Method G. Ebbinghaus
Technique "Arrangement of numbers".
Purpose: to assess the subject's voluntary attention.
Data processing and analysis: the assessment is made by the number of correctly written numbers. The average rate is the 22nd and above. Below the norm - from the 17th to the 21st.
Summary table of results.
All subjects completed from 12 to 16 correct fillings, their concentration requires training, or they lack motivation for activity.
Methodology "Comparison of concepts"
Purpose: to analyze the development of the comparison operation.
Analysis of the results: A) quantitative data processing consists in counting the number of similarities and differences allocated to the subjects in each pair of similarities and differences;
B) qualitative work provides that a high level of development of the comparison operation is noted if the student named more than 20 features; medium - 10-15 traits; low - less than 10.
As a result of the testing, it was revealed that the comparison operation for all three subjects is at an average level.
Methodology "Quantitative relations".
Designed to assess logical thinking. Task execution time -
Data analysis and processing: evaluation is based on the number of correct answers. The norm for a teenager is from 7 to 10 correct decisions.
Summary table of results.
Determination of the features of the flow of thought processes.
Purpose: to determine the speed of thought processes (speed of mind).
Data analysis and processing:
1) Good result in the first column - 10-15 sec. For each incorrect answer, a 5 second penalty is added.
2) Good result in the second column - 1-1.5 minutes. For each incorrect result - a penalty of 30 seconds.
3) Good result in the third column - 1-1.5 minutes. For each incorrect result - a penalty of 30 seconds.
4) Good result in the fourth column - 6-7 minutes. For each incorrect result - a penalty of 1 min.
The total time and the number of correctly completed words are recorded.
Summary table of results.
Methodology G. Ebbinghaus. "Fill in the missing words in the text"
Purpose: the level of development of speech and the productivity of associations are revealed.
Data analysis: the quality of the assignment is taken into account; the correspondence of the chosen words to the meaning of the content of the text, i.e. its adequacy.
It was found that all three subjects had a low level of speech development. Words were chosen quickly, thoughtlessly, not compared with the understanding of the entire text as a whole.
When evaluating thinking in adolescents and older students, two circumstances should be borne in mind: firstly, that by this age all types of thinking, including verbal and logical, are already quite developed, and secondly, that, starting from this age , children prepare themselves for the choice of a future profession, measuring their abilities with the requirements that this profession imposes on a person. The first circumstance involves an assessment of the main thing that appears in a person’s thinking by adolescence, namely, the ability to reason logically, performing complex actions and operations in the mind. The second circumstance requires paying special attention to those types of thinking that are associated with the presence of the most important abilities for choosing a future profession. These, in particular, may include mathematical, linguistic and technical abilities, which can be easily assessed in adolescents and young men using well-known tests. In this regard, the block pre-
The proposed methods included four such that are intended for these purposes: a method for assessing the logic of thinking, mathematical, linguistic and technical thinking. Each of these techniques is described in detail below.
Methodology 12 1 . "Logical-quantitative relations"
Subjects in this technique are invited to solve 20 tasks to clarify the logical-quantitative relationships. All of these tasks are presented in Table 15 below.
In each of these tasks, it is necessary to determine which value is greater or, accordingly, less than the other, and write the result under the line in the form of a ratio between the values \u200b\u200bof "A"
Table 15Tasks for the method "Logical-quantitative relations"
"Eleven other methods, the indicators of which are presented in the Map of the individual psychological development of adolescents and older students that concludes this chapter, have already been described within the framework of a standardized complex for younger students in the previous chapter. Therefore, the numbering of the methods reflected in the Map in this chapter does not begin with 1, and from 12.
and "B" using the signs ">" or "<». Решать все без исключения задачи нужно только в уме, как можно быстрее и без ошибок.
A total of 10 minutes is allotted to solve all 20 problems. After this time, the psychodiagnostic experiment is interrupted and the number of tasks correctly solved by the subject during this time is determined.
Note. Below, for control, the correct solutions of all problems are given, indicating the number of the problem and the correct solution. In the answers, instead of the above signs, verbal formulations were used.
Part I. Psychological diagnostics
Evaluation of results
For each correctly solved problem, the subject receives 0.5 points. The maximum amount of points that one test subject can score for solving all 20 tasks is equals 10. If the result turned out to be equal to a whole number of points and a half, then it is rounded up to the nearest higher number. For example, a score of 8.5 is rounded up to 9.0 in the end.
Conclusions about the level of development
10 points- very tall.
8-9 points- tall.
4-7 points- average.
2-3 points- short.
0-1 point- very low.
Method 13. Eysenck 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, linguistic and those that are important for technical, design, artistic and visual and other types. activities where figurative-logical thinking is actively used (visual-spatial subtest of the Eysenck test).
Each of the subtests of the Eysenck test includes a series of progressively more difficult tasks, for which 30 minutes are allotted in each subtest. Thus, 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 practical acquaintance with the Eysenck test and its use in school psychological and pedagogical practice, we
________ Chapter 5 ____
only two of the eight subtests available in the test were chosen: the one by which linguistic abilities are assessed, and the one by which one can assess the mathematical abilities of a person 1 .
To complete a series of tasks included in these subtests, 1 hour is allotted (30 minutes for each of the subtests). During this time, you need to try to solve as many problems as possible,
The assessment of the level of development of the corresponding abilities is carried out according to the total number of tasks correctly solved during this time by comparing the number of tasks solved with the standard indicators, which are carried out further in the form of graphs. In the same place, at the end of the description of both subtests, the correct answers to all the tasks included in them are given.
Comment. If any of the tasks of the subtest is not solved quickly, then it can be temporarily skipped and proceed to the solution of the next task, since in the end only the total number of tasks correctly solved in the allotted time is taken into account.
The solutions proposed by the subjects - this primarily concerns the tasks of the mathematical subtest - may differ from those given in the key, but nevertheless be correct if the subject manages to sufficiently convincingly and logically justify their validity.
Similar information.
METHOD "QUANTITATIVE RELATIONSHIPS"
Designed to assess logical thinking. Subjects are offered to solve 18 logical tasks. Each of them contains 2 logical premises, in which the letters are in some kind of numerical relationship with each other. Based on the presented logical premises, it is necessary to decide in what relation the letters under the line are among themselves. The solution time is 5 minutes.
Instruction: You are offered 18 logical tasks, each of which has 2 premises. The time for solving problems is 5 minutes.
Stimulus material
Table 49
Table 49 continued
2. A is 10 times less than B | 6. A is 9 times greater than B |
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B is less than C by 12 times |
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B more than C 6 times |
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7. A is 6 times bigger than B |
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B is 7 times more than C |
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3. A is 3 times more than B |
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B is less than C by 6 times |
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8. A is 3 times less than B |
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4. A is 4 times more than B |
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B more than C 5 times |
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B is 3 times less than C |
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9. A is 10 times less than B | 14. A is 5 times less than B |
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B more than C 3 times | B more than C 2 times |
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10. A is 2 times less than B | 15. A is 4 times more than B |
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B more than C 8 times | B is 3 times less than C |
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11. A is 3 times less than B | 16. A is 3 times less than B |
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B is 4 times more than C | B more than C 3 times |
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12. A is twice as big as B | 17. A is 4 times bigger than B |
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B is less than C by 5 times | B is less than C by 7 times |
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13. A is 5 times less than B | 18. A is 3 times more than B |
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B more than C 6 times | B is less than C by 5 times |
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Evaluation is based on the number of correct answers. The norm for an adult is 10 or more.
THE METHOD OF "REGULARITIES OF THE NUMERICAL SERIES"
The technique evaluates the logical aspect of thinking. The subjects must find patterns in the construction of 8 numerical series and write the missing numbers. Runtime - 5 minutes.
Instruction: you are presented with 7 numerical rows. You must find a pattern for constructing each row and enter the missing numbers. The running time is 5 minutes.
Number series
1) 24 21 19 18 15 13 – – 7
2) 1 4 9 16 – – 49 64 81 100
3) 16 17 15 18 14 19 – –
4) 1 3 6 8 16 18 76 78
5) 7 16 9 5 21 16 9 – 1
6) 2 4 8 10 20 22 – – 92 94
7) 24 22 19 15 – –
1) 12 9;
2) 25 36;
3) 13 20;
4) 36 38;
5) 13;
6) 44 46;
7) 10 4.
The score is based on the number of correctly written numbers. The norm of an adult is 3 and above.
METHOD "COMPASSES"
The technique is designed to determine spatial representations. Since there are statistically significant correlations between the indicators of spatial representation and the level of logical thinking, the technique is recommended for indirect assessment of the level of logical thinking. The technique is used for the purpose of professional selection.
25 problems are solved on the form, in each of which one of 8 cardinal directions (N, S, E, 3, N-E, N-3, S-E, S-3) is indicated on a schematically depicted compass in a variable coordinate system and an arrow showing some other direction, which will be the subject's task to determine relative to the variable coordinate system. After the subject mentally determines the direction of the compass, he must write down the designation of this direction. Before starting the examination, after explaining the problem to the subject, it is necessary to analyze one example. The subject should be warned that it is impossible to rotate the form for orientation along the N-S axis.
The task execution time is 5 minutes.
Treatment
The survey results are processed using a key. The following indicators are defined:
the total number of compasses viewed - performance (P);
task execution time (T); number of errors (number of incorrectly marked
compasses) (n);
relative frequency of wrong answers (n/p);
work speed:
Part 2. Temperament, character, cognitive processes
Stimulus material for the "Compasses" method
ANSWER FORM
Success rate (A):
where C is the number of all compasses marked by the subject; W is the number of incorrectly marked compasses; O is the number of compasses to be noted; S is the total number of compasses viewed.
Table 50
Produce | ||||||
Produce | ||||||
COMPLEX ANALOGIES METHOD
The technique is used to assess logical thinking; it can be used both individually and in a group.
The content of the methodology: the subject is offered 20 pairs of words on the form, the relationships between which are built on abstract connections, on the same form in the “Code” square there are 6 pairs of words with the corresponding numbers from 1 to 6. After the subject determines the relationship between the words in a pair, he needs to find a similar pair of words in the "Cipher" square and circle the corresponding number. Time to complete the work 3 min. Evaluation is based on the number of rules
answers.
Stimulus material
Sheep - flock | Light - darkness |
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Raspberry - berry | Poisoning - death |
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Sea ocean | Enemy - enemy |
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Chapter 4
Fright - flight | Instructions: in each line you will find one |
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Physics - science | in brackets. All words in brackets are |
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have something to do with the one before the parenthesis |
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Right - right | |||||
mi. Choose only 2 and underline them. |
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Garden bed | The words in the tasks are chosen in such a way that |
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the subject must demonstrate his |
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Pair - two | the ability to grasp the abstract meaning of those or |
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other concepts and abandon the easier, bro |
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Word - phrase | |||||
poking in the eye, but the wrong way to solve, |
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in which, instead of essential, |
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Vigorous - lethargic | |||||
private, specifically situational signs. |
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Freedom is will | |||||
Stimulus material |
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Country city | |||||
Praise - abuse | 1. Garden (plants, gardener, dog, fence, earth). |
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Revenge - arson | 2. River (shore, fish, angler, mud, water). |
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3. Cities (car, building, crowd, street, ve |
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Ten is a number | |||||
losiped). |
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4. Barn (hayloft, horses, roof, livestock, walls). |
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Cry - roar | |||||
5. Cube (corners, drawing, side, stone, wood). |
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Chapter - novel | 6. Division (class, dividend, pencil, divider, |
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Peace is breath | |||||
7. Ring (diameter, diamond, please, roundness, |
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Courage is heroism | |||||
8. Reading (eyes, book, picture, print, word). |
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Coolness - frost | 9. Newspaper (true, applications, telegrams, bu |
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magician, editor). |
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Deception - mistrust | |||||
10. Game (cards, players, fines, punishments, |
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regulations). |
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Singing is an art | |||||
11. War (airplane, guns, battles, guns, |
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Bedside table - closet | soldiers). |
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METHODOLOGY "SPECIFICATION OF ESSENTIAL FEATURES"
The technique reveals the ability of the subject to separate the essential features of objects or phenomena from non-essential, secondary ones. In addition, the presence of a number of tasks that are identical in the nature of their performance makes it possible to judge the sequence of the subject's reasoning.
For the study, a special form is used, or the experimenter presents tasks to the subject. Instructions are given in advance.
Plants, earth | Diameter, roundness |
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coast, water | Eyes, print |
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Building, street | Paper, editor |
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Roof, walls | players, rules |
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corners, side | Battles, soldiers |
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dividend, divisor | ||||
The results should be discussed with the subject, to find out if the subject persists in his incorrect answers, and how he explains his choice.
Home > Calendar-thematic plan2. Carry out the methodology: "Logical-quantitative relations."
Target: determine the level of development of logical thinking.
Equipment: 20 tasks to clarify the logical-quantitative relationships, hours.
Instruction:"You need to solve 20 problems within 10 minutes. In each of these problems, you need to determine which value is greater or, accordingly, less than the other, and write down the result."
Tasks: which is greater: A or B?
1. A is 6 times greater than B
B is 7 times more than C
2. A is 10 times less than B
B more than C 6 times
3. A is 3 times more than B
B is less than C by 6 times
4. A is 3 times more than B
B is less than C by 5 times
5. A is 3 times less than B
B more than C 5 times
6. A is 9 times greater than B
B is less than C by 12 times
7. A is 9 times greater than B
B is less than C by 4 times
8. A is 3 times less than B
B is 7 times more than C
9. A is 5 times less than B
B more than C 6 times
10. A is 2 times less than B
B more than C 8 times
11. A is 3 times less than B
B is 4 times more than C
12. A is twice as big as B
B is less than C by 5 times
13. A is 10 times less than B
B more than C 3 times
14. A is 5 times less than B
B more than C 2 times
15. A is 4 times more than B
B is 3 times less than C
16. A is 3 times less than B
B more than C 2 times
17. A is 4 times more than B
B is less than C by 7 times
18. A is 4 times more than B
B is 3 times less than C
19. A is 5 times less than B
B is 7 times more than C
20. A is 7 times more than B
B is 3 times less than C
Decision:
1. In more A. 2. And more V. 3. In more A. 4. And more V.
5. And more V. 6. In more A. 7. And more V. 8. And more V.
9. In more A. 10. And more V. 11. In more A. 12. And more V.
13. In more A. 14. And more V. 15. In more A. 16. And more V.
17. In more A. 18. In more A. 19. And more V. 20. In more A.
Evaluation of results:
For each correctly solved problem, the subject receives 0.5 points. The maximum amount of points that one subject can score for solving all 20 problems is 10. If the result turned out to be non-integer, then it must be rounded up to the nearest integer.
Conclusions about the level of development:
10 points-very tall.
8-9 points-tall.
4-7 points-average.
2-3 points-short.
0-1 point-very low.
1. Conduct a methodology for studying the level and course of mental thought processes. Folding pictures from a segment. Prepare a conclusion.2. Make a table "Violation of thinking"| № | Types of thinking pathology | Characteristic |
| 1 | violation of the operational side of thinking | |
| 2 | violation of the dynamics of thinking | |
| 3 | violation of the motivational component of thinking. |
Memory disorders. Methods for the study of memory.
Questions for self-preparation: 1. Violation of direct memory: - Korsakov's syndrome - Progressive amnesia 2. Violation of the dynamics of mnestic activity 3. Violation of mediated memory 4. Violation of the motivational component of memory Basic concepts : memory, amnesia, Korsakov's syndrome, progressive amnesia. Brief theoretical background In the study of memory pathology, the most important questions are:the structure of mnestic activity, mediated and unmediated, voluntary and involuntary memorization;
dynamics of the mnestic process;
motivational component of memory.
violation of immediate memory;
violation of the dynamics of mnestic activity;
violation of mediated memory;
violation of the motivational component of memory.
Violation of immediate memory
Korsakov's syndrome Memory impairment associated with current events is one of the most studied disorders of immediate memory. With this violation, the memory of the events of the distant past remains relatively intact. The syndrome of impaired memory for current events was described by the famous domestic psychiatrist S. S. Korsakov and received his name. This type of memory impairment is often combined with confabulations (filling in gaps in memory with non-existent events) in relation to current events and their disorientation in place and time. Patients with such memory impairment do not remember the events of the recent past, but photographically reproduce those events that happened to them many years ago. Often Korsakov's syndrome can manifest itself in inaccurate reproduction of what is heard and seen, or in an inaccurate orientation. In this case, sometimes a false reproduction occurs without gross confabulations: patients notice gaps in their own! memory and try to fill them, inventing non-existent! event variant. Violations of memory for recent events are combined with insufficient orientation in the environment, real events can either clearly appear in the mind of the patient, or intricately intertwined with events that did not take place. Thus, the impossibility of reproducing the information of the present moment does not allow organizing the future, the interconnection of individual periods of life is violated. Memory disorders in Korsakov's syndrome acquire a special form if they develop against the background of pronounced aspontaneity, i.e. gross violations of the motivational sphere in patients with lesions of the fronto-basal parts of the brain. Such memory impairments are found against the background of an apathetic or euphoric state. In an apathetic state, the activity of patients is devoid of arbitrariness, purposefulness, and they themselves have no choice. They spontaneously switch from one activity to another. In the euphoric state, disinhibition, foolish behavior and criticism disorders are observed. progressive amnesia This is such a violation of memory, when the disorder extends not only to current events, but also to past ones. Patients do not remember the past, confuse it with the present, shift the chronology of events. Disorientation in time and space becomes characteristic. With amnestic disorientation, past professional skills can be transferred to the present. These memory impairments are more often observed in mental illnesses of late age. They are based on a progressive, qualitatively peculiar destruction of the cerebral cortex. The disease is characterized by steadily developing memory disorders: first, the ability to memorize current events decreases, then the events of recent years and partly of a long time past are erased. The patient does not live in the present situation, which he no longer perceives, but in fragments of circumstances, actions, situations that took place in the distant past. Senile dementia develops gradually. S. G. Zhislin suggests that the unclear perception of the world in senile dementia is due to the disinhibition of the developed differentiations and the general weakening of the analyzer functions of the cortex. The nervous processes that have become inert do not keep up with the change of events taking place in the real world. Patients are able to record only separate parts of these events.Violation of the dynamics of mnestic activity
In mentally ill patients, there may also be a violation of the dynamics of mnestic activity. Patients remember the material well for some time (10 words), and then very soon they cannot reproduce anything at all, after the second or third presentation they remember 5-6 words, after the fifth - 2-3 words, and after the sixth presentation - 7 -8 words. The mnestic activity of such patients is intermittent. Memory impairments can be combined with lapses in speech. The dynamic side of memory is broken. Similar disorders occur in patients with vascular diseases of the brain who have had infectious diseases or brain injuries in the distant past. Violations of the dynamics of mnestic activity should be considered as a manifestation of the discontinuity of all mental processes, as an indicator of the instability of mental performance, its exhaustion, and not as a violation of memory in the narrow sense of the word. The concept of "performance" includes a number of aspects that determine the attitude to the world around us and to ourselves! the ability to regulate one's own behavior, the purposefulness of one's own efforts, the ability to deal with exhaustion and satiety. It can be assumed that the violation of the dynamics of mnestic activity is a special and particular case of the manifestation of the exhaustion of mental performance, a reflection of its instability. Violation of the dynamics of mnestic activity can be corrected through mediation - the use of the pictogram method. However, when an excessive tendency to mediation arises, the reproduction process itself sometimes loses its relevance for the patient (due to fears that the drawing is not very accurate) and becomes less differentiated. Violation of the dynamics of mnestic activity can also act as a consequence of affective-emotional instability. Organic diseases are often accompanied by an affective state of the patient and an affective disorganization of his activity. This is manifested in forgetfulness, inaccuracy in the assimilation, preservation and reproduction of the material. The state of mnestic activity is also influenced by the effective capture of the patient, which leads to undifferentiated perception and retention of the material.
Violation of mediated memory
Memory is a complexly organized activity that depends on many factors: the level of cognitive processes, motivation, dynamic processes. Mental illness, changing these components, also destroys mnestic processes in different ways. From the works of A. N. Leontiev, it is known that the introduction of the factor of mediation improves the reproduction of words. To study the process of mediating the memorized material, the method of pictograms by A. R. Luria is used. main; the difficulty for the subjects is the intellectual operation to establish commonality in the picture and in the memorized word. Each word has a universal meaning and has a certain system of signs. The patient needs to highlight the main, essential features of the memorized word and capture them in the drawing. The drawing of a mentally ill person allows you to see:
the presence or absence of exhaustibility of processes (the fineness of the pattern indicates the exhaustibility of processes);
depression (contour outlines) or depression (shaded drawing) and much more.
Violation of the motivational component of memory
The motivational component is integral to the structure and flow of memory processes; its disturbances are especially evident in patients with endogenous diseases (schizophrenia). The patient's personal attitude to the outside world is disturbed. He remembers only what he considers necessary and important. In patients with schizophrenia, violations of the motivational side are expressed in the memorization of clothes, shapes, colors. Healthy people remember the appearance of a person. An altered attitude to the environment and one's capabilities leads to the disintegration of the structure of mental activity (A. R. Luria, S. L. Rubinshtein, etc.). Studies show that in patients with various forms of pathology, the regularity in the reproduction of completed and incomplete Actions also changes. So, in patients with schizophrenia, in whose mental state emotional lethargy and distortion of motives were noted, there was no effect of a better reproduction of unfinished actions. Normally, it is equal to a coefficient of 1.9; in patients with schizophrenia -1.1. On the contrary, patients with epileptic disease, suffering from hypertrophic rigidity of emotional attitudes, demonstrated the predominance of unfinished actions over completed ones (1.8). These data prove that disturbances in mnestic activity reflect differently altered structure of the patients' motivational sphere. Abstract topics: 1. Features of pathopsychological research in oligophrenia. Experimental part: 1. Analyze an example of a pathopsychological study:
Data from an experimental psychological study
(subject's age 6 years 8 months)
The girl is alert, at the beginning of the study she is somewhat constrained, she answers questions in monosyllables, sluggishly, reluctantly. The facial expression is serious with a hint of displeasure. Negatively refers to the forthcoming research, refuses to "engage" with the experimenter. After persuasion, he nevertheless starts work, but he is not interested in tasks, indifferent to the results of his own activities, the reaction to encouragement and censure is not expressed. He understands instructions for most experimental tasks poorly, works "very slowly, sluggishly, reluctantly, requires constant and varied stimulation and assistance, which turns out to be ineffective. When memorizing 10 unrelated words, he reproduces 4, 4, 6, 7, 5 and after an hour, 7 words, which may indicate a weakening of direct memory, a narrowing of the volume and instability of voluntary attention.The ability to mediate at the time of the study was not revealed, despite detailed instructions and a direct demonstration of an example of the required activity (drawing a Christmas tree for the expression "happy holiday" The proposed expression "hard work" draws a house, simply because she "knows how to draw a house". In the learning experiment, it was found that there was no active orientation, activity planning. It took two lessons to classify figures by color, 4 - by shape, 4 - switching to a new trait was significantly complicated by pronounced inertia, the classification of was extremely slow, with a large number of errors due to a violation of voluntary attention (the number of errors increased sharply with the acceleration of the pace of work). There was practically no logical transfer of skills to a new task. In the course of the study, an insufficient level of visual-effective thinking and a violation of spatial orientation were also determined. Also noteworthy is the extremely low productivity in working with speech material. Thus, in the course of the study, violations of the affective-volitional sphere were revealed, expressed in the passivity of a personal attitude to the proposed activity, not corrected by active stimulation, a slowdown in the pace of mental activity, a low level of development of thinking, impaired voluntary attention, pronounced inertia , difficulties in working with speech material, poor learning. On the basis of the conducted research, training according to the program of the auxiliary school can be recommended.
The pathopsychological study of children of early and preschool age has a number of features. First of all, it should be noted that small children, and especially children with mental developmental disorders, do not always easily and willingly come into contact with the experimenter and are included in the activity to complete tasks. Therefore, one should refrain from a negative assessment of the mental capabilities of the child in cases where there is not sufficient confidence that it was possible to establish optimal contact with the child, to achieve his feasible participation in the experiment and to provide the necessary motivation for completing tasks. The reasons for a number of child refusals to complete the task may be not so much his intellectual incompetence, but the degree of neuroticism, the presence of fears, depressive moods, or certain characterological features. The inclusion of a child of the first year in the examination situation is achieved by drawing his attention to bright new sounding objects, intense emotional and speech impact and the elimination of all objects distracting the child's attention. Before the examination was taught, the child must get used to the researcher, otherwise he may give a negative reaction to an unfamiliar face, which will significantly complicate the possibility of further contact. The inclusion of older children in the examination situation is most easily achieved by using the plot combination of various tasks into one common “game”. To do this, a character or a number of characters is introduced into the examination, and all further tasks are “performed as if for these characters: “houses, Christmas trees, trains”, etc. are built for them. At the same time, the characters are used to evaluate the actions of the child, they are happy or crying, approaching when approved or hiding when doing something wrong, and sometimes they say something, advise, ask.Children aged 1 to 2 years are recommended to be examined in close proximity to the mother, it is advisable that the child sit on her lap Otherwise, the anxiety that occurs in children of this age in an unfamiliar situation can greatly complicate the examination.Children older than 2 years old adapt much faster in the experimental situation, make contact with the researcher more easily and are willingly addicted to activities with toys that are new to them. At the same time, the presence of the mother is often optional, and sometimes undesirable. I am interesting for a re-bank (such as nesting objects of different sizes one into another). Then he can be offered a series of complex and more boring tasks for memorization, attention, identification, recognition, and generalization. As soon as the first signs of fatigue appear, it is worth switching the child's attention to an easier task or even letting him rest. If, over time, the child becomes more and more disinhibited, you can try to limit the freedom of his movements or, conversely, distract him and switch to performing simple physical exercises that calm the nervous system. There should not be a rule in the order in which tasks are presented to the child. It is important to keep the child's interest and quickly complete each task. You should replace one task with another if signs of satiety appear. For special purposes, for example, to determine the state of arbitrary regulation of behavior or the child's subordination to the requirements of an adult, as well as to expand ideas about the features of emotional response, you can require the child to complete an uninteresting task to the end. In cases where the child refuses to complete tasks, one should try to involve him in activities with the help of tactile contact, whispered speech, or demonstrate the task visually, and also avoid using imperative statements such as “do”, “say” in your own speech. To find out the child's reaction to failures and difficulties, a situation of failure can be artificially created, but this should be done with particular care so as not to provoke a pronounced affective reaction. The study should be conducted in such a way that the child leaves the researcher in a good mood and strives to continue the studies next time. 3. Analyze the scheme of psychological and speech therapy examination of a child aged 1.5 to 4 years
Psychological examination
Contact(verbal, gestural, mimic): does not come into contact, shows verbal negativism, formal contact (purely external), does not come into contact immediately, with great difficulty. Does not show interest in contact, easily and quickly establishes contact, shows interest in it, willingly obeys. Emotional-volitional sphere: active / passive, active / inert, cheerful / lethargic, works with pleasure / out of submission, inadequate / adequate behavior, motor disinhibition, aggressive, spoiled. Motor skills: the leading hand (right, left), the development of the manipulative function of the hands: there is no grasping, it is sharply limited (it cannot manipulate, but there is a grasping), insufficient fine motor skills, intact, tremor. Hyperkinesis. Violation of coordination of movements. Attention(duration of concentration, persistence, switching): the child concentrates poorly, has difficulty keeping attention on the object (low concentration and instability of attention), attention is not stable enough, superficial, quickly depleted, requires switching to another type of activity, poor switching of attention, attention stable enough. The duration of concentration and switching of attention is satisfactory. Activity development level: manifestation of interest in toys, selectivity of interest, degree of its persistence (engaged in one toy for a long time or passes from one to another): shows no interest in toys (does not work with toys in any way. Does not join a joint game with an adult. Does not organize independent play), shows a superficial, not very persistent interest in toys, reveals a persistent selective interest in toys; adequacy of the use of toys: performs inadequate actions with objects (ridiculous, not dictated by the logic of the game or the quality of the subject of action), uses toys adequately (uses the object in accordance with its meaning); the nature of actions with objects-toys: non-specific manipulations (it acts the same with all objects, stereotypically - taps, pulls in the mouth, sucks, throws), specific manipulations - takes into account only the physical properties of the object, objective actions - uses objects in accordance with their functional purpose, procedural actions, a game with plot elements, role-playing game. performance(sufficient, reduced). Nature of activity(works with interest, formally). Learnability, use of assistance(during examination): no learning ability. Help is not used. There is no transfer of the shown method of action to similar tasks, learning is low. The help is not used enough, the transfer of tasks is difficult, the child is teachable. Uses the help of an adult. Moves from a lower way of completing tasks to a higher one. Carries out the transfer of the received method of action to a similar task (N). Stock of general representations: low, limited, below the age norm, somewhat reduced, age-appropriate (N). Knowledge of parts of the body and face. visual perception: color perception: there is no idea of color, compares colors, distinguishes colors (distinguishes by word), knows and names primary colors (N - at 3 years old); perception of size: there is no idea of size, correlates objects by size, differentiates objects by size (distinguishes by word), names the size (N - at 3 years old); perception of form: has no idea about the form, correlates objects according to shape, distinguishes geometric shapes (selects by word), distinguishes geometric shapes with a non-standard image, names planar and volumetric geometric shapes (N - at 3 years old). Folding nesting dolls(3-part). Pyramid folding. 4 rings (from 2 to 4 years): without taking into account the size of the rings; taking into account the size of the rings. Insert Cubes(sampling, trying on, visual correlation). A holistic image of the subject(folding split pictures from 2-3-4-5-6 parts). Paired pictures(from 2 years old; choice according to the sample of 2, 4, 6 pictures)Logopedic examination
Early speech development(N, delayed): babble, first words, phrases. Understanding spoken language: does not understand addressed speech at all, understands addressed speech limitedly (within the situation), understands addressed speech at the everyday level, performs; speech instructions, understands in full. Passive Dictionary: the name of objects real and in pictures, understanding the semantic meaning of the word, understanding the action of objects, understanding a simple plot. Characteristics of one's own speech(expressive speech). 1st level of speech development: the complete absence of sound and verbal means of communication, pronounces individual sounds, sound complexes, onomatopoeia, pronounces a few babble and commonly used words, onomatopoeia, the use of paradigmatic means of communication (expressive facial expressions, gestures). 2nd level of speech development: uses a simple phrase. Agrammatic, non-expanded (simplified), structurally disturbed phrase. The active vocabulary consists of nouns, verbs and adjectives are less common. Prepositions are rarely used. The syllabic structure of the word is broken. 3rd level of speech development: uses extended phrase. Insufficient formation of grammatical forms of the language (mistakes in case endings, mixing of tense and aspect forms of verbs, errors in coordination and management). The syllabic structure of the words is not broken. Syntactic constructions of phrases are poor. Normal level of speech development: uses extended phrase. The grammatical structure of speech is well formed. Speech features: shows a tendency to echolalia, the presence of speech stamps (speech is empty, without content, often does not correlate with the actions performed, does not reflect the true intellectual capabilities of the child). Vocabulary(sharply limited, within the limits of everyday life, sufficient): the name of objects and subject pictures, a description of the plot picture. Pronunciation side of speech Degree of speech intelligibility: speech is slurred, incomprehensible to others, speech intelligibility is somewhat reduced, speech is slurred, speech intelligibility is not impaired (N). Speech rate : normal, fast, slow. Rhythm of speech (N, stretched, scanned, depends on the manifestation of hyperkinesis). Breath(free, difficult, superficial, shallow, uneven): differentiation of nasal and oral exhalation. Voice: insufficient strength and sonority, N, quiet, strong, tense, sonorous, hoarse, nasalized, choked, intermittent, trembling, deaf, monotonous, low-modulated, exhausted as you speak. Synchronization of breathing, voice formation and articulation: violated, N. The structure and mobility of the organs of articulation: neurological syndrome in disorders of the muscles of the speech apparatus (spastic paresis, rigidity, hyperkinesis, ataxia, apraxia). Facial muscles: face (indifferent, dull, expressive, meaningful), hypomimia, impaired muscle tone (hypertonicity, hypotension, dystonia, N), smoothness of the nasolabial folds, oral synkinesis, chin tremor, asymmetry, hyperkinesis. Lips(thick, thin, N): tone (hypertonicity, hypotension, dystonia), mobility (sedentary, mobile). Language: thick, small, wide, narrow, bifurcated, shortened frenulum, muscle tone (spasticity, hypotension, dystonia, N), hyperkinesis, tremor, deviation (deviation) of the tongue (right, left), blue tip of the tongue, volume of articulatory movements of the tongue (strictly limited, incomplete, complete). Hypersalivation. Chewing(does not chew solid food, difficult, N). swallowing(chokes, not broken). Phonetic structure of speech(sound pronunciation): insufficiently formed, he pronounces all sounds correctly in isolation, but with an increase in speech load, a general blurring of speech is observed, the phonetic structure of speech is formed sufficiently (N). 4. Carry out the methodology “Studying the logical andmechanical memory" Target: study of logical and mechanical memory by memorizing two rows of words, as well as the role of the meaningfulness of perception and memorization. Equipment: two rows of words (in the first row there are semantic connections between the words, in the second row they are absent). First row Doll - play Chicken - egg Scissors - cut Horse - sleigh Book - learn Butterfly - fly Brush - teeth Drum - pioneer Snow - winter Rooster - scream Cow - milk Steam locomotive - ride Pear - compote Lamp - evening Needle - sew Second row Beetle - armchairOpera - waterGlasses - error Bell - memory Dove - fatherWater - tram Comb - windBoots - boilerCastle - motherMatch - sheepGrater - seaSled - factoryFish - fireAxe - jellySaw - scrambled eggs Instruction: First, listen carefully to the reading of the pairs of words. You need to memorize the words of the pairs on the right, write them down. (A similar instruction is given before working with the second row of words). Description of the technique: The subject is read 15 pairs of words of the first row (the interval between pairs is 5 s). After a 10 second interval, the left words of the 1st row are read with an interval of 10 . s, 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 2nd row. Processing of results: R The results of the experiment are recorded in the table:| semantic volume | memory | Mechanical volumememory | |||
| Qtywords of the 1strow | QtyRememberthe formerwords | Coefficientmeaningfulhowlmemory | Qtywords 2-row | QtyRememberthe formerwords | CoefficientmechaniCzech- memory |
| IN 1 | C1 | A2 | IN 2 | C2 | |
| IN 1 | IN 2 | ||
| C1 = | ________ | C2 = | _________ |
| A1 | A2 |
5. Carry out the “Remember the Numbers” technique
Target: determine the amount of short-term auditory memory.
Instruction:"Now I will call you the numbers, and you repeat them after me immediately after I say the word "repeat."
Next, the experimenter sequentially calls the numbers from top to bottom, presented in Fig. 1A, with an interval of 1 second. between the numbers. After listening to each row, the child must repeat it after the experimenter. This continues until the child makes a mistake.
3 8 6 1 5 4
1 5 8 5 6 8 5 2
4 6 2 3 9 3 5 9 6 1
4 8 9 1 7 3 7 9 6 4 8 3
5 1 7 4 2 3 8 9 8 5 2 1 6 3
1 4 2 5 9 7 6 3 4 2 7 0 1 8 9 5
If a mistake is made, then the experimenter repeats the adjacent row of numbers. If the child makes a mistake twice in reproducing a row of numbers of the same length, then this part of the psychodiagnostic experiment ends, the length of the previous row is noted, and they proceed to reading the numbers following in the opposite order - decreasing (Fig. 2 A, B).
4 9 1 6 3 2 5 8 4 5 7 1 9 2 8 3
8 5 9 2 3 4 6 1 7 9 5 8 4 6
1 6 5 2 9 8 3 1 7 6 9 2
4 1 3 7 2 2 8 5 9 1
9 2 6 5 4 9 3 7
4 1 7 1 5 2
In conclusion, the volume of short-term auditory memory is determined, which is numerically equal to half the sum of the maximum number of digits in a row correctly reproduced by the child in the first and second attempts.
Evaluation of results:
10 points-correctly reproduced on average 9 digits.
8-9 points- Accurately reproduced 7-8 digits.
6-7 points- 5-6 digits are accurately reproduced.
4-5 points- Played 4 digits.
2-3 points- reproduced 3 digits.
0-1 point- reproduced from 0 to 2 digits.
Conclusions about the level of development:
10 points-very tall.
8-9 points-tall.
4-7 points-average.
2-3 points-short.
0-1 point-very low.
Tasks for independent and research work:| № | Memory research | Characteristics |
| 1 | Learning ten words | |
| 2 | Indirect memorization (according to Leontiev) | |
| 3 | Pictogram | |
| 4 | Replay stories |
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