F Tikhomirova development of intellectual abilities of a schoolchild. A collection of diagnostic techniques for primary schoolchildren, material on the topic

Auditory memory. The auditory memory capacity of a 7–10 year old child can be determined using the ten word method.

The child is read 10 words: airship, paw, apple, thunderstorm, duck, hoop, mill, parrot, leaf, pencil.

After this, the child must reproduce the words that he remembered. It is considered normal if the child was able to remember 6 words.

Semantic memory. To diagnose semantic memory, you can use the following technique: slowly read 10 pairs of words between which there is a semantic connection. Then, after a short interval of time, only the first words from each pair are read. At this time, the child must remember the second words. Then he is asked to write down on a piece of paper those pairs of words that he remembers.

The following pairs of words can be used:

noise - water

bridge - river

forest - bear

game - shot

hour - time

table - lunch

ruble - kopeck

oak - acorn

swarm - bee

nail - board

Visual memory. The child is asked to visually perceive the words written in a column on a piece of paper:

bush

Then the child is asked to write down the words that he remembers. 6 reproduced words indicate satisfactory development of visual memory.

A popular guide for parents and teachers. - Yaroslavl: Academy of Development, 1996. - 192 p., ill.

Development of cognitive, or intellectual, the child's abilities should be a constant concern of the parents, educators, teachers.

The book contains games, tasks, exercises that allow you to successfully develop such cognitive processes in children as perception, memory, attention, which is necessary for their preparation for school and further successful learning and intellectual development.

I8ВN 5-7797-0004-4 © design, “Academy of Development”, 1996 © Tikhomirova L. F.„ 1996 © Artists Dushiv M., Kurov V., 1996

I. Development of cognitive processes in preschool children.................................... 5

1. Perception...................... 7

Peculiarities of perception of preschool children. . 8 Games and exercises for the development of perception in preschool children.................... 10

Diagnostics of the level of perception in preschool children.................................. 26

2. Memory...................... 34

Peculiarities of memory in preschool children... 36 Games, exercises, tasks that promote memory development in preschool children...... 38

Diagnostics of memory in preschool children. . 57

3. Attention...................... 64

Features of attention in preschool children. 65 Games and exercises aimed at developing attention in preschool children......... 67

Diagnosis of the level of attention of preschool children 81 Conclusion to part I ................................ 86

Appendix................................... 93

II. Development of cognitive processes in children of primary school age.................................. 119

1. Perception......................... 121

exercise 1: Ask your child to assemble a pyramid that gradually tapers upward according to the finished standard.

PERCEPTION

exercise 2: Organize a complex design according to a standard, that is, assembling an irregular pyramid, a tower of an unusual configuration.

Game "DO THIS"

To develop the perception of children 4-6 years old, the following tasks can be offered:

a) according to the model, build the same structure from cubes:

b) draw patterns based on the sample:

You can repeat the exercises with more complicated figures from cubes, with more complex Patterns.

FOR EXAMPLE:

c) build the same structure based on the model:

d) draw the same patterns based on the sample:

A game"find a toy"

Aimed at developing perception and attention of 4-5 year old children.

Several toys (up to 10) can be placed in the room so that they are not conspicuous. The presenter, who can be an adult or a child, having chosen a toy, begins to tell what it is like, what it can do, what color, what shape, what size. Participants in the game can ask questions, and then go in search of this toy. The one who finds the toy becomes the leader.

The new presenter describes the properties of a different toy.

The game continues until all children have completed the role of leader.

PERCEPTION

A game "make a picture"

Aimed at developing perception in children aged 3-5 years. Take a couple of simple pictures depicting an apple, cucumber, or matryoshka doll. One picture is whole, and the other is cut into 3 parts.

The appendix (pp. 99-101) contains both whole cards and those cards that need to be cut.

task for the child: Assemble the cut picture according to the model.

For children 5-6 years old, you can offer the following task:

a) collect more complex pictures;

b) take two identical postcards, leave one of them as a standard, and cut the other into 4-5 parts, then mix their, collect according to the sample;

c) for a 5-6 year old child, you can complicate the task by asking them to fold a picture from memory, without a standard.

Game "white sheet"

Aimed at developing the perception of the shape of objects in children 3-5 years of age, as well as the development of fine motor skills of the hands.

Figures are drawn on a sheet of paper (appendix, pp. 95-97), some are painted in green, others are only outlined. We have provided an outline of the task; the child will work with the pictures included in the appendix.

exercise: Cut out figures from the sheet, outlined along the contour, and then close them green shapes on another sheet of paper. If positioned correctly

Development of cognitive abilities of preschool children

PERCEPTION

By mixing the figures, the result should be a white sheet of paper.

For children 5 years old, the task can be somewhat complicated by placing figures glued to a piece of cardboard in a linen bag. And then we ask the child to find by touch the necessary “patch” to cover this or that green figure.

Game "CIRCLE, TRIANGLE, SQUARE"

Aimed at developing the perception of color, shape and size in children 4-6 years old.

The child is given tasks aimed at differentiating characteristics of color, size, and shape. Pre-prepare cards with images of geometric shapes, which are in the appendix (p. 103).

A). Give the bear a circle, give the doll a triangle, give the bunny a square. Place the square on the window. Place the circle on the sofa. Show a red circle, a blue square, bring a green triangle.

b) Collect all the circles, separately put blue circles, green circles, yellow circles, red circles.

c) Show the triangles, then choose blue triangles, green triangles, yellow triangles, red triangles.

d) Collect all the squares, choose blue squares, red squares, yellow squares, green squares.

e) Show small circles (small triangles, small squares).

f) Collect large circles (squares, triangles).

g) Show large green squares, small blue circles, large red triangles, small green squares.

Development of cognitive abilities of preschool children

Game “SETTING UP THE CARPET”.

Designed to develop perception in preschool children.

The child will work with the material posted in the application according to the proposed assignment scheme.

There were holes in the beautiful rug. There are several patches located near the mat, from which you need to choose only those that will help close the holes.

Working with the application materials, the child can not only select, but also cut out the desired patch to close the hole in the carpet.

1st version of the task:

PERCEPTION

2nd version of the task:

A game“FIND THE SAME OBJECT” Designed for children 4-6 years old.

The child is offered pictures: a separately drawn standard lamp and several more drawings of lamps, among which the child must find the same one as the standard. The task is limited in time; only 30 seconds are given to study the pictures. After this, the child must give an answer.

For children 4 years old, you can leave the standard in front of your eyes; for older children, the standard should simply be covered with a sheet of white paper. This version of the task will allow you to develop not only the child’s perception, but also memory and attention.
18

Development of cognitive abilities of preschool children

exercise: Take a close look at the lamp. Among the other 8 lamps, find the same one.

A game"colors"

Aimed at developing color perception in preschool children.

We invite the child to name 5 objects of a certain color (blue, red, yellow, brown, black, green, etc.) in 1 minute. Items may not be repeated.

PERCEPTION

In kindergarten, a teacher can organize a game with a group of children at once. One of the guys who cannot name 5 objects of the named color in 1 minute leaves the game, and the winner is given the right to become the leader and suggest a color for searching for objects.

Game "WHO IS MORE OBSERVANT"

Aimed at developing the perception of shape in preschool children.

We ask the child to name 5 objects of a certain shape (round, rectangular, square, oval) in 1 minute. Items may not be repeated.

A kindergarten teacher can organize a game with a group of children. Each child must take turns naming objects of the named shape, so many objects of one shape or another will be listed, which helps each child's development.

The one of the guys who cannot name 5 objects of the required shape in 1 minute leaves the game. The winner is given the right to propose the name of the shape of the item for further play.

Game "Tell about animals"

Designed to develop structural perception.

For 5 seconds, show the children a piece of paper on which are drawn: a squirrel, a cat, a lynx, a duck, an owl.

Ask the children to name what is drawn and talk about the features and differences of these animals.

A game "compare the object"

A preschooler should be offered tasks aimed at developing the perception of size and size of an object. By comparing objects with each other, the child will be able to better understand a number of concepts: more, less; shorter, longer; wider, narrower; lower, higher.

Appendix 2

Test “Non-existent animal” (interpretation by A. E. Simanovsky).

This drawing test will allow you to diagnose the intellectual qualities of a 7-10 year old child.

Instructions.

Address the child: “Now you will come up with an animal that does not exist in nature and which you have not seen either in books or in cartoons. You will draw it, name it and tell everything about it.”

After the child has drawn his non-existent animal, described its appearance in detail (it is advisable to write down the description!), and come up with a name for it, you need to ask: “Now tell me about its way of life. How does he live? Who is he friends with? What does he like best? Is it afraid of anything? and so on.

Interpretation.

Methods of depicting a non-existent animal characterize the type of imagination, the child’s general approach to a creative task. There are three main methods of depiction (not counting the “zero” level, when a child draws a real animal - a hare, a dog, a crocodile, a person...):

a) a new creature is assembled from parts of real animals (the body of a bear, bunny ears, a bird’s tail...). This method is characteristic of a rationalistic approach to a creative task;

b) in the image and likeness of existing animals, a complete image of a new, non-existent animal is created (although it may vaguely resemble a dragon, a heffalump, or something else). This type of image is characteristic of an artistic-emotional approach to a creative task;

c) with a truly creative mindset, an absolutely original being is created. This method of depiction is found in any type of imagination - both rational and artistic, if a person has real creative capabilities.

The difference between the second and third design methods is that the second is built according to the standard scheme of a living creature: head with eyes, torso, limbs (tail, wings). Therefore it is always more or less similar to something existing.

For each image method, levels are identified that are correlated with the levels of general intellectual development. For the rationalistic method of depiction, the degree of deviation from the real sample is essential. (If the elements of five animals are combined, this is naturally a more complex invention than a dog with a bird's beak.) To determine the level of the artistic method of depiction, the expressive criterion is the degree of originality: a non-existent animal always resembles something, and the more it resembles something existing (in nature or in culture), the lower the level of execution. The level of the creative image itself determines the degree of naturalness. If the image is too pretentious, then it is not so much about originality as about originality: not about genuine creative possibilities, but about the desire to impress.

The emphasized humanoid or robotic appearance of a non-existent animal is considered as a manifestation of an unsatisfied need for communication. For teenagers, this phenomenon is almost normal: they are supposed to have such a high need for communication that it is almost never satisfied.

A description of the lifestyle of a non-existent animal provides additional information about the intellectual development of the child. So, all these organs must serve something. Of course, if the organ is especially significant, then the child will most likely remain silent about the overload area. But such a deliberate silence, avoidance of describing what is clearly depicted is a very expressive indicator and, of course, does not indicate any violation of logic. So, if nothing is said about the drawn horns, then the child is most likely afraid of aggression.

The child’s orientation to reality is manifested in whether the creature he has invented has enough everything that is necessary for life; Doesn’t a child, in a story about an animal’s lifestyle, forget about the most important vital functions, first of all, nutrition (younger schoolchildren rarely think about breathing, and they don’t have to worry about reproduction either).

Test "My Family"(interpretation by V.K. Loseva, as presented by N.L. Kryazheva).

This drawing test can be used with children over 5 years of age. This test is based on the understanding that children evaluate their parents’ behavior, relationships in the family and their place in it in their own way. For many parents, the results of this test may be quite unexpected, because adults and children evaluate the same thing differently.

Instructions.

The child is given a standard sheet of paper, a set of colored pencils (it is better not to give a simple pencil) and asked: “Please draw your family.” Perplexed questions: “Who is this?”, “What is this?”, “I don’t want to” - indicate that the child has not yet formed the concept of “family”, or that there is anxiety associated with family relationships. In such cases, you can ask the child to draw a family of animals.

Consider the following points:

Keep track of your child's usual mood. This task should not be given after family conflicts, quarrels, or shocks. Otherwise, you will get a situational picture that corresponds to perception only at the moment.

Do not stand over the child while performing the task. Informationally, such a picture will be distorted by your control. It is better if you ask one of your good friends to conduct this test.

Do not discuss the results in front of your child - this is a test for you, for your thoughts and a better understanding of your child's emotional problems.

While drawing, be sure to keep track of the order in which characters and objects are depicted (it is important who he started drawing first, last, and not just how it looks in the drawing).

Rules of interpretation.

Rule 1.

There can be nothing random in a drawing. After all, the child does not draw objects from life, but expresses his emotions and experiences about people close to him and significant objects. Disclaimers like: “I just forgot to draw my brother” or “I didn’t get my sister” should lose meaning for you.

If one of the family members is missing from the picture, this may mean:

1. The presence of unconscious negative feelings towards this person, which the child, however, perceives as forbidden. For example, strong jealousy towards a younger brother or sister. The child seems to be reasoning: “I should love my brother, but he annoys me, and this is bad. That’s why I won’t draw anything at all.”

2. Complete lack of emotional contact with the forgotten person in the picture. It’s as if this person simply doesn’t exist in the child’s emotional world.

Rule 2.

1. Or these are difficulties of self-expression in relationships with loved ones: “They don’t notice me here,” “It’s difficult for me to find my place.”

2. Either: “I don’t even try to find my place or way of expression here,” “I’m fine without them.”

Rule 3.

The size of the depicted character or object expresses its subjective significance for the child, that is, what place the relationship with this character or object currently occupies in the child’s soul.

For example, if in the picture the cat or grandmother is larger in linear dimensions than mom and dad, it means that now the relationship with the parents is in the background for the child.

Rule 4.

After the child finishes the drawing, be sure to ask him “who is who” in the drawing, even if it seems to you that you already understood everything. This is necessary because even if the number of characters is equal to the number of family members, one of the real family members may be missing, and instead there may be another, fictional character, such as Santa Claus or a Fairy.

Rule 5.

Fictional characters symbolize the unsatisfied needs of the child, he satisfies them in his fantasy, in imaginary relationships.

If you meet such a character, then ask the child in detail about him - this way you will find out what the child is missing in life. Of course, this does not mean that you will be able to immediately give your child what he lacks and that you are to blame for the dissatisfaction of his desires. For example, the image of a fairy can symbolize a typical child's need for unhindered, uninterrupted, magical satisfaction of all his needs.

The child still has to accept the impossibility of such satisfaction in order to learn to rely on his own strength.

Rule 6.

Carefully consider who is located higher on the sheet and who is lower. The highest in the picture is the character who, in the child's opinion, has the greatest power in the family, although he may be the smallest in linear size.

Below everyone is the one whose power in the family is minimal.

For example, if on the sheet above everyone else there is a picture of a TV or a six-month-old sister, it means that in the child’s mind they are the ones who “control” the rest of the family.

Rule 7.

The distance between characters (linear distance) is clearly related to psychological distance. In other words, whoever is closest to the child psychologically is the one he will portray as closest to himself. The same applies to other characters: those whom the child perceives as close to each other, he will draw next to each other.

Rule 8.

If a child draws himself very small in the space of a sheet, then he currently has low self-esteem.

Rule 9.

Characters who are in direct contact with each other in the drawing, for example with their hands, are in equally close psychological contact. Characters that do not come into contact with each other do not, in the child’s opinion, have such contact.

Rule 10.

The character or object that causes the greatest anxiety in the author of the drawing is depicted either with increased pressure of the pencil, or is heavily shaded, or its outline is circled several times. But it also happens that such a character is outlined by a very thin trembling line. The child seems hesitant to portray him.

Rule 11.

The head is an important and most valuable part of the body. Intelligence and courage are in the head. The child considers the smartest member of his family to be the person with the biggest head. Eyes are not only for viewing the environment, eyes, from the point of view of a child, are given in order to cry with them. Crying is a baby's first natural way of expressing emotions. Therefore, the eyes are the organ of expressing sadness and asking for emotional support.

Characters with large, wide eyes are perceived by the child as anxious, restless, and wanting to be helped.

Rule 12.

The ears are the “organ” of perceiving criticism and any opinion of another person about themselves.

Characters with the biggest ears should listen to those around them the most. The character, depicted without ears at all, does not listen to anyone, ignores everything that is said about him.

Rule 13.

Why does a person need a mouth? To eat and talk? But only? Also in order to express aggression: scream, bite, swear, be offended. Therefore, the mouth is also an “organ” of attack.

A character with a large or shaded mouth is perceived as a source of threat (not necessarily just through shouting). If there is either no mouth at all, or it is depicted as a dot or dash, this means that he hides his feelings, cannot express them in words or influence others.

Rule 14.

Neck - symbolizes the ability for rational self-control of the head over feelings. The character who has it is able to control his feelings.

If a child does not have a neck in the drawing, then it seems to him that adults require him to be more able to control himself and restrain his emotions. But adult characters most often have a neck - they don’t have to restrain themselves, they can do what they want, they, in the child’s opinion, are already well-mannered.

A child who thinks this way wants to grow up as quickly as possible; he is characterized by unbridled actions when he decides that he has already become an adult (crisis periods).

Rule 15.

The function of the hands is to cling, join, interact with surrounding people and objects, that is, to be able to do something, change something.

The more fingers there are, the more the child feels the character’s ability to be strong, able to do anything (if on the left hand - in the sphere of communication with loved ones, in the family, if on the right hand - in the world outside the family, in kindergarten, yard , school, etc.); if there are fewer fingers, then the child feels internal weakness, inability to act.

The more significant and powerful the child perceives the character, the larger his hand.

Rule 16.

Legs are for walking, moving in an expanding living space, they are for support in reality and for freedom of movement. The larger the area of support at the feet, the more firmly and confidently the character stands on the ground.

The right leg symbolizes support in non-family reality, and the left leg symbolizes support in the world of close emotional contacts.

Legs “hung in the air,” according to the child, do not have independent support in life. If the characters are depicted in one row, then mentally draw a horizontal line along the lowest point of the legs. And you will see who has stronger support.

Rule 17.

The sun in the picture is a symbol of protection and warmth, a source of energy. People and objects between the child and the Sun are what prevent him from feeling protected, using energy and warmth.

Image of a large number of small objects - fixation on rules, order, tendency to restrain emotions. The image of a large number of closed parts (cabinets, buttons, windows) symbolizes for the child prohibitions, secrets that he is not allowed to see.

The rules given by the famous psychologist V.K. Loseva, which are recommended for interpreting family drawings, are enough for you to discover unexpected aspects of your family’s life that your child notices.

Test game "Inventor"(according to L. Yu. Subbotina).

This test, along with fantasy, activates thinking. Both primary schoolchildren and teenagers willingly perform it.

The child is offered several tasks, the result of which should be an invention. You have 15 minutes to work. During this time, the child must draw his own invention for each task.

1. Come up with a non-existent device needed in the household.

2. Invent a non-existent animal and call it a non-existent name.

3. Suggest what needs to be done to make all people happy.

Then have your child fill out the Inventor Questionnaire. Parents provide answers for younger schoolchildren; teenagers evaluate themselves.

Inventor's profile:

1. Do you consider yourself an erudite?

2. Do new ideas often come to your mind?

3. Do you like monotonous work?

4. Do you like solving riddles and puzzles?

5. Are you persistent in achieving your goals?

6. Do you like to do one thing?

7. Do unusual ideas come to your mind?

8. Can you call yourself an inventor?

9. Do you like learning new things?

10. Do you like to preview a new textbook in advance?

11. Are you often able to solve a new problem that most of your classmates couldn’t solve?

If you agree with some statement in the questionnaire, then give 1 point; if you disagree, then give 0. Calculate the total amount of points received. This total result to some extent characterizes your child's ability to be creative and inventive.

Test "Generalization of Concepts"(interpretation by L. Yu. Subbotina).

This test is widespread in psychology and is used to determine a person’s ability to notice associative connections and build generalizations. The version of the test proposed below is designed for teenagers aged 11 years and older (the same test can be offered to younger schoolchildren, but use pictures instead of the verbal version).

Offer the child the following instructions: “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. He needs to be found and eliminated.”

Material for work:

1 table, chair, bed, floor, wardrobe.

2 Milk, cream, lard, sour cream, cheese.

3. Boots, boots, laces, felt boots, slippers.

4. Hammer, pliers, saw, nail, axe.

5. Sweet, hot, bitter, sour, salty.

6. Birch, pine, tree, oak, spruce.

7. Plane, cart, man, ship, bicycle.

8. Vasily, Fedor, Semyon, Ivanov, Peter.

9. Centimeter, meter, kilogram, kilometer, millimeter.

10..Turner, teacher, doctor, book, astronaut.

11. Deep, high, light, low, shallow.

12. House, dream, car, cow, tree.

13. Soon, quickly, gradually, hastily, hastily.

14. Failure, excitement, defeat, failure, collapse.

15. Hate, despise, be indignant, be indignant, understand.

1b. Success, failure, luck, winning, peace of mind.

17. Brave, courageous, determined, angry, courageous.

18. Football, volleyball, hockey, swimming, basketball.

19. Robbery, theft, earthquake, arson, assault.

20. Pencil, pen, drawing pen, felt-tip pen, ink.

Scale for assessing the responses received.

The child correctly and independently names the generic concept: to highlight an extra word; to combine words into one group - 5 points.

The child names the generic concept incorrectly, but then corrects the mistake himself: to denote an extra word, to denote words combined into one group - 4 points.

The child independently gives a descriptive description of the generic concept to denote: an extra word; words combined into one group - 2.5 points.

The child gives a descriptive description of the generic concept with the help of an adult to indicate: an extra word; words combined into one group - 1 point.

The child cannot define a generic concept and does not know how to use help to indicate: an extra word; words combined into one group - 0 points.

If a child cannot complete the proposed tasks, then this indicates the need to conduct special classes with him to develop mental generalization, associations, and creative imagination.

If a child combines words not according to generic, but according to situational criteria (i.e., he comes up with a situation in which all objects are somehow involved), then this is an indicator of concrete thinking, an inability to build a generalization based on essential features.

Key to the test:

1. Gender 2. Salo. 3. Laces. 4. Nail. 5. Hot. 6. Tree. 7. Man. 8. Ivanov. 9. Kilogram. 10. Book. 11. Light. 12. Dream, 13. Gradually. 14. Excitement. 15. Understand. 16. Calmness. 17. Angry. 18. Swimming. 19. Earthquake. 20. Ink.

Test "Self-Portrait"(in the interpretation of E. S. Romanova and O. F. Potemkina).

This test is widely used by psychologists and has a complex processing and interpretation system. Here is a version of this test that can be used for testing children of primary school age.

This test allows you to identify a person’s ideas about himself, his appearance, personality, and relationships.

Give your child a pencil and one sheet of white paper. Tell him: “Draw your portrait.” Analyze the resulting drawing using the following comments.

Aesthetic image. The child clearly has artistic ability. This test is very indicative for identifying future artists. In such drawings, lightness and conciseness of lines are combined with great expressiveness of the image.

Schematic illustration. The face in profile or full face is drawn with a diagram. This image characterizes the intellectual orientation of the individual. These are thinkers with a tendency to constantly generalize incoming information.

Realistic image. The drawing is full of meticulous details. The face, hair, clothes, etc. are drawn. This characterizes a pedantic person prone to detail. This is a thinking analyst.

Metaphorical image. The child portrays himself in the form of an object, an animal, a literary character. This image is performed by artistic individuals. They have developed fantasy, imagination, creativity and a sense of humor.

Test "Inference"(according to L. Yu. Subbotina).

This test is used to study both imagination and verbal-logical thinking. The ability to correctly formulate premises and derive consequences is very important for successful study. This test is used for both primary schoolchildren and teenagers.

A series of questions are proposed, starting with the words “What will happen?” The child’s task is to give as complete and original answers to the questions as possible.

List of sample questions:

“What happens if it rains nonstop?”

“What would happen if all animals started speaking with human voices?”

“What would happen if all the mountains suddenly turned into sugar mountains?”

“What happens if you grow wings?”

“What happens if the sun doesn’t set on the horizon?”

“What will happen if all the fairy-tale heroes come to life?”

The more detailed and detailed a child answers a question, the more vividly his imagery and “creativity” of imagination are developed. To evaluate the results, use the time factor. How long did it take the child to formulate an answer to the question?

5 min - 1 point. 4 min - 2 points. 3 min - 3 points. 2 min - 4 points. 1 min - 5 points.

How active is the imagination?

Original detailed answer with elements of humor - 5 points.

Unusual answer with elements of fantasy - 4 points.

A banal answer (“Nothing will happen”, “This doesn’t happen”, etc.) - 2 points.

Answer not to the point or a counter question - 1 point.

The maximum number of points is 10. The fewer points a child scores, the more he needs special classes to develop imagination and creative thinking.

Test "Memory diagnostics"(according to L.F. Tikhomirova),

Auditory memory. The auditory memory capacity of a 7–10 year old child can be determined using the ten word method.

The child is read 10 words: airship, paw, apple, thunderstorm, duck, hoop, mill, parrot, leaf, pencil.

After this, the child must reproduce the words that he remembered. It is considered normal if the child was able to remember 6 words.

The following pairs of words can be used:

noise - water

bridge - river

forest - bear

game - shot

hour - time

table - lunch

ruble - kopeck

oak - acorn

swarm - bee

nail - board

Visual memory. The child is asked to visually perceive the words written in a column on a piece of paper:

bush

Then the child is asked to write down the words that he remembers. 6 reproduced words indicate satisfactory development of visual memory.

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Tests for determining meteosensitivity Test for meteosensitivity I There are many people on the planet who physically feel the approach of rain, strong wind, or a sharp change in temperature or atmospheric pressure. How weather sensitive are you? Check it out

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Tests to determine your skin type To determine what type your skin is, you need to perform a simple test. How to determine dry skin Before performing the test, cleanse your face, but do not apply cream to your skin afterwards. After an hour has passed after cleaning, examine

From the book Children's Health Yoga by Andrey Lipen

Appendix 5 Tests for teenagers who smoke (self-completion) Test No. 1 SOCIAL SITUATION OF SMOKING For each item, select one answer and count the points you scored 1) Do they smoke in your home? 2) How will your loved ones react to your quitting smoking? 3) Do your friends smoke openly?

From the book The most reliable and truthful method of getting rid of any bad habit. Shichko method author Vadim Lapshichev

How to determine the right partner: compatibility tests According to existing statistics, incompatibility of spouses is one of the main reasons why many seemingly “promising” marriages are destroyed. How many problems and disagreements arise due to different

From the book Breathing according to the Buteyko method. Unique breathing exercises for 118 diseases! author Yaroslava Surzhenko

Are there tests to determine the presence of cellulite? Any woman can easily find out whether she has cellulite or not in the simplest way. It is necessary to lightly squeeze the skin on the thighs, buttocks, arms or abdomen with your thumb and forefinger. you found on the skin

From the book How to cure yourself and your loved ones without drugs and doctors. Bioenio for dummies author Nikolai Ivanovich Nord

Tests for determining dosha When answering each question, choose the score that corresponds to your condition: 1 means “not strong, weak, uncharacteristic”, 2 - “average, normal”, 3 - “very pronounced, maximum”. Place a “bird” next to the number or circle it. Then

From the author's book

Appendix I have been teaching classes using the method of G. A. Shichko for more than fifteen years. Recently I have been working as a psychologist in a medical center and, for many years, in the public association “Azaria” - “Mothers Against Drugs”. Below is a version of the monthly operation of this

From the author's book

Application Take tests and find out if you are healthy? Test 1 “Are you a healthy person?” 1. Age has a significant impact on health. Give yourself one point for each year you live.2. Calculate whether your weight is normal. If your weight is

From the author's book

Tests for hypnotizability 1. Floating hands Place the subject in front of you, ask him to close his eyes and lower his hands along his body. Then inspire: “Attention to my voice... You hear my voice well and obey it... Your hands move, come off your body