Author of the methodology for the study of logical and mechanical memory. Experimental studies of the features of logical and mechanical memory in adolescence

Learning words. With the help of this technique, verbal mechanical memory is studied.

The subject is asked to memorize 10 unrelated words (house, forest, bread, window, stump, table, needle, bridge, flag, honey).

After the first reading, none of the subjects, with very rare exceptions, can repeat all the words. Therefore, the reading of the words is repeated several times, until the subject reproduces at least 9 words. With a normally developed mechanical memory of a teenager of 12-14 years old, he reproduces at least 9 words after 3-4 repetitions.

An hour later, the teenager is asked to repeat the memorized words again. Thus, the strength of memorization is investigated. Within the normal range, he reproduces at least 5 - b words.

There are quite a few variations of this very simple and easy-to-use technique.

Methodology for studying the process of visual recognition. It is necessary to have 36 pictures depicting people, animals, plants, tools, etc. (pictures of the classification of objects can be used). The 12 pictures intended for the main experience should be numbered.

The subject is asked to consider these 12 pictures and memorize them, after which the main pictures are mixed with additional ones, and all 36 pictures are laid out in front of the subject. The subject must find the pictures that he has already seen. To check the accuracy of memory, you can ask the learned pictures to arrange in the order in which they were presented at the beginning of the experiment.

For teenage children, 6-9 can be considered a sufficient number of recognized pictures. At the age of 16-18 years, the number of errors should be minimal, that is, no more than 2-3.

Method of mediated memorization. This method is intended for the study of logical memory.

The subject is read a series of words, to memorize each of which he must choose one of the pictures laid out on the table. Pictures are selected that have one or another logical connection with the presented word.

There are two versions of this technique - for the younger and for the older age.

For younger children, the following words are suggested: dinner, garden, road, field, light, clothes, night, mistake, birds, learning, chair, forest, milk, horse, mouse. They correspond to pictures showing: bread, apple, sleigh, lamp, shirt, rake, bed, tree, book, cup, bicycle, cart, knife, school building, strawberry, pencil, car, plane, sofa, cupboard, cow , watch, cat, house.

For the older age, the following words are offered: rain, meeting, fire, morning, fight, answer, theater, strength, meeting, grief, holiday, neighbor, detachment, game, work. Pictures: washbasin, feathers, watering can, roof with smoke from a chimney, glass, pencil, mirror, horse, telephone, letter, house, tram, flower, chair, notebook, key, shovel, table, plane, axe, electric lamp, wood , hat, rake, picture in a frame.

Choosing pictures during the experiment, the children must explain to the experimenter why they stop at this particular picture. After some time (about an hour), the child is asked to remember each of the presented words with the help of the pictures he has selected.

According to A.N. Leontiev, who developed a method of mediated memorization, adolescent children 13-14 words.

Methodology for the study of suggestibility(in the realm of memory). The given technique allows in the most general form to detect the tendency of a teenager to suggestibility. For this purpose, a picture with a simple plot and not too many depicted objects is selected and presented to the subject for one minute. Then the picture is removed, and the subject is asked questions about what he saw in the picture. Among these questions should be those that relate to objects that were not in the picture. Such questions need to be formulated in such a way that they can have an inspiring influence on a teenager, that is, you can ask not just whether, for example, the child saw a tree in the picture (if in fact there was none), but what this tree looked like.

It should be borne in mind that some children are characterized by increased suggestibility.

The analysis of the data obtained using the described method must be carried out taking into account the age of the adolescent under study.

Method for detecting visual eidetism. Sometimes the testimony of children is striking in its accuracy and abundance of reproducible details. In such cases, doubts may arise as to the credibility of the testimony of the adolescent or adolescent. However, the exceptional accuracy and completeness of reproduction can be explained by the presence of visual eidetism in a teenager, i.e. the ability for a long time to keep in the visual analyzer a trace of completed excitation in the form of a clear image.

The simplest experience for detecting visual eidetism is the following.

For 25-30 seconds, the subject is presented with a small, brightly colored picture with a lot of details on a dark background. After the exposure time has elapsed, the picture is removed, and the subject is instructed to continue looking at the dark background. If at the same time the child continues to see the missing picture (this can be checked by asking questions about the details of the picture), then he has an eidetic ability. I was asked to memorize the 20 words below, along with the serial numbers under which they appear in the list.

The answer can be considered correct only if the word is reproduced along with its serial number. For example, the reproduction of the word "Ukrainian" without indicating the number "1" is considered as an erroneous answer. 40 seconds are given to memorize 20 words. After this time, the students wrote down all the words (along with their numbers) that they could remember.

Ukrainian, 2. Economy, 3. Porridge, 4. Tattoo, 5. Neuron, 6. Love, 7. Scissors, 8. Conscience, 9. Clay, 10. Dictionary, 11. Oil, 12. Paper,

13. Cake, 14. Logic, 15. Socialism, 16. Verb, 17. Breakthrough, 18. Deserter
19. Candle, 20. Cherry

Then I calculated the productivity of memorization. To do this, the number of correctly reproduced words was substituted into the following formula:

(number of correctly reproduced words: 20) x 100 \u003d ...%

For example, if a student correctly reproduced 10 words, then the memorization productivity will be (10: 20) x 100 = 50%

Test 2: remembering numbers

The students memorized the 20 numbers below along with their serial numbers.

40 seconds were given for memorization.

After that, the teenagers were asked to write down the numbers that they remembered.

1.43 , 2. 57, 3. 12, 4. 33, 5. 81, 6. 72, 7. 15, 8. 44, 9. 96, 10. 7, 11. 37, 12. 18, 13. 86
14. 56, 15. 47, 16. 6,17. 78, 18. 61,19. 83, 20. 73

Memorization productivity was calculated by me using the formula

(number of correctly reproduced numbers: 20) x 100 = ...%

Test 3: remembering faces with first and last names

The students were asked to memorize the 10 faces shown below with their first and last names. They had 30 seconds at their disposal.

Then they were asked to turn to the end of the page, which shows the same faces, but in a different order, and their names and surnames are not indicated.

At the end, it was calculated for how many people they can give their first and last names. The answer is considered correct only if both the given name and surname are correctly named.

Memory productivity is calculated by the formula

(number of correct answers: 10) x 100 = ...%

Test 4: remembering logically related material

Now we can test the memory capabilities of students in relation to the book text. They were asked to read the text below, in which the 10 main points are in bold and numbered. They must reproduce them keeping the same sequence 1, 2, 3, ... . They had 60 seconds to memorize.

"Automata that form norms of behavior

Automata capable of analyzing the state of consciousness(1) to make long-term detailed forecasts of its development, able to develop rules of conduct(2), that is, legal and moral standards, continuously monitor and optimize their implementation - it's a mirage(3), an impossible dream or real scientific perspective(4) to which the builders of a communist society must strive if they want to fully utilize the advantages of their system? The fact of the emergence of deontics, or the logic of norms, allows today at least talk about answering(5) to this question. Joint life of people, the relationship of their personal and public interests have always been subject to certain rules. (6). Absence such norms would make society impossible (7). Growing complexity of social relations(8), the constant expansion and deepening of ties between people in the process of building a communist society makes a solution to the problem of scientific construction of legal and moral norms(9), the creation of a rational methodology for their compilation, which is included as a component in the system of regulation of public life, urgent task of our time (10)".

After 60 seconds, students were asked to write down the main ideas of the text, taking into account their logical sequence.

Memory productivity was calculated by the formula

(number of correctly reproduced thoughts: 10) x 100 = ...%

The results of the tests performed allowed me to calculate the average memorization productivity.

I have summed up the results obtained in all four tests, and divide the sum by four.

Test 1 ... %, Test 2 ... %, Test 3 ... %, Test 4 ... %

Sum: 4 = ... %

When completing four tests, the students had the following results: 40, 60, 30 and 70%, then the average memorization productivity will be - 200: 4 = 50%

All data received was recorded in the proposed table, as a standard with which I compared my results.

Methodology for assessing operational visual memory. This type of memory is characterized by how long a student can store and use in the process of solving a problem the information that is necessary to find the right solution. The retention time of information in RAM is its main indicator. As an additional characteristic of RAM, you can use the number of errors made by students during the solution of the problem (meaning such errors that are associated with the information necessary for solving the problem that was not stored in memory).

Working visual memory and its indicators can be determined using the procedure. The student is sequentially for 15 minutes each, task cards are presented, presented in the form of six differently visual triangles. After viewing the next card, it is removed and instead of it a matrix is offered that includes 24 different triangles, among which there are 6 of those triangles that the subject has just seen, on a separate card. The task is to find and correctly indicate all 6 triangles in the matrix.

An indicator of the development of visual operative memory is the quotient of the time for solving a problem per minute by the number of errors made in the process of solving, plus one.

Errors are triangles incorrectly indicated in the matrix or those that the teenager could not find for any reason.

In practice, to obtain the indicator proceed as follows. For all four cards, the number of triangles correctly found on the matrix is determined, and their total sum is divided by 4. This is the number of correctly indicated triangles. This number is subtracted from 6. The result obtained is the average number of errors. Next, the average work time is determined by dividing the total time the child worked on all 4 cards by 4.

The end time of the subject's work on counting triangles in the general matrix is determined using the question: "Have you already found everything that you saw" after an affirmative answer, you can stop searching for triangles in the matrix. Dividing the average search time on a matrix of 6 triangles and the number of errors made allows you to get the desired indicator.

10 points - gets the subject, having a short-term memory of 8 or more units.

An analogous number of points - 10 - is received by children from 6 to 9 years old, if their memory capacity is 7-8 units.

8 points - the amount of short-term memory of a child aged 6 to 9 years is estimated, if it is actually equal to 5 or 6 units.

The same number of points is received by a teenager aged 12 and older, who has a short-term memory of 6-7 units.

4 points - the subject receives the amount of short-term memory, which is 4-5 units.
2 points - is set if the amount of short-term memory is 1-3 units.
0 points - the amount of short-term memory is 0-1 units.

Conclusions on the levels of development.

10 points - good short-term memory developed in terms of volume.
8 points - moderately developed short-term memory in terms of volume.
4 points - the level of short-term memory is not quite sufficient in terms of volume.
2 points - low level of short-term memory.
0 points - very low short-term memory.

	Age (years)	Time (min)	Number of mistakes	The desired indicator

Methodology. Evaluation of operational auditory memory. This type of memory is defined in the following way. The subject with an interval of 1 sec. The following words are read in order.

After listening to each of the set of words, approximately 5 seconds after the end of reading the set, the subject begins to slowly read the next set of 36 words with an interval of 5 seconds between individual words.

Glass, school, fork, button, carpet, month, chair, man, sofa, cow, TV, wood, bird, sleep, bold, joke, red, swan, picture, heavy, swim, ball, warm, house, jump, notebook, coat, book, flower, phone, apple, doll, bag, horse, fly, elephant.

In this set of 36 words, the perceived words from all 4 heard sets, marked above with Roman numerals, are randomly arranged.

For their better identification, they are underlined in different ways, and each set of 6 words has its own way of underlining. So 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 dashed single line, and finally words from the fourth set with a double dashed line.

The subject must hear by ear to find in this set those words that were just presented to him with the corresponding small set, confirming the identification of the found word "yes" and its absence - by saying "no". You have 5 seconds to search for each word. If during this time he could not identify it, then the experimenter reads out the next word and so on.

Evaluation of results. The indicator of working 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 in this case, plus one. Mistakes are all words that are indicated incorrectly, or words that the teenager could not find in the allotted time, i.e. missed.

Comment. This technique does not have standardized indicators, therefore, conclusions about the level of memory development are based on it, as well as on the basis of a similar technique for visual working memory. The indicators for these methods can only be compared in different subjects during their re-examination, making relative conclusions about how the memory of one subject differs from another, or about what changes have occurred over time in memory.


	17 teenagers!

Conclusion: Data processing shows that the memory of students is fundamentally different, these differences are the very individual features that were mentioned above. This study of the visual and auditory working memory of the subjects shows that some people are better at remembering material based on visual images. For others, auditory perception predominates and acoustic images are better for them to hear once than to see several times. More specifically, as regards the study in this group, the indicators in the method for operational auditory memorization are higher than for operational visual memorization.

In general, the operational auditory memory of this experimental group can be assessed as a highly developed auditory memory, since Most of the subjects had no difficulty finding words by ear in all four sets of words they heard. What about the benefits of auditory memorization. Although among them were those (in general, these are two people) in whom visual memorization prevails over auditory, however, this advantage is not striking, since the indicators of their operational auditory and visual memorization are approximately equal. And yet, their visual working memory is rated as good and developed in terms of its volume.

The method of "research of mediated memorization". Purpose of work: Study of the level of accessible semantic organization of memory, comparison of the productivity of direct and indirect memorization of pictograms.

Materials and equipment: 40 abstract concepts.

Method: educational modifications Yu.V. Votletova and A.R. Luria of methods for studying the level of accessible semantic organization of memory, developed by I.S. Vygodsky and A.N. Leontiev

Technique "diagnostics of mediated memory". The material needed for the technique is a sheet of paper and a pen. Before the start of the examination, the subject is offered the following words.

"Now I will call you different words and a sentence, and then 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 remember the words that I said. Try drawings or make notes as quickly as possible, otherwise we will not have time to complete all the tasks. There are quite a lot of words and expressions that need to be remembered."

The subject is sequentially read the following words and expressions one after another.

House, stick, jump high, the sun is shining, a cheerful person, children are playing ball, the clock is standing, the boat is floating on the river, the cat is eating fish.

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

Evaluation of results. For each word or phrase correctly reproduced according to their own drawing or recording, the subject receives 1 point.

Correctly reproduced are considered not only those words and phrases that are literally restored in 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 0 points.

The maximum overall score that a teenager should or can receive in this technique is 10 points. The subject receives such an assessment when he correctly remembers everything without exception and the expression, the minimum possible score is 0 points. It corresponds to the case if a teenager could not remember a single word from his drawings and notes or did not make a drawing or a note to a single word.

For an older subject, more complex words are used that cannot be visualized, so the subject will need to use some kind of conditional drawing, looking at which he will have to remember the marked word.

For example: Biologist. Law. Turtle. Wheat. The girl is cold. The writing. Ignorance. Recognition. Warm outside. Beautiful flower

Conclusions about the level of development.

10 points - very highly developed mediated memory.
8-9 points - highly developed mediated memory.
4-7 points - moderately developed mediated memory.
2-3 points - poorly developed mediated memory.
0-1 point - poorly developed mediated memory.

Subjects		Overall rating

Conclusion: these indicators indicate that the process of meaningful, logical, memorization in its psychological structure is completely different than the process of mechanical memorization, and such high indicators testify to this, i.e. it is easier for a person to memorize material through intermediaries that include auxiliary minutes that facilitate the process of reproducing the material. Therefore, many people have a mediocre memory, and in this case, the subjects have a fairly good memory. it is closest to the process of logical thinking, only growing in that the methods of this thinking are aimed not only at assimilating the essential connections and correlations of elements, but also at making these elements available for storage in memory for a certain period of time.

Methodology. Aizenk test. This test is presented in fragments. In fact, it consists of eight subtests, five of which are intended to assess the level of general intellectual development of a person and three to assess the degree of development of his special abilities: mathematical linguistics and those that are important for technical, design, artistic and visual and other types of activity, where figurative-logical thinking is actively used.

Each of the subtests of the Aizenk test includes a series of progressively more difficult tasks, 30 minutes are allotted for solving them in each subtest. T. The total time for working on the entire test, including passing all its subtests, is 4 hours. Only if all 8 subtests are completed, it is possible to give a full assessment of both the level of a person’s general intellectual development and the degree of development of the above-mentioned special abilities.

For a practical introduction to the test. Aizenk and its use in the school psychological and pedagogical system, two of the eight subtests available in the test are selected, with the help of which the mental and mathematical abilities of the subjects were assessed.

The time allotted for the task was 30 minutes. those. in general 1 hour. During this time, you need to try to solve as many problems as possible.

The assessment of the level of development of abilities is carried out according to the total number of tasks correctly solved during this time by comparing the number of tasks solved with standard indicators, carried out further in the form of a graph. In the same place at the end of the description of both subtests, the correct answers are given.

Note: If any task is not solved quickly, you can temporarily start solving another, in the end, only the total number of tasks correctly solved in the allotted time is taken into account.

The proposed solutions - this primarily concerns the mathematical test - may differ from those given in the key, but, nevertheless, be correct if the subject manages to substantiate their validity convincingly and logically enough.

Evaluation of research results Evaluation of research results is carried out using graphs. They represent the average normative indicators according to the data of these two subtests. The norm in the strict sense of the word on each graph corresponds to an indicator equal to 100% on the vertical axis. Find, using the graph, the corresponding point on the lower axis (the number of tasks correctly solved by the subject in 30 minutes), restoring the perpendicular from it before transferring to the vertical axis, you can determine the IQ of the subject for this type of thinking. So, for example, if in the allotted 30 minutes the subject solved 16 tasks, then the indicator of the level of development of his linguistic thinking will be 130%. If for the same time the number of tasks solved by the mathematical subtest, then the indicator of the condition for the development of mathematical thinking will be equal to 115%. The norm for the linguistic subtest corresponds to 4 correctly solved problems, and in the norm for the mathematical subtest - 11 correctly solved problems.

Method N 1

Purpose: to identify the predominant type of memory.

We start by reading the words of the first row with an interval of three seconds, then the subjects write down the memorized words. Ten minutes later, we show a card with the words of the second row (for thirty seconds), write down and rest for ten minutes. We read the words of the third row aloud, and the children repeat them in a whisper and write them down. Ten minutes later, we show the cards of the fourth row, which we then read aloud. Students repeat in a whisper and "write" them in the air. Then they write it down on a piece of paper.

Method N 2

Purpose: to identify the influence of semantic connections on the memorization and reproduction of verbal material, as well as the strength of memorization in the formation of logical connections.

Equipment: ten pairs of words between which it is easy to establish verbal connections

noise-water path-road

year-month table-lunch

fork knife garden flowers

bridge-river hour-time

eye-ear snow-winter

At first, we read to the children every couple of words. The test-takers try to establish a connection between the words of the pair. Then we call only the first word of the pair, and students must reproduce the second, using the established connection.

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

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

First row:

doll - play
chicken - egg
scissors - cut
horse - sleigh
book - teacher
butterfly - fly
snow winter
lamp - evening
brush - teeth
cow - milk

Second row:

beetle - chair
compass - glue
bell - arrow
tit - sister
watering can - tram
boots - samovar
match - decanter
hat - bee
fish - fire
saw - scrambled eggs

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

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

Volume of semantic and mechanical memory

Lecture 21
VISUAL-FIGULATORY THINKING. DOUBLE STIMULATION METHOD (VYGOTSKY-SAKHAROV METHOD)

Visual-figurative thinking, like visual-effective thinking, belongs to the number of very early types. Its formation refers to the period from 2-3 years to 5-6 years. The child cognizes reality through the formation of perceptual features that are generalized and help to recognize new objects, confidently manipulate with the known, classify into certain groups, i.e., the child intensively develops thinking in a form accessible to him, higher than visual efficient look. In an adult, visual-figurative thinking is largely based on the properties of conceptual abstract-logical thinking, in its pure form, as it were, goes to the periphery. But in some cases, for example, with a good development of the right hemisphere of the brain, in some professions - an artist, sculptor, designer, painter - it remains the main type in adults (according to I.P. Pavlov - a type of artistic thinking).

The unit of visual-figurative thinking is a perceptual image with its typical features for phenomena and objects of reality. Signs can be complete and incomplete, partial, adequate or inadequate, habitual and unusual, conscious and subconscious. The very process of development of thinking consists in constant change, correction and awareness of the signs that make up the perceptual image.

The technique of “double stimulation” was proposed to study the correlation of signs of two levels: sensory-perceptual, which are based on the sensory properties of objects, and verbal, which are based on abstract symbolic signs. On the whole, according to this technique, for example, with the help of the method of observation, the main mental operations are well traced: analysis, synthesis, comparison, generalization, abstraction.

RESEARCH OF VISUAL-FIGURE THINKING WITH THE HELP OF THE “PICTOGRAM” METHOD

This technique is one of the most common, and it allows you to get quite extensive information regarding not only the features of visual-figurative thinking, but also the features of the emotional state of the subjects, the direction of their consciousness, personal properties. This makes it possible to use the technique for a wide variety of purposes, for example, in art therapy, the assessment of interpersonal relationships, and the establishment of hierarchical values.

The technique was proposed by the domestic neuropsychologist A. R. Luria in 1936. Initially, this technique was intended only for clinical trials, but its simplicity and information content still allow expanding the scope of its application.

The essence of the technique consists in the transfer of any verbally designated concept through its image. The name itself - a pictogram - denotes pictorial writing, when objects, events and actions are indicated by drawings or conventional signs. This is characteristic of illiterate people, children, some peoples, such as American Indians, some peoples of our North. Sometimes this method of communication is recognized as the most effective in some services, such as ATC, where various types of prohibition or permission signs are constructed quite scrupulously. The subject is not given any restrictions on the completeness and content of the image, as well as on the materials used: color, size, time. Nevertheless, for the convenience of conducting an educational experiment, it is possible to recommend that the subjects adhere to a certain order of performing the task in the form of tables.

When processing experimental data, not only the indicators of all four criteria are taken into account, but also procedural issues (ease of completing the task, emotional attitude towards it, the need for a wider space, etc.).

To obtain the main experimental results, students exchange notebooks and evaluate pictograms in an expert way. The most important criterion is the criterion of adequacy. Sometimes one drawing is enough to evaluate, sometimes you need to get additional ones! information from its author. If the connection between the proposed concept and its pictogram is justified, the expert puts the “+” sign, if there is no connection, the “-” sign. The norm is characterized by high rates according to the criterion of adequacy - from 70% and above.

CONCEPTUAL THINKING. ASSESSMENT OF CONCEPTUAL THINKING

USING THE METHODOLOGY “COMPARING CONCEPTS”

Conceptual thinking belongs to the late form. In order to use concepts as a tool of thinking, one must pass a sufficiently long period of conscious and adequate possession of them. Usually, conceptual thinking is associated with an adult, for whom this type is not only the main and most convenient, but also subjugating, literally penetrating all other types, especially visual-effective and visual-figurative. The concept is defined as a unit of thinking that reflects the general and most significant features of objects and phenomena of reality and is expressed in a verbal (verbal) form. In ontogenesis, a child, under the influence of the adults around him, can also use concepts, but in him they are rather used in an approximate unconscious form, for which they even received the name “pseudo-concepts”. However, even an adult, especially when using the verbal signs of another, non-native language, quite often goes down this path, the result of which are numerous communication errors.

Comparing the concepts with each other, the subject conducts a survey of the general field of semantic features and selects the most stable, the most characteristic. In some cases, the instruction is changed in order to determine the creative capabilities of the subject, and he is offered a pair of concepts from obviously different semantic spheres: suppose, find a common feature for such pairs of concepts as “spoon” and “boat”. In the proposed methodology, which consists of 22 pairs of compared concepts, the subject himself must establish the presence of a common semantic field and differentiate “single field” pairs from incompatible ones that correspond to different semantic fields. If the subject does not see differences between homogeneity-heterogeneity of concepts and finds common features in any pairs, he can be attributed not only a good imagination and a penchant for imagination, but also a penchant for resonant demagogic reasoning, which can also manifest itself in a number of other methods.

DETERMINATION OF THE FEATURES OF CONCEPTUAL THINKING WITH THE HELP OF THE METHOD OF “EXCLUSION OF EXCESSIVE”

One of the most common in the practice of studying thinking of any kind is the “Exclusion of the superfluous” method. With the help of this method, one can quite convincingly show the features of the analytical and synthetic activity of the brain. So, for example, if the subjects are presented with several names of the rivers of Russia - Volga, Lena, Angara, Irtysh, Ob - and asked to throw out one superfluous name, then most often the subjects exclude the word "Volga", since all other rivers are located on the territory of Siberia. Sometimes the answers “Irtysh” appear due to the grammatical features of the gender (all other names are feminine), sometimes “Angara” (the only tributary of the Yenisei). According to the degree of generalization of features, the answer “Volga” is the most correct. The results are evaluated similarly when using pictures with four drawn objects, where one object must be excluded: for example, a kerosene lamp, an electric light bulb, a candle and the sun are drawn on the card, where the correct answer is “sun”. Reasoning like “the candle should be removed, it quickly burns out and is unprofitable” testifies to a decrease and even distortion of the level of generalizations.
HIGHLIGHTING SIGNIFICANT FEATURES
The proposed methodology uses 24 sets of concepts that are quite similar in meaning. The task of the subjects is to select in each line only two words that are most closely related to the test word before the brackets. It is possible to discuss the first task in order to remove all the questions and difficulties of the subjects. By the way, on these questions, the experimenter can get an idea about the features of the thinking process, for example, about its excessive concreteness, vagueness, and weak focus on the goal.

Methodology Sample

War (aircraft, guns, battle, guns, soldiers). Reading (eyes, book, picture, print, word). Garden (plants, gardener, dog, fence, earth). Barn (hayloft, horses, roof, walls). River (shore, fish, angler, mud, water). City (car, building, crowd, street, bike). Cube (corners, drawing, side, stone, wood). Division (dividend, pencil, divider, paper). Game (cards, players, penalties, punishment, rules). Ring (diameter, diamond, fineness, roundness, seal).

Newspaper (truth, application, telegram, paper, love, text, editor).

Book (drawing, war, paper, love, text).

Earthquake (fire, death, shake, ground, noise)

Library (city, books, lectures, music, readers).

Forest (leaf, apple tree, hunter, tree, wolf).

Sports (medal, orchestra, competition, victory, stadium).

Hospital (room, garden, doctor, radio, patients).

Love (roses, feeling, person, city, nature).

Patriotism (city, friends, homeland, family, person).

Furniture (chairs, table, wood, sideboard, wardrobe).

Faculty (department, dean, building, student, street).

Weapons (tanks, planes, firecrackers, cannons, iron).

Vegetables (cucumber, beetroot, watermelon, carrot, apple).

When comparing their answers with the correct ones, the subjects evaluate their results in points, where 2 points correspond to two correctly chosen words, 1 point corresponds to one correctly chosen word, and 0 points when the subject could not choose any correct word. The results are summarized. The maximum number of points is 48 points, the results of less than 24 points are assessed as unsatisfactory, indicating the inability of the subjects to compare, analyze and generalize the selected features.

Correctly chosen words: battle, soldiers; eyes, word; plants, earth; roof, walls; shore, water; building, street; corners, side; delimoe, divisor; players, rules; diameter, roundness; text, editor; boo maha, text; voice, melody; vibration, soil; books, readers; leaf, tree; competition, victory; doctor, patients; feeling, man; homeland, person; chairs, table or sideboard, wardrobe; dean, student; tanks, guns; beets, carrots.

RESEARCH OF CONCEPTUAL THINKING USING THE LOGIC OF CONNECTIONS METHOD

The technique "Logic of connections" is most often used in the classical literature under the name "Complex analogies", but since the techniques "Simple analogies" and "Complex analogies" differ from each other in further increasing abstraction and differentiation of relations between concepts, a more accurate name for it is proposed. - "Logic of connections". The method is aimed at finding out to what extent the subjects can understand the abstract types of connections between individual concepts, as well as extending this understanding to other specific examples. In addition, it allows you to find out the ability of the subjects to think logically, to be able to distinguish types of connections, to critically correlate them with each other. Practice has shown that the use of this technique on subjects with insufficient education is generally meaningless, and it is recommended to use it only with secondary and even higher education.

The methodology consists of two stages. First, the subjects are offered a special upper section of the form, which lists 6 types of different connections between concepts, and they are asked to determine these connections on their own or, in extreme cases, with the help of the experimenter. If the subject is unable to complete this part of the task, further experiment is pointless. In case of a positive result, they proceed to the 2nd part of the methodology. The subjects are presented with 20 pairs of concepts, next to which there is a digital row from 1 to 6 according to the number of connections being determined. The test subject's task is to choose the correct number, denoting one of the 6 types of connections. A correct answer is worth 1 point, an incorrect answer is 0 points. The results are summarized. The maximum possible result is 20 points, results less than 10 points are considered unsatisfactory.

Consistency of inferences

Identification of essential features
Lecture 22

The use of various methods for diagnosing creative abilities made it possible to identify general principles for assessing creativity:

a) productivity index as the ratio of the number of answers to the number of tasks;

b) the originality index as the sum of the originality indices (i.e. reciprocals of the response frequency in the sample) of individual responses, divided by the total number of responses;

c) the index of uniqueness as the ratio of the number of unique (not found in the sample) answers to their total number.

To improve the quality of creativity testing, it is necessary to comply with such basic parameters of the creative environment as:
- no time limit;
- minimization of achievement motivation;
- lack of competitive motivation and criticism of actions;
- the absence of a rigid setting for creativity in the test instruction.

Consequently, the conditions of the creative environment create opportunities for the manifestation of creativity, while high testing rates significantly reveal creative individuals.

At the same time, low test results do not indicate a lack of creativity in the subject, since creative manifestations are spontaneous and not subject to arbitrary regulation.

Thus, the methods for diagnosing creative abilities are intended, first of all, for the actual identification of creative individuals in a particular sample at the time of testing.

(method of E. Torrens, adapted by A.N. Voronin, 1994)

Terms and Conditions

The test can be done on an individual or group basis. To create favorable conditions for testing, the manager needs to minimize the achievement motivation and orient testees to the free manifestation of their hidden abilities. At the same time, it is better to avoid an open discussion of the subject orientation of the methodology, i.e. it is not necessary to report that it is creativity (especially creative thinking) that is being tested. The test can be presented as a technique for "originality", the ability to express oneself in a figurative style, etc. If possible, the testing time is not limited, approximately taking 1-2 minutes for each picture. At the same time, it is necessary to encourage test-takers if they think for a long time or hesitate.

The proposed version of the test is a set of pictures with a certain set of elements (lines), using which, the subjects need to complete the picture to some meaningful image. In this version of the test, 6 pictures are used, which do not duplicate each other in their original elements and give the most reliable results.

The following indicators of creativity are used in the test:

Originality (Op), which reveals the degree of dissimilarity of the image created by the subject to the images of other subjects (statistical rarity of the answer). At the same time, it should be remembered that there are no two identical images; accordingly, we should talk about the statistical rarity of the type (or class) of drawings. The atlas attached below shows various types of drawings and their conditional names, proposed by the author of the adaptation of this test, reflecting the general essential characteristic of the image. It should be noted that the conditional names of the drawings, as a rule, do not coincide with the names of the drawings given by the subjects themselves. Since the test is used to diagnose non-verbal creativity, the names of the pictures proposed by the subjects are excluded from the subsequent analysis and are used only as an aid to understanding the essence of the picture.
Uniqueness (Un), defined as the sum of completed tasks that have no analogues in the sample (atlas of drawings).

Instructions for the test

Before you is a form with unfinished pictures. You need to finish them, be sure to include the proposed elements in the context and try not to go beyond the bounds of the drawing. You can draw anything and anything, the form can be rotated. After completing the drawing, you must give it a title, which should be signed in the line below the drawing.

Processing test results

To interpret the test results, below is an atlas of typical drawings of a control sample of managers (23-35 years old). For each series of figures, the index Op for the sample was calculated. To evaluate the test results of subjects belonging to the contingent of managers or similar to it, the following algorithm of actions is proposed.

It is necessary to compare the finished pictures with those in the atlas, while paying attention to the use of similar details and semantic connections; when finding a similar type, assign this drawing the originality indicated in the atlas. If there is no such type of drawings in the atlas, then the originality of this completed picture is considered to be 1.00, i.e. she is unique. The originality index is calculated as the arithmetic mean of the originality of all pictures, the uniqueness index is calculated as the sum of all unique pictures. Using the percentile scale built for these two indices based on the results of the control sample, it is possible to determine the indicator of non-verbal creativity of a given person as his place relative to this sample:

1	0%	20%	40%	60%	80%	100%
2	0,95	0,76	0.67	0,58	0,48	0,00
3	4	2	1	1	0	0

Note:

1 - percentage of people whose results exceed the specified level of creativity;

3 - uniqueness index value.

An example of interpretation: let the first of the drawings you analyze is similar to the picture 1.5 of the atlas. Its originality is 0.74. The second figure is similar to picture 2.1. Its originality is 0.00. The third drawing does not look like anything, but the elements originally proposed for finishing are not included in the drawing. This situation is interpreted as a departure from the task and the originality of this drawing is rated 0. The fourth drawing is missing. The fifth drawing is recognized as unique (has no analogues in the atlas). Its originality is 1.00. The sixth figure turned out to be similar to picture 6.3 and its originality is 0.67. Thus, the originality index for this protocol is:

The index of uniqueness (the number of unique pictures) of this protocol is 1. The results of the protocol discussed above show that the subject is on the border between 60 and 80% of the people whose results are given in the atlas. This means that approximately 70% of the subjects from this sample have higher non-verbal creativity than he does. At the same time, the uniqueness index, which shows how truly new a person can create, is secondary in this analysis due to the insufficient differentiating power of this index, so the total index of originality is decisive here.

DIAGNOSTICS OF VERBAL CREATIVITY

(method of S. Mednik, adapted by A.N. Voronin, 1994)

The technique is aimed at identifying and evaluating the subjects' existing, but often hidden or blocked, verbal creative potential. The technique is carried out both in an individual and in a group version. The time for completing tasks is not limited, but the time spent on each triple of words is not more than 2-3 minutes.

Instructions for the test

You are offered triplets of words, to which you need to choose one more word so that it is combined with each of the three proposed words. For example, for the triple of words “loud - truth - slowly” the answer can be the word “speak” (speak loudly, tell the truth, speak slowly). You can change words grammatically and use prepositions without changing stimulus words as parts of speech.

Try to make your answers as original and bright as possible, try to overcome stereotypes and come up with something new. Try to come up with the maximum number of answers for each three words.

Interpretation of test results

To evaluate the test results, the following algorithm of actions is proposed. It is necessary to compare the answers of the subjects with the available typical answers and, if a similar type is found, assign the originality indicated in the list to this answer. If there is no such word in the list, then the originality of this answer is considered equal to 1.00.

The originality index is calculated as the arithmetic mean of the originality of all answers. The number of answers may not coincide with the number of “triples of words”, since in some cases the subjects may give several answers, while in others they may not give a single one.

The uniqueness index is equal to the number of all unique (having no analogues in the typical list) answers.

Using the percentile scale built for these indices and the “number of answers” indicator (productivity index), one can determine the place of a given person relative to the control sample and, accordingly, draw a conclusion about the degree of development of his verbal creativity and productivity:

1	0%	20%	40%	60%	80%	100%
2	1,00	0,94	0,91	0,86	0,81	0,61
3	19	6	4	3	2	0
4	49	20	15	12	10	1

Note:

1 - percentage of people whose results exceed the specified level;

2 - the value of the index of originality;

3 - uniqueness index value;

4 - the number of answers.

An example of the interpretation of the results: if the sum of the original answers for the subject was 20.25 and there are 25 answers in total in his protocol, then the originality index will be 0.81. Suppose that the number of unique answers of this subject is 16. Given that the main indicator is the index of originality, we can conclude that this person, in terms of his verbal creativity, is between 60 and 80% of the subjects from the control sample, i.e. 70% of the sample have a total indicator of verbal creativity higher than his.

The uniqueness index here shows how many new solutions the subject is able to offer in the total mass of completed tasks.

The number of answers shows, first of all, the degree of verbal productivity and indicates the level of conceptual thinking. In addition, this index is highly correlated with achievement motivation, i.e. the higher the number of answers, the higher the personal motivation to achieve the subject.

STIMULUS REGISTRATION FORM

Surname, initials _________________________________

Age _______ Group ____________ Date _______________

You are offered triplets of words, to which you need to choose one more word so that it is combined with each of the three proposed words.

Write your answers on the answer sheet in the line with the corresponding number.

STIMULUS TRIPLE OF WORD

1. random - mountain - long-awaited

2. evening - paper - wall

4. far - blind - future

5. folk - fear - world

6. money - ticket - free

7. man - shoulder straps - plant

8. door - trust - fast

9. friend - city - circle

10. train - buy - paper

	Word	Phrases		Word	Phrases
1			11
2			12
3			13

Lecture 23
The following methods are distinguished: 1) sociometric, 2) referentometric, 3) study of the motivational core of interpersonal choices, 4) study of team cohesion.

SOCIOMETRIC METHOD

The word "sociometry" literally means "social dimension". The technique was developed by the American psychologist J. Moreno and is designed to assess interpersonal relationships of an informal type: likes and dislikes, attractiveness and preference.

The members of the study group are asked to list, in order of preference, those group mates with whom they would like to work, relax, etc. together. Questions about a person's desire to participate in a certain activity together with someone are called selection criteria. There are weak and strong selection criteria. The more important the planned activity is for a person, the longer and closer communication it implies, the stronger the selection criterion. Research usually combines different types of questions. They are selected in such a way as to reveal a person's desire to communicate with group members in various activities (work, study, leisure, trusting friendship, etc.).

The number of choices received by each person is a measure of his position in the system of personal relations, measures his "sociometric status". The people who get the most choices are the most popular, the most sympathetic, they are called "stars". Usually, the group of "stars" by the number of choices received includes those who receive 6 or more choices (if, under the conditions of experience, each member of the group made 3 choices). If a person receives an average number of choices, he is classified as "preferred", if less than the average number of choices (1-2 choices), then to the category of "neglected", if he did not receive a single choice, then to the category of "isolated" if he received only deviations - then to the category of "rejected".

For each member of the group, it is not so much the number of choices that matters, but the satisfaction with their position in the group:

K ud = number of mutual choices / number of choices made by this person.

So, if an individual wants to communicate with three specific people, and none of these three wants to communicate with this person, then K ud - 0/3 = 0.

The satisfaction coefficient can be equal to 0, and the status (the number of choices received) is equal, for example, to 3 for the same person - this situation indicates that the person does not interact with those with whom he would like. As a result of a sociometric experiment, the leader receives information not only about the personal position of each member of the group in the system of interpersonal relationships, but also a generalized picture of the state of this system. It is characterized by a special diagnostic indicator - the level of well-being of relationships (BWM). The WWM of a group can be high if there are more "stars" and "preferred" members in total than there are "neglected" and "isolated" members of the group. The average level of well-being of the group is fixed in the case of an approximate equality ("stars" + "preferred") = ("neglected" + "isolated" + "outcasts"). A low WWM is noted when people with a low status predominate in a group, and the "isolation index" is considered a diagnostic indicator - the percentage of people who are deprived of elections in the group.

A sociometric procedure may aim to:
a) measure the degree cohesion-disunity in a group;
b) identifying "sociometric positions", i.e., the relative authority of the members of the group according to the signs likes-dislikes , where the "leader" of the group and the "rejected" are at the extreme poles;
c) detection of intra-group subsystems, close-knit formations, which may be headed by their informal leaders.

The reliability of the procedure depends primarily on the correct selection of sociometric criteria, which is dictated by the research program and preliminary acquaintance with the specifics of the group.

The experimenter's requirement to disclose his likes and dislikes often causes internal difficulties for the respondents and is manifested in some people in the reluctance to participate in the survey. Once sociometric questions or criteria are selected, they are entered on a special card or offered orally according to the type of interview. Each member of the group is obliged to respond to them, choosing certain members of the group depending on their greater or lesser inclination, their preference over others, sympathy or, conversely, antipathy, trust or distrust, etc.

Sample Questions for Exploring Business Relationships
1. a) which of your comrades from the group would you ask, if necessary, to provide assistance in preparing for classes (first, second, third)?
b) which of your comrades from the group would you not like to ask, if necessary, to provide you with assistance in preparing for classes?
2. a) with whom would you go on a long business trip?
b) Which member of your group would you not take on a business trip?
3. a) which of the members of the group will better perform the functions of a leader (headman, trade union representative, etc.)?
b) which member of the group will find it difficult to fulfill the duties of a leader?

Sample Questions for Studied Personal Relationships
1. a) Who in your group would you turn to for advice in a difficult life situation?
b) with whom from the group would you not like to consult about anything?
2. a) if all the members of your group lived in a hostel, with which of them would you like to live in the same room?
b) if your whole group were to be re-formed, which of its members would you not want to keep in your group?
3. a) who from the group would you invite to a birthday party?
b) who from the group would you not like to see at your birthday party?

At the same time, the sociometric procedure can be carried out in two forms. The first option is a non-parametric procedure. In this case, the subject is invited to answer the questions of the sociometric card without limiting the number of choices of the subject. If the group is calculated, say, 12 people, then in this case, each of the respondents can choose 11 people (except himself). Thus, the theoretically possible number of choices made by each member of the group towards other members of the group in this example will be equal to (N-1), where N is the number of members of the group. In the same way, the theoretically possible number of choices received by the subject in the group will be equal to (N-1). Let us immediately understand that the specified value (N-1) of the received elections is the main quantitative constant of sociometric measurements. In a non-parametric procedure, this theoretical constant is the same for the individual making the choice, as it is for any individual who has become the object of the choice. The advantage of this version of the procedure is that it allows you to identify the so-called emotional expansiveness of each member of the group, to make a cut of the variety of interpersonal relationships in the group structure. However, as the size of the group increases to 12-16 people, these connections become so numerous that it becomes very difficult to analyze them without the use of computer technology.

Another disadvantage of the non-parametric procedure is the high probability of obtaining a random selection. Some subjects, guided by a personal motive, often write in the Questionnaires: "I choose everyone." It is clear that such an answer can have only two explanations: either the subject really has such a generalized amorphous and undifferentiated system of relations with others (which is unlikely), or the subject deliberately gives a false answer, hiding behind formal loyalty to others and to the experimenter (which is most likely) .
The analysis of such cases led some researchers to try to change the very procedure for applying the Method and thus reduce the likelihood of random selection. Thus, the second variant was born - a parametric procedure with a limited number of choices. Subjects are asked to choose a strictly fixed number from all members of the group. For example, in a group of 25 people, everyone is asked to choose only 4 or 5 people. The value of limiting the number of sociometric choices is called the "sociometric limit" or "limit of choices". Many researchers believe that the introduction of a "sociometric constraint" significantly exceeds the reliability of sociometric data and facilitates the statistical processing of the material. From a psychological point of view, sociometric restriction forces the subjects to be more attentive to their answers, to choose for answer only those members of the group who really correspond to the proposed roles of a partner, leader or comrade in joint activities. The selection limit significantly reduces the probability of random responses and allows one to standardize the election conditions in groups of different sizes in the same sample, which makes it possible to compare material for different groups.

It is currently accepted that for groups of 22-25 participants, the minimum value of the "sociometric constraint" should be chosen within 4-5 choices.
The disadvantage of the parametric procedure is the inability to reveal the variety of relationships in the group. It is possible to identify only the most subjectively significant relationships. The sociometric structure of the group as a result of this approach will reflect only the most typical, “selected” communications. The introduction of a "sociometric restriction" does not allow one to judge the emotional expansiveness of group members.

Sociometric card or sociometric questionnaire is compiled at the final stage of program development.

When sociometric cards are filled and collected, the stage of their mathematical processing begins. Sociomatrix (table) . First, you should build the simplest sociomatrix. Election results are spread across the matrix using symbols. The results tables are completed first, separately for business and personal relationships. The names of all members of the group that is being studied are written vertically behind the numbers; horizontally - only their number. At the corresponding intersections, the numbers +1, +2, +3 indicate those who were chosen by each subject in the first, second, third turn, the numbers -1, -2, -3 - those whom the subject does not choose in the first, second and third turn .

Mutual positive or negative choices are circled in the table (regardless of the order of choice). After the positive and negative choices are entered in the table, it is necessary to calculate vertically the algebraic sum of all the choices received by each member of the group (the sum of the choices). Then you need to calculate the sum of points for each member of the group, taking into account that the choice in the first place is equal to +3 points (-3), in the second - +2 (-2), in the third - +1 (-1). After that, the total algebraic sum is calculated, which determines the status in the group.

Analysis of the sociomatrix for each criterion gives a fairly clear picture of the relationship in the group. Summary sociomatrices can be built that give a picture of the elections according to several criteria, as well as sociomatrices based on the data of intergroup elections. The main advantage of the sociomatrix is the ability to present the elections in numerical form, which in turn allows you to rank the members of the group according to the number of elections received and given, to establish the order of influences in the group. On the basis of the sociomatrix, a sociogram is built - a map of sociometric choices (sociometric map.

Sociogram. Sociogram - a graphic representation of the reaction of the subjects to each other when answering a sociometric criterion. The sociogram allows you to make a comparative analysis of the structure of relationships in a group in space on a certain plane (“shield”) using special signs (Fig. below). It gives a visual representation of the intra-group differentiation of group members based on their status (popularity). An example of a sociogram (map of group differentiation) proposed by Ya. Kolominsky, see below:

--> positive one-sided choice,
positive mutual choice,
------> negative one-sided choice,
negative mutual choice.

The sociogram technique is an essential addition to the tabular approach in the analysis of sociometric material, because it enables a deeper qualitative description and visual presentation of group phenomena.

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

Age: 7-11 years old

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

First row:

§ doll - to play

§ chicken - egg

§ scissors - cut

§ horse - sleigh

§ book - teacher

§ butterfly - fly

§ snow winter

§ lamp - evening

§ brush - teeth

§ cow - milk

Second row:

§ beetle - chair

§ compass - glue

§ bell - arrow

§ tit - sister

§ watering can - tram

§ boots - samovar

§ match - decanter

§ hat - bee

§ fish - fire

§ saw - scrambled eggs

Instruction:“I will now count ten pairs of words for you. You will need to memorize them, and then write a couple by the word. Understandably?"

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

Volume of semantic and mechanical memory

Attention diagnostics

I. Method of Pieron-Ruser

Purpose of the study: determine the level of concentration.

Age: 6-10 years

Material and equipment: Pieron-Rouser test form, pencil and stopwatch.

Carrying out procedure: The study can be conducted with one subject or with a group of 5-9 people. The main conditions when working with a group are to conveniently place the subjects, provide each with test forms, pencils, and monitor silence during the testing process. The experimenter during the study controls the time with a stopwatch and gives the command "Start!" and "Stop!"

The reliability of the results of the study is achieved by repeated testing, which is best done at significant intervals of time.

Test subject instructions:"You are offered a test with a square, a triangle, a circle and a rhombus depicted on it. At the "Start" signal, place the following signs in these geometric shapes as quickly as possible and without errors: in a square - plus, in a triangle - minus, in a circle - nothing put a dot in the rhombus. Arrange the signs in a row line by line. The time for work is 60 seconds. On my signal "Stop!" Stop placing the signs. "

The results of this testing are: the number of geometric shapes processed by the subject for 60 seconds, counting the circle, and the number of errors made.

The level of concentration of attention is determined by the table.

For mistakes made during the task, the rank is reduced. If there are 1-2 errors, then the rank is reduced by one, if 3-4 - by two ranks, concentration of attention is considered worse, and if there are more than 4 errors, then - by three ranks.

When analyzing the results, it is necessary to establish the reasons for these results. Among them, the installation, the willingness of the subject to follow the instructions and process the figures by placing signs in them as soon as possible, or his orientation on the accuracy of filling out the test, is of great importance. In some cases, the indicator of concentration of attention may be lower than possible due to too much desire of a person to show his abilities, to achieve the maximum result (that is, a kind of competition). The reason for the decrease in concentration can also be a state of fatigue, poor eyesight, illness.

Subject: ____________ Date _______

Experimenter: _________ Time _______

Test

II. Methodology or loto Kogan V.M.

Purpose of the study: identification of an indicator of attention: retention, distribution and switching of attention; performance features.

Age: 4.5-9 years old

Material and equipment: cards 5*5, field, stopwatch.

Carrying out procedure: The child is given a set of cards folded in random order. He must arrange them on the field in accordance with the conditions of the assignment. The teacher can lay out 2-3 figures for an example. Time is recorded, all errors are recorded in the protocol.

Test subject instructions:“There is a table in front of you, on it there is only one place for each card. For example, where is the place of the red triangle?

Processing and analysis of results: Children over six years of age complete the task in full, correct mistakes in the course of activities.

Field example:

III. Methodology T.E. Rybakova

Target: study of the distribution of attention

Age: 6-10 years old

Equipment: form

Carrying out procedure: the subject is offered a form consisting of alternating circles and crosses (on each line there are 7 circles and 5 crosses, a total of 42 circles and 30 crosses). The subject is asked to count aloud, without stopping (without the help of a finger), horizontally the number of circles and crosses separately. The second version is for younger children and contains drawings of animals.

Instruction: Count out loud, without stopping (without the help of your finger), horizontally the number of circles and crosses separately.

Results processing: The experimenter notices the time it takes the subject to count all the elements, fixes all the stops of the subject and those moments when he starts to lose count. Comparison of the number of stops, the number of errors, and the sequence number of the element in which the subject begins to lose count will make it possible to draw a conclusion about the level of distribution of attention in the subject.

IV. Confusion

Target: study of concentration and stability of attention

Age: 5-9 years old

Equipment: form

Carrying out procedure: The subject is given a sheet of jumbled lines and asked to trace the line from left to right to determine where it ends. You need to start from line 1. The subject must write down the number with which this line ends. Performing the task, you need to trace the line with your eyes, without using your finger or pencil, the experimenter follows this.

Instruction: Look closely at the drawing. Trace the line from left to right to determine where it ends. Name and write down the number with which this line ends

Results processing: the experimenter notes the time it takes for the subject to trace each line and for the entire task as a whole. The time to complete the entire task should not exceed five minutes. All stops in the activity of the subject and the correctness of the task are recorded.

V. Attention span research methodology

Target: determining the scope of attention

Age: 7-10 years old

Equipment: table cards

Progress: For a short time (1 sec.), the subject is presented with one of eight cards each with an image of two to nine dots. Each card is shown twice. After that, the subject notes the location of the points on a similar blank form. To play a card with 2 - 5 dots, 10 seconds are given, 6 - 7

dots - 15 seconds, 8 - 9 dots - 20 seconds.

Instruction: Look carefully at the pictures and try to remember them. Then you will need to draw the dots in the squares yourself without prompts.

Results processing: The experimenter counts the number of correctly marked points on each form and draws a conclusion about the amount of attention of the subject.

There are the following standards:

I - 3 points on two cards,

II - 4 points on two cards,

III - 6 points on two cards,

IV - 9 points on two cards,

V - 10 points on two cards,

VI - 11 points on two cards,

VII - 13 points on two cards,

VIII - 15 points on two cards,

X - 16 points on two cards.

Rank places I and II indicate a small amount of attention, III - VII - about the average, VIII and IX - about a large amount.

Perception diagnostics

Methodology for studying attention

Method "Numbers and letters"

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

Task completion time - 5 min.

Control form:

Method "Find a mistake in proverbs"

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

1. When a slave whistles on the mountain.

2. The horse is the crown of business.

3. Better bread and soda than trouble pie.

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

5. Poverty is not a threshold.

6. Where there is honey, there is flour.

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

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

9. Clip by clip is kicked out.

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

11. Out of sight - howl from the heart.

12. Do not pour water from your face.

13. Holy dough is never empty.

14. The first pancake is a stake.

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

Sample answer sheet:

Key to check:

"S-test"

Determination of the speed of distribution and switching of attention.

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

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

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

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

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

Methodology for studying memory

"Diagnosis of short-term auditory memory"

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

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

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

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

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

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

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

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

Volume of semantic and mechanical memory

"Method "Memory for numbers""

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

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

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

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

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

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

Words to remember:

A set of cards for mediated memorization:

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

Words can be given quite abstract from each other.

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

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

The task of the study: The study of logical and mechanical memory by memorizing 2 rows of words.

Equipment experience: Two rows of words. In the first row there are semantic connections between words, in the second row they are absent.

Operating procedure:

The experimenter reads to the subject 15 pairs of words of the first row (the interval between the pair is 5 seconds). After a 10-second break, the left words of the row are read (with an interval of 10 seconds), and the subject writes down the memorized words of the right half of the row.

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

Analysis of results and accounting of results:

It should be established whether the semantic relationships between words affect the effectiveness of the memorization process. Highlight the erroneously named words and ask the subject to explain the reason for the error. Answer the question: did the experiment show the influence of the objective meaning, the emotional significance of words for a given subject on their erroneous reproduction. Were there words in the experiment that were erroneously reproduced and had an associative connection with the word - stimulus. What features of the subject's thinking are indicated by such errors.

Subject #1

Analysis of results:

In the results of the study, it can be revealed that the semantic relationships between words have no influence. According to the subject, he did not find semantic connections in the semantic series, in some pairs, and attributed his own connections to the words. The reasons for errors are not finding semantic connections in some semantic pairs. Such errors indicate a type of thinking based on associations associated with one's personal experience.

Subject number 2.

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