and analysis of results. The results in the test subject's proofreading form are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during work, and the number of letters that needed to be crossed out are calculated.

The productivity of attention is calculated, equal to the number of letters viewed in ten minutes, and the accuracy calculated by the formula K= m:n * 100%, where K is accuracy, n is the number of letters that needed to be crossed out, m is the number of correctly crossed out during work letters

3. Study of the characteristics of attention distribution (methodology of T.E. Rybakov)

Equipment: a form consisting of alternating circles and crosses (on each line there are seven circles and five crosses, a total of 42 circles and 30 crosses), a stopwatch.

Research procedure. The subject is presented with a form and asked to count out loud, without stopping (without using a finger), horizontally the number of circles and crosses separately.

Processing and analysis of results. The experimenter notes the time it takes the subject to complete the counting of elements, records all the stops the subject makes and those moments when he begins to lose count.

Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of attention distribution of the subject.

4 . Determination of attention span 1

The stimulus material shown in Figure 3 is used. The sheet with dots is pre-cut into 8 small squares, which are then folded into a stack so that there is a square with two dots at the top and a square with nine dots at the bottom.

Instructions:

“Now we'll play. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”

Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots he saw in an empty card in 15 seconds.

Evaluation of results.

10 points - a very high level of development.

8-9 points - high.

4-7 points - average.

0-3 points - low.

5. Determining attention span 2

The subject is given instructions with the task: “In each square, numbers from 101 to 136 are “scattered” in a random order. You have to find them in ascending order - 101, 102, 103, etc. Start work at the experimenter’s command.”

To determine the amount of attention, the test presented in the figure was used

112 105 117 126 102 123

122 127 109 119 131 108

107 115 134 124 104 116

132 136 101 111 135 128

118 129 114 130 133 120

103 110 121 125 113 106

The amount of attention is determined by the formula:

where B is the amount of attention,

t – operating time in seconds.

Assessment of attention span indicators

Attention span indicator Indicator evaluation

Over 6 High

4–6 Average

Less than 4 Low

6. Study of attention

Method 1 . Which word is longer?

1 class.

Determine by ear which of the following words in the following pairs is longer:

Pencil - pencil

Worm - snake

Mustache - mustache

Cat - cat

Tail - ponytail

2nd grade. What number will you hear if, when tapping with a pencil, a strong blow denotes a ten, a weak, quiet one – a unit? For example, 65, 43, 78, etc. The experiment can take place in a group, when children write down the proposed number options in a notebook or on a piece of paper.

3rd grade. Study of attention switching using the black-red table method.

Instructions: Find the black numbers in order (1, 2, etc.) in the table as quickly as possible. Next, find the red numbers in descending order (from 24 to 1). Then show on the table alternately one black number in ascending order, another red number in descending order (1-24, 2-23, etc.). The execution time of each series is recorded in the protocol, errors are noted.

Sample protocol.

series time speed Errors

The execution time of the 3rd series is not equal to the sum of the time of the first two tasks. The difference between the two time indicators will be the time to switch attention. But this is an approximate figure. More accurate is to find the speed of searching for one digit, which is determined in this way: the execution time of each series is divided by the number of digits viewed.

7. Methodology "Red-black table".

The technique is designed to assess the switching of attention (see Fig. 4). The subjects must find red and black numbers from 1 to 12 in a random combination on the table offered to them, eliminating logical memorization. The child is asked to show black numbers from 1 to 12 on the table in ascending order (the execution time T(1) is fixed). Then you need to show the red numbers in descending order from 12 to 1 (the execution time T(2) is fixed). Then the student is asked to show alternately black numbers in ascending order, and red numbers in descending order (the execution time T(3) is fixed). Indicator switching attention is the difference between the time in the third task and the sum of time in the first and second tasks: T(3) - (T(1)+T(2)).

8. Methods for studying concentration and stability of attention (modification of the Pieron-Ruser method).

Instructions: “Encode the table by arranging the signs in it according to the pattern.” (see Fig. 5)

Analysis of results: The number of errors and the time spent on completing the task are recorded.

Rating: High level of attention span - 100% in 1 minute 15 seconds without errors.
The average level of attention span is 60% in 1 minute 45 seconds with 2 errors.
Low level of attention span - 50% in 1 minute 50 seconds with 5 errors.
Very low level of concentration and attention span - 20% in 2 minutes 10 seconds with 6 errors (according to M.P. Kononova).

II. Study methods P memory

1. Memory Type Determination

Goal: determination of the predominant type of memory.

Equipment: four rows of words written on separate cards; stopwatch.

For memorizing by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot.

For memorization with visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck.

For memorization during motor-auditory perception: steamer, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.

For memorization with combined perception: train, cherry, notebook, autumn, floor lamp, clearing, thunderstorm, mushroom, cup, chicken.

Research procedure. The student is informed that a series of words will be read to him, which he must try to remember and, at the experimenter’s command, write down. The first row of words is read. The interval between words when reading is 3 seconds; The student must write them down after a 10-second break after finishing reading the entire series; then rest for 10 minutes.

The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

The experimenter shows the student the words of the fourth row and reads them to him. The subject repeats each word in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

Processing and analysis of results. A conclusion can be drawn about the predominant type of memory of the subject by calculating the memory type coefficient (C). C = , where a is 10 the number of correctly reproduced words.

The type of memory is determined by which of the rows had greater word recall. The closer the memory type coefficient is to one, the better developed this type of memory is in the subject.

2. Study of logical and mechanical memory

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

Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is none), stopwatch.

First row:

doll - play

chicken - egg

scissors - cut

horse - sleigh

book - teacher

butterfly - fly

snow winter

lamp - evening

brush - teeth

cow - milk

beetle - chair

Second row:

compass - glue

bell - arrow

tit - sister

leika – tram

boots - samovar

match - decanter

hat - bee

fish - fire

saw - scrambled eggs

Research procedure. The student is informed that pairs of words will be read that he must remember. The experimenter reads to the subject ten pairs of words in the first row (the interval between pairs 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 remembered words of the right half of the row.

Similar work is carried out with words of the second row.

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

table 2

3. Characteristics of the dynamic features of the memorization process

The child is offered a series of ten simple words to memorize by repeating this series several times.

After each repetition, the number of words in the series that the child was able to accurately reproduce after this repetition is determined.

For memorization, the child is offered a choice of one of the following sets of words:

1. House, desk, white, good, pear, chalk, strong, cup, candle, table.

2. Cat, pen, blue, bad, apple, floor, weak, fork, lamp, pencil.

3. Doll, spoon, red, car, high, brush, mom, book, chicken.

4. Dog, window, flower, low carpet, envelope, sky, letter, dream.

5. Clock, wind, fish, star, elephant, candy, paper, chair, rope.

Comment. When diagnosing the dynamic features of the memorization process in children studying in different grades of primary school and entering school, different sets of words should be used so that the effect of previous memorization of a series does not affect.

The number of repeated presentations of a series and subsequent attempts to reproduce it in this technique is limited to six. Each reproduction attempt is associated with the number of correctly reproduced words, and the resulting data is presented in the form of a learning graph

Based on curve analysis memorization presented on this graph, the following two indicators of the dynamics of memorization are determined:

1. Dynamic learning.

2. Productivity of learning.

The dynamism of the learning process is determined by the nature of the curve. If this curve smoothly rises from repetition to repetition, then the learning process is considered to be quite dynamic. If the results do not deteriorate from repetition to repetition, remaining at the same level, then the learning process is characterized as moderately dynamic. Finally, if from repetition to repetition the results either improve or worsen, then this indicates a non-dynamic learning process.

Evaluation of results:

In accordance with the data obtained on the dynamics of the learning process, the child receives one of three ratings on the following scale:

A fairly dynamic learning process - excellent.

The average dynamic learning process is satisfactory. A non-dynamic learning process is unsatisfactory.

The productivity of the learning process is assessed differently, in points using the following scale:

10 points - the child was able to remember and accurately reproduce all ten words, spending less than six repetitions, i.e. no more than five.

8-9 points - the child was able to reproduce all 10 words in exactly six repetitions.

6-7 points - for six repetitions of the series, the child managed to correctly reproduce from 7 to 9 words.

4-5 points - for six repetitions of the row the child was able to correctly reproduce

2-3 points - for six repetitions of the series, the child managed to correctly remember only 2-3 words.

0-1 point - after six repetitions the child was able to reproduce only 1 word or did not remember a single one.

4. Determining the volume of short-term memory.

For 1 minute, the subject carefully reads the proposed test of 25 words. Then, within 5 minutes, he writes down all the words that he managed to remember in any order.

Words for the test: hay, key, plane, train, picture, month, singer, radio, grass, pass, car, heart, bouquet, sidewalk, century, film, aroma, mountains, ocean, stillness, calendar, man, woman, abstraction, helicopter .

Each word is worth 1 point. By total points We determine which category the test subject’s memory capacity belongs to.

6 or less Memory capacity is low

7–12 Memory capacity is slightly below average

13–17 Memory capacity is good

18–21 Short-term memory capacity is excellent

Over 22 Memory is phenomenal

5. Determination of the volume of figurative short-term memory.

The subject is asked to remember the maximum number of images from the table presented to him within 20 seconds. Then, within 1 minute, he must reproduce what he remembers (write it down or draw it). An image (image of an object, geometric figure, symbol) is taken as a unit of memory capacity.

The test used to determine the volume of figurative memory is presented in Figure 2.

Based on the sum of points we determine, which category the test subject’s memory capacity belongs to.

Determination of characteristics of the volume of figurative memory

6. Determination of memory capacity for mechanical and logical memorization.

The researcher reads a series of words from a logical series to the subject. After 1 minute, the subject writes down the named words. After 3–4 minutes, the experimenter again reads a series of words and a mechanical series to the subject. After 1 minute, the subject writes down the named words.

Words for logical memorization - sleep, wash, breakfast, road, university, couple, call, break, test, disco.

Words for mechanical memorization - apartment, tree, star, sail, kerosene, bomb, elephant, corner, water, train.

As a result, it is compared which of the memorization methods predominates.

7. Methods for studying memory

Instructions: “Listen and reproduce the words you heard in any order for 2 minutes.”

1 class. Logical memory (10)

Doll – play Scissors – cut

Book - teacher Chicken - egg

Horse - sleigh

2nd grade. Logical memory (20)

Drum - boy Ink - notebook

Butterfly - fly Cow - milk

Brush - teeth Snow - winter

Steam locomotive - ride Rooster - crow

Pear - compote Lamp - evening

3rd grade. Logical memory (30)

Dog – barks Boy – draws

River - runs Wind - blows

Parrot - says Jug - water

Heaven and earth Saw - ax

Bird - sings Girl - runs

Tree – standing Music – playing

Mushroom - growing Carpet - vacuum cleaner

Hat - coat

1 class. Mechanical memory (10)

Beetle – armchair Lamp – bee

Grater - sea Fly agaric - sofa

Fish is fire

2nd grade.

Match - arrow Bell - sheep

Compass - glue Duck - log

Lake - tram Tit - eye

Saw – scrambled eggs Decanter – rowan

Boots - samovar Comb - earth

3rd grade.

Leaf – mill Legs – raspberry

Riddle – boots Valenki – strawberry

Mountains – room Teapot – plane

Wheat - paper Walk - spring

Hoop – thunderstorm Magazine – wolf

Mouse - hole Stream - water

Metals – Butterfly Country – Skates

Snow winter

8. Measuring visual memory capacity.

1 class. 10 images of various objects are presented. Then the children play them for two minutes.

2nd grade. 20 images are presented. Children reproduce what they saw for two minutes.

3rd grade. Pictures depicting objects of mental and physical labor, nature, people and everyday life are painted in seven primary colors for each topic. The instructions tell children to remember what is drawn, without saying anything about color. After two minutes, the children write in words the names of the objects that were drawn. And after 2 minutes have passed, the children are asked to remember what color the picture was painted in and write one letter on top or next to it, indicating one color or another. This tests involuntary memory.

9. Measuring emotional memory capacity

1 class. Emotional Memory (10)

Greed, joyful, grief, joke, fun, sadness, brave, sneak, coward, anecdote.

2nd grade. Emotional memory (20 words – 10, 10 – i.e. half are pleasant words, half are negative, i.e. unpleasant).

Chocolate, deuce, swing, ice cream, one, cold, Winnie the Pooh, anger, smile, sun, angry, brawler, kind, sweet, illness, joke, sadness, blow, tears, song.

3rd grade. Emotional memory (30-20) 10 words – pleasant, 10 – unpleasant, 10 – not emotionally colored.

Cheerful, wall, friendship, antenna, dirt, glass, stupid, candy, love, bungler, newspaper, Motherland, canvas, gift, slob, ceiling, fool, traitor, corridor, spring, suitcase, holiday, prison, closet, criminal, bottle, music, flowers, cowardice, slander.

The number of emotional words and the total number, which includes neutral words, are counted separately. Memory capacity is expressed as a percentage.

10 . Abstract-logical memory.

1 class. 10 words are presented (5 of them are abstract concepts).

Flower, river, blue, kitten, road, fluffy, light bulb, green, butterfly, smart.

2nd grade. 20 words are presented (10 of them are abstract concepts).

Maple, leaves, summer, beautiful, strength, roof, build, doll, difficult, pencil, color, inflatable, miracle, stupidity, car, speed, bright, monkey, smell, cup.

3rd grade. 30 words are presented (14 of them are abstract concepts).

Furniture, desk, chair, cheerful, brave, tape recorder, piano, dream, gloomy, cigarettes, branch, friend, time, lemon, watch, fork, smart, speed, grapes, stone, small, ability, space, cold, street, crying, girl, fear, black, child.

The words are read out and played back for two minutes.

11. Diagnosis of mediated memory

The materials needed to carry out the technique are a sheet of paper and a pen. Before the examination begins, the child is told the following words:

“Now I will tell you different words and sentences, and after that I will pause. During this pause, you will have to draw or write something on a piece of paper that will allow you to remember and then easily recall the words that I said. Try to make drawings or notes as quickly as possible, otherwise we will not have time to complete the entire task. There are quite a lot of words to remember.”

The following words and expressions are read to the child one after another:

House. Stick. Tree. Jump high. The sun is shining. Cheerful man. Children play ball. The clock is standing. The boat is floating on the river. The cat eats fish.

After reading each word or phrase to the child, the experimenter pauses for 20 seconds. At this time, the child must have time to draw something on the sheet of paper given to him that will later allow him to remember the necessary words and expressions. If the child did not manage to make a note or drawing within the allotted time, the experimenter interrupts him and reads out the next word or expression.

As soon as the experiment is completed, the psychologist asks the child, using the drawings or notes he made, to remember the words and expressions that were read to him.

Evaluation of results:

For each word or phrase correctly reproduced from his own drawing or recording, the child receives 1 point. Correctly reproduced are considered not only those words and phrases that are literally restored from memory, but also those that are conveyed in other words, but exactly in meaning. Approximately correct reproduction is estimated at 0.5 points and incorrect - in 0 points.

The maximum overall score that a child can receive in this technique is 10 points. The child will receive such an assessment when he correctly remembers all words and expressions without exception. Minimum possible score -- 0 points. It corresponds to the case if the child could not remember a single word from his drawings and notes or did not make a drawing or note for a single word.

Conclusions about the level of development:

10 points - very highly developed indirect auditory memory.

8-9 points – highly developed mediated auditory memory.

4-7 points – moderately developed indirect auditory memory.

2-3 points– poorly developed indirect auditory memory.

point – poorly developed indirect auditory memory.

12. Assessment of auditory working memory

This type of memory is tested in a manner similar to those previously described. To the child at intervals of 1 second. The following four sets of words are read alternately:

After listening to each set of words, the subject approximately 5 seconds later. after finishing reading the set, they begin to slowly read the next set of 36 words with intervals of 5 seconds between individual words:

Cup, school, fork, button,carpet, month, chair,

man, sofa, cow, TV,tree, bird,

sleep, brave, joke, red swan, picture,

heavy, swim, ball,yellow, house,jump,

notebook, coat,book, flower, phone,apple,

doll, bag, horse, lie, elephant.

This set of 36 words contains in random order the listening words from all four listening sets, indicated by Roman numerals above. To better identify them, they are underlined in different ways, with each set of 6 words corresponding to a different way of underlining. Thus, words from the first small set are underlined with a solid single line, words from the second set with a solid double line, words from the third set with a dotted single line, and, finally, words from the fourth set with a double dotted line.

The child must auditorily detect in the long set those words that were just presented to him in the corresponding small set, confirming the identification of the found word with the statement “yes”, and its absence with the statement “no”. The child is given 5 seconds to search for each word in a large set. If during this time he could not identify it, then the experimenter reads the next word and so on.

Evaluation of results:

The indicator of operational auditory memory is defined as the quotient of dividing the average time spent on identifying 6 words in a large set (for this, the total time the child worked on the task is divided by 4) by the average number of errors made plus one. Errors are considered to be all words that are indicated incorrectly, or words that the child could not find in the allotted time, i.e. missed it.

Comment.

This technique does not have standardized indicators, therefore conclusions about the level of development of the child’s memory based on it, as well as on the basis of a similar technique for assessing visual working memory, which was described earlier, are not made. Indicators using these methods can only be compared in different children and in the same children when they are re-examined, making relative conclusions about how the memory of one child differs from the memory of another child, or about what changes have occurred in the memory of a given child over time. child.

III. Study methods thinking

1. Simple analogies

Goal: study of logic and flexibility of thinking.

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

1. Run - stand; Scream -

a) be silent, b) crawl, c) make noise, d) call, e) stable

2. Steam locomotive - carriages; Horse -

a) groom, b) horse, c) oats, d) cart, e) stable

3. Leg - boot; Eyes -

a) head, b) glasses, c) tears, d) vision, e) nose

4. Cows are a herd; Trees -

a) forest, b) sheep, c) hunter, d) flock, e) predator

5. Raspberry - berry; Mathematics -

a) book, b) table, c) desk, d) notebooks, e) chalk

6. Rye – field; Apple tree -

a) gardener, b) fence, c) apples, d) garden, e) leaves

7. Theater – spectator; Library -

a) shelves, b) books, c) reader, d) librarian, e) watchman

8. Steamboat - pier; Train -

a) rails, b) station, c) ground, d) passenger, e) sleepers

9. Currant - berry; Pot -

a) stove, b) soup, c) spoon, d) dishes, e) cook

10. Disease – treat; TV -

a) turn on, b) install, c) repair, d) apartment, e) master

11. House – floors; Ladder -

a) residents, b) steps, c) stone,

Research procedure. 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 those proposed. If the student cannot understand how this is done, one pair of words can be analyzed with him.

Processing and analysis of results. A high level of logic of thinking is indicated by eight to ten correct answers, a good level by 6-7 answers, a sufficient level by 4-5, and a low level by less than 5.

2. "Elimination of the superfluous"

Purpose: studying the ability to generalize. Equipment: a piece of paper with twelve rows of words like:

1. Lamp, lantern, sun, candle.

2. Boots, shoes, 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, combine, 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 procedure. The student needs to find in each row of words one that does not fit, one that is superfluous, and explain why.

Processing and analysis of results.

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

2. Establish how many rows are generalized using two generic concepts (the extra “pan” is dishes, and the rest is food).

3. Identify how many series are generalized using one generic concept.

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

The key to evaluating results. High level - 7-12 rows are generalized 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.

3. "Exploring the speed of thinking"

Goal: determining the speed of thinking.

Equipment: set of words with missing letters, stopwatch.

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible.

Processing and analysis of results:

25-30 words - high speed of thinking;

20-24 words - good speed of thinking;

15-19 words - average speed of thinking;

10-14 words - below average;

up to 10 words - inert thinking.

These criteria should be used when assessing students in grades 2-4; first graders can be examined from the second half of the year and counting starts from the third level: 19-16 words - high level of thinking; 10-15 words - good; 5-9 words - average; up to 5 words - low.

4. "Exploring Flexibility"

The technique allows us to determine the variability of approaches, hypotheses, initial data, points of view, operations involved in the process of mental activity. Can be used individually or in a group. The subjects are presented with a form with anagrams (a set of letters) written on it. Within 3 minutes, they must form words from sets of letters, without missing or adding a single letter. Words can only be nouns.

Processing the results

The number of correctly composed words is counted within 3 minutes. Number of words composed: indicator of flexibility of thinking:

5. “Analysis of concept relationships”

(OR "SIMPLE ANALOGIES")

The subject is presented with a form on which the first line presents an initial pair of words that are in a certain relationship (for example, forest - trees), and then in the second line a word (for example, library) and 5 other words (for example: garden, yard, city , theater, books), of which only one (books) is in the same relationship as in the pair of original words (in the forest - trees, in the library - books). It should be emphasized. A total of 20 tasks are presented for 3 minutes. The assessment is given either in conditional points according to the table, or the number of correct and incorrect analogies between concepts is calculated; the nature of the established connections between concepts is analyzed - specific, logical, categorical connections. By the type of connections one can judge the level of development of thinking in a given subject - the predominance of visual or logical forms. In addition, one can detect violations of the sequence of judgments when he temporarily ceases to follow the desired method of solving a problem. Analogies in different tasks are constructed according to different principles, and the presence of inertia can make it difficult to complete the task - such subjects in the subsequent task try to identify an analogy according to the principle of the previous task:

A. School - learning.

Hospital - doctor, student, institution, treatment, patient.

B. The song is deaf.

Painting - lame, blind, artist, drawing, sick.

C. Knife - steel.

Table - fork, wood, chair, food, tablecloth.

D. Fish - net.

Fly - sieve, mosquito, room, buzz, web.

E. Bird - nest.

Man - people, chick, worker, beast, house

F. Bread - baker.

House - carriage, city, dwelling, builder, door.

G. Coat - button.

Shoe - tailor, shop, foot, lace, hat.

N. Scythe-grass.

Razor - hay, hair, steel, sharp, tool.

I. Leg - boot.

Hand - galosh, fist, glove, finger, hand.

J. Water - thirst.

Food - drink, hunger, bread, mouth, food.

K. Electricity - wiring.

Steam - light bulb, horse, water, pipes, boiling.

L. Steam locomotive - carriages.

Horse - train, horse, oats, cart, stable.

M. Diamond - rare.

Iron - precious, iron, steel, ordinary, hard.

N. Run - stand.

Scream - be silent, crawl, make noise, call, cry.

O. Wolf - mouth.

Bird - air, beak, nightingale, egg, singing.

R. Theater - spectator.

Library - actor, books, reader, librarian, lover.

Q. Iron - blacksmith.

Tree - stump, saw, carpenter, bark, branch.

R. The leg is a crutch.

Head - stick, glasses, vision, nose, tears.

S. Morning - night.

Winter - frost, day, January, autumn, sleigh.

T. Athletes - coaches.

Students - institutes, educators, teachers, teachers, parents.

6. "Raven's Matrix"

This technique is intended for assessing visual-figurative thinking in primary school students. Here, visual-figurative thinking is understood as one that is associated with operating with various images and visual representations when solving problems.

The specific tasks used to test the level of development of visual-figurative thinking in this technique are taken from the well-known Raven test. They represent a specially selected selection of 10 gradually more complex Raven matrices (see Figure 7).

The child is offered a series of ten gradually more complex tasks of the same type: searching for patterns in the arrangement of parts on a matrix (represented in the upper part of the indicated drawings in the form of a large quadrangle) and selecting one of the eight data below the drawings as the missing insert to this matrix corresponding to its drawing (this part of the matrix is ​​presented below in the form of flags with different pictures on them). Having studied the structure of a large matrix, the child must indicate the part (one of the eight flags below) that best fits this matrix, i.e. corresponds to its design or the logic of the arrangement of its parts vertically and horizontally.

The child is given 10 minutes to complete all ten tasks. After this time, the experiment stops and the number of correctly solved matrices is determined, as well as the total amount of points scored by the child for their solutions. Each correctly solved matrix is ​​worth 1 point1.

Conclusions about the level of development:

10 points – very high

8-9 points – high

4-7 points – average

2-3 points – low

0-1 point – very low

The correct solutions to all ten matrices are as follows (the first of the pairs of numbers given below indicates the matrix number, and the second indicates the correct answer [the number of the selected flag]): 1 - 7, 2 - 6, 3 - 6, 4-- 1, 5 - 2, 6 - 5, 7 - 6, 8 - 1, 9 - 3, 10 - 5.

7. Methodology for determining the level of mental development of children 7-9 years old

1. Choose one of the words in brackets that correctly completes the sentence you started.

A. The boot always has….(lace, buckle, sole, straps, button).

B. In warm regions lives...(bear, deer, wolf, camel, seal).

IN. In a year...(24, 3, 12, 7) months.

G. Winter month...(September, October, February, November, March).

D. Water is always...(clear, cold, liquid, white, tasty).

E. A tree always has...(leaves, flowers, fruits, roots, shadow).

AND. City of Russia...(Paris, Moscow, London, Warsaw, Sofia).

2. Here, each line contains five words, four of which can be combined into one group and given a name, and one word does not belong to this group. This “extra” word must be found and eliminated.

A. Tulip, lily, bean, chamomile, violet.

B. River, lake, sea, bridge, swamp.

IN.Doll, teddy bear, sand, ball, shovel.

G. Poplar, birch, hazel, linden, aspen.

D. Circle, triangle, quadrilateral, pointer, square.

E. Ivan, Peter, Nesterov, Makar, Andrey.

AND. Chicken, rooster, swan, goose, turkey.

Z. Number, division, subtraction, addition, multiplication.

AND. Cheerful, fast, sad, tasty, careful.

3. Read the examples carefully. On the left is the first pair of words that are in some kind of connection with each other (for example: forest/trees). On the right (before the line) - one word (for example: library) and five words behind the line (for example: garden, yard, city, theater, books). You need to choose one word from the five behind the line that is related to the word before the line (library) in the same way as was done in the first pair of words (forest/trees).

Examples:

Forest/trees = library/garden, courtyard, city, theater, books.

Run/stand = scream/ keep silent, crawl, make noise, call, cry.

This means that you need to establish, firstly, what connection is between the words on the left, and then establish the same connection on the right side.

A. Cucumber/vegetable = clove/weed, dew, garden, flower, earth.

B. Teacher/student = doctor/glasses, patients, ward, patient, thermometer.

IN. Vegetable garden/carrot = garden/fence, apple tree, well, bench, flowers.

G. Flower/vase = bird/beak, seagull, nest, egg, feathers.

D. Glove/hand = boot/stockings, sole, leather, leg, brush.

E. Dark/light = wet/sunny, slippery, dry, warm, cold.

AND. Clock/time = thermometer/glass, temperature, bed, patient, doctor.

Z. Car/motor = boat/river, sailor, swamp, sail, wave.

AND. Chair/wooden = needle/sharp, thin, shiny, short, steel.

TO. Table/tablecloth = floor/furniture, carpet, dust, board, nails.

4. These pairs of words can be called by one name, for example: trousers, dress... - clothes; triangle, square... - figure.

Come up with a common name for each pair:

A. Broom, shovel... E. Day Night…

B. Elephant, ant... AND. Wardrobe, sofa

IN. June July… Z. Cucumber tomato

G. Tree, flower AND. Lilac, rosehip...

D. Summer Winter… TO. Perch, crucian carp...

8. Finding an extra concept.

1 class.

1. Saw, axe, shovel, log

2. Shoe, leg, shoes, boot

3. Minute, second, evening, hour

4. Birch, pine, berry, oak

5. Milk, cream, cheese, bread

2nd grade.

1. Apple, pear, milk, plum

2. Wolf, hare, sheep, lynx, bear

3. Potatoes, cucumber, watermelon, onion

4. Plate, spoon, lamp, glass

5. Hat, coat, pants, hand

3rd grade.

1. Book, pen, radio, pencil

2. Kopeck, ruble, song, coin

3. Plane, ship, shore, train

4. Birch, poplar, flowers, aspen

5. Sparrow, tit, monkey, swift

9. Making inferences.

1 class.

1. All vegetables grow in the garden. Cabbage is a vegetable. Conclusion: (cabbage grows in the garden).

2. All animals live in the forest. Leo is a beast. Conclusion: (the lion lives in the forest).

3. All the stars are shining in the sky. Venus is a star. Conclusion: (Venus is in the sky).

4. All children love to play. Petya is a child. Conclusion: (Petya loves to play).

2nd grade.

1. All trees shed their leaves. Poplar is a tree. Conclusion: (poplar sheds leaves).

2. All mushrooms grow in the forest. Fly agaric is a mushroom. Conclusion: (fly agaric grows in the forest).

3. All birds have wings. Crow is a bird. Conclusion: (the crow has wings).

4. All animals have fur. The tiger is a beast. Conclusion: (the tiger has fur).

3rd grade.

1. The toy is made of wood. The tree does not sink in water. Conclusion: (the toy does not sink in water).

2. All people are mortal. Ivanov is a man. Conclusion: (Ivanov is mortal).

3. All plants produce acid. Chamomile is a plant. Conclusion: (chamomile produces acid).

4. All animals breathe oxygen. Hydra is an animal. Conclusion: (hydra breathes oxygen)

5. All metals conduct electricity. Copper is a metal. Conclusion: (copper conducts electricity).

10. Generalization of a group of objects

1 class.

Glasses, plates, saucers – (dishes)

Tables, chairs, sofas – (furniture)

Shirt, trousers, dress – (clothing)

Rose, lily of the valley, forget-me-not – (flowers)

Chicken, goose, duck, turkey – (poultry)

2nd grade.

Kemerovo, Novokuznetsk, Moscow – (cities)

Russia, Japan, America – (countries)

Crucian carp, perch, pike – (fish)

Volga, Tom, Ob - (rivers)

Whooping cough, flu, neuralgia – (diseases)

3rd grade.

Airplanes, dolls, cars – (toys)

Bananas, apples, cherries – (fruits)

Butter, meat, eggs – (food)

Spruce, pine, cedar – (trees)

Cow, pig, sheep – (domestic animals)

11. Selection of opposites

1 class.

Big -

2nd grade.

Wood-

3rd grade.

Stimulus material

Figure 1. – Method of proofreading

Figure 2 – Test to determine the volume of figurative memory

Figure 3 - Test to determine the amount of attention

Figure 4 – “Red-black table” technique.

Figure 5 – Methodology for studying concentration and stability of attention