Methods of logical and mechanical memory. The results of diagnosing the development of memory of younger schoolchildren with mental retardation
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
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.
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. Clear?"
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
Thinking
1. Method "Simple analogies"
Target: study of logic and flexibility of thinking.
Equipment: a form in which two rows of words are printed according to the model.
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a) be silent, b) crawl, c) make noise, d) call, e) stable |
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2. Steam locomotive |
a) groom b) horse c) oats d) cart e) stable |
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a) head, b) glasses, c) tears, d) eyesight, e) nose |
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a) forest, b) sheep, c) hunter, d) flock, e) predator |
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Maths a) a book, b) a table, c) a desk, d) notebooks, e) chalk |
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a) gardener b) fence c) apples d) garden e) leaves |
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Library a) shelves b) books c) reader d) librarian e) watchman |
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8. Steamboat jetty |
a) rails, b) station, c) land, d) passenger, e) sleepers |
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9. Currant |
Pot a) stove, b) soup, c) spoon, d) dishes, e) cook |
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10. Illness |
Television a) turn on, b) install, c) repair, d) apartment, e) master |
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Stairs a) residents, b) steps, c) stone, |
Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.
Processing and analysis of results. Eight to ten correct answers testify to a high level of thinking logic, 6-7 answers to a good one, 4-5 to a sufficient one, and less than 5 to a low level. (The norms are given for children of primary school age).
2. Technique "Exclusion of superfluous"
Target: the study of the ability to generalize. Equipment: sheet with twelve rows of words like:
1. Lamp, lantern, sun, candle.
2. Boots, boots, laces, felt boots.
3. Dog, horse, cow, elk.
4. Table, chair, floor, bed.
5. Sweet, bitter, sour, hot.
6. Glasses, eyes, nose, ears.
7. Tractor, harvester, car, sled.
8. Moscow, Kyiv, Volga, Minsk.
9. Noise, whistle, thunder, hail.
10. Soup, jelly, saucepan, potatoes.
11. Birch, pine, oak, rose.
12. Apricot, peach, tomato, orange.
Research order. The student needs to find in each row of words one that does not fit, is superfluous, and explain why.
Processing and analysis of results.
1. Determine the number of correct answers (highlighting an extra word).
2. Determine how many rows are summarized using two generic concepts (an extra "pan" is dishes, and the rest is food).
3. Find out how many series are generalized using one generic concept.
4. Determine what mistakes were made, especially in terms of using non-essential properties (colors, sizes, etc.) to generalize.
The key to evaluating results. High level - 7-12 rows summarized with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept, (norms are given for children of primary school age).
Orientation
Dominant motives and goals of activity, type of orientation (public, personal, business), interests (prevailing interests, their depth, breadth, stability, degree of activity, professional and personal interests), dreams and ideals (degree of their generalization and reality), elements of formative worldview.
"Flower-Semitsvetik"
To carry out the technique, you will need a sheet of paper with a “Magic Flower” painted on it with seven multi-colored petals. The size of the petals should be such that the child can write down his desire in it.
Instruction. “Imagine that each of you, like the girl Zhenya from the fairy tale by V. Kataev “The Seven-Flower Flower”, got a magic flower with seven magic petals. Each petal will grant one wish. This flower is drawn on a sheet. Write one wish on each petal. And in total, each of you will be able to write the seven most cherished wishes of yours. Does everyone understand what needs to be done?
Results processing and interpretation
The direction of responses to the fulfillment of one’s own desires is determined, focused on the benefit of other people (peers, educators, parents, brothers, sisters, etc.), related to school, and broad “universal” (“I want people to never get sick”, “ So that no one kills other people”, “Found all the minerals”, etc.).
Since the very structure of the methodology orients children, first of all, to the actualization of their own desires, the selection of desires “for others” indicates the breadth of motivation, going beyond personal experience, the presence of broad semantic motives, or the formation of a need for the good for other people. At the same time, options are unfavorable when desires “for oneself” are completely absent.
Qualitative categories characterizing the prevailing sphere of preferences are determined.
Most often, there are answers here about the desire to possess certain material goods, to have some new qualities, abilities, to make friends, to improve academic performance, to fulfill the requirements of educators, etc.
Unfavorable options are the fixation of all answers in the sphere of fulfilling the requirements of adults, as well as very specific (“small”) material goods (for example, candy, chewing gum and ice cream).
Special attention should be paid to answers related to physical aggression: both to open aggressive tendencies (“I would like to beat everyone, destroy”, “To take revenge on everyone”, “To beat all those who offend me”), and victims of aggression: “So that they don’t beat me”, “So that someone will protect me when they start beating me again”).
The answer “I don’t know” is an unfavorable indicator, which may indicate both the weakness of desires and needs, the underdevelopment of their reflection, that the child is not used to being aware of his desires, or a kind of “refusal” of desires, their repression. , as well as a certain closeness in relation to an adult, sometimes having the character of a negative protest. Which of the options takes place in a particular case, should be clarified in the process of an additional conversation.
The degree of “length” of desires in time is determined.
The modality of the statement (“I want”, “I would like”).
The use of the subjunctive mood, indicating the child's lack of confidence in his "right to desire", is an unfavorable symptom.
"Unfinished Offers"
The technique consists of 56 unfinished sentences. Each of them is aimed at identifying the relationship of the subject to a particular group of social or personal interests and preferences.
The goal is to study the orientation of the student's personality, the system of his relations.
Research order: subjects are offered a form with 56 incomplete sentences, conditionally divided into 7 thematic blocks (8 sentences in each block): attitude to study, attitude to school, attitude to family, attitude to peers, attitude to oneself, attitude to others people and attitude towards their future.
You should strive to complete the task quickly, not allow you to think about the answer for a long time.
Instruction. “There are 56 unfinished sentences on the form. Read and complete them by writing in the first thought that comes to your mind. Do it quickly, don't delay. If you can't finish a sentence, circle its number and work on it later."
The survey is carried out in two stages. At the first stage, the subjects complete unfinished sentences; at the second stage, they evaluate their emotional attitude to the content of this ending.
Instructions for the 2nd stage. After reading each sentence, give it an emotional-evaluative score: +1, 0, -1, according to the following scale:
+1 - a positive assessment and a positive attitude towards what is being discussed, while experiencing positive emotions: joy, satisfaction, gratitude, gratitude, self-confidence, peace, etc.;
0 - neutral assessment and neutral attitude to what is being discussed. The absence of any emotion. The offer has not been completed.
-1 - negative assessment, negative attitude to what is being discussed. At the same time, experiencing negative emotions: irritation, anger, annoyance, fear, sadness, resentment, envy, contempt, etc., or - if the sentence is not completed due to strong unpleasant feelings associated with what is being discussed.
List of unfinished sentences
1. I study like this...
2. School authorities ...
3. My mom...
4. When I'm away, my friends...
5. When I start to get unlucky...
6. Most of the people I know...
7. I think that in the future...
8. I would like to study...
9. Our school...
10. Compared to most families, my family...
11. As for our class...
12. I am capable enough...
13. From strangers...
14. It seems to me that in the future I ...
15. In my studies I see...
16. At school I ...
17. My family treats me like...
18. When I speak my mind...
19. It seems to me that I ...
20. People most often live ...
21. I think that planning for the future ...
22. As for the lessons, I ...
23. Our teachers...
24. I wish my father...
25. I think that my peers ...
26. I could be very happy...
27. Almost all people strive ...
28. Think about the future...
29. I can study...
30. Most teachers...
31. I think that most mothers ...
32. In class, I feel...
33. My hidden desire is...
34. It seems to me that people mostly ...
35. It seems to me that in five years ...
36. Homework I...
37. When I go to school...
38. My mother and I ...
39. As for my classmates...
40. Most of all I'm afraid...
41. People see meaning in...
42. In the future, I will do ...
43. Most of the subjects...
44. I think teachers...
45. I think that my father ...
46. I don't like it when guys...
47. Most of all I love ...
48. Basically, people treat each other ...
49. It often seems to me that in the future ...
50. When I think about studying...
51. When I remember our school...
52. My father and I ...
53. When in the summer I remember our class ...
54. I think about me...
55. People often...
56. I consider the purpose of my life ..
Key
Algebraically summed marks for each block, for example, study: 0, 0, +1, -1, +1, +1, +1, -1 = +2. As a result, a generalized semantic attitude on a given topic (sphere) is obtained. Naturally, the student can put a purely speculative assessment, without emotional involvement. But studies show that the questions that make up the test are emotionally significant enough for teenagers.
Interpretation. In the course of approbation of the test, based on the analysis of 316 setting fields, the following scale of evaluation of generalized attitudes was obtained:
very positive - more than 3;
positive - from 1 to 3;
neutral - from 0 to 1;
negative - from -3 to -1
extremely negative - less than -3.
However, a qualitative analysis of the projections shows that often already at the neutral level of the rating scale (from 0 to +1) serious psychological problems begin for students in this area of reality.
As a result, testing identifies areas in which positive attitudes predominate (positive experience, positive perception, positive expectations), and areas in which attitudes close to negative or negative predominate (negative experience, negative perception, negative expectations). It is in the latter that the child has the greatest number of psychological problems, the productivity of activity decreases, etc. These can be educational difficulties, and relationships with teachers, with parents and relatives, with peers, low self-esteem and dissatisfaction with oneself.
Spheres of manifestation of generalized semantic attitudes
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Attention
types, properties, impact on academic performance and discipline, compliance with age characteristics.
"Studying Attention Switching"
Purpose: to study and evaluate the ability to switch attention. Equipment: a table with black and red numbers from 1 to 12, written out of order; stopwatch.
Research order. At the signal of the researcher, the subject must name and show the numbers: a) black from 1 to 12; b) red color from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is fixed with a stopwatch.
Processing and analysis of results. The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.
"Assessment of stability of attention by the method of correction test"
Purpose: to study the stability of students' attention. Equipment: standard test form "Correction test", stopwatch. Research order. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined.
The subject must sit at the table in a position that is comfortable for this task.
The examiner gives him a "Correction Test" form and explains the essence according to the following instructions: "The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters "k" and "p" and cross them out. The task must be completed quickly and accurately. " The subject begins to work at the command of the experimenter. Ten minutes later, the last letter considered is noted.
Processing and analysis of results. The results in the proofreading form of the subject are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during the work, the number of letters that needed to be crossed out are counted.
The productivity of attention is calculated, equal to the number of letters viewed in ten minutes and the accuracy calculated by the formula K \u003d m: n * 100%, where K is the accuracy, n is the number of letters that needed to be n crossed out, m is the number of letters correctly crossed out during work letters.
Memory.
The level of development of various types of memory, individual and age characteristics, a tendency to cramming, the impact on academic performance.
"Determining the type of memory"
Purpose: to determine the predominant type of memory.
Equipment: four rows of words written on separate cards; stopwatch.
To memorize by ear
: car, apple, pencil, spring, lamp, forest, rain, flower, saucepan, parrot.
To memorize with visual perception:
plane, pear, pen, winter, candle, field, lightning, walnut, frying pan, duck.
For memorization with motor-auditory perception
: steamboat, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.
To memorize with combined perception:
train, cherry, notebook, autumn, floor lamp, glade, thunderstorm, mushroom, cup, chicken.
Research order. The student is told that a series of words will be read to him, which he must try to remember and, at the command of the experimenter, write down. The first row of words is read. The interval between words when reading is 3 seconds; the student should write them down after a 10-second break after the end of reading the entire series; then rest 10 minutes.
The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper and "writes" in the air. Then write down the memorized words on a piece of paper. Rest 10 minutes.
The experimenter shows the student the words of the fourth row, reads them to him. The subject repeats each word in a whisper, "writes" in the air. Then write down the memorized words on a piece of paper. Rest 10 minutes.
Processing and analysis of results. The predominant type of memory of the subject a can be concluded by calculating the coefficient of the type of memory (C). C = , where a - 10 is the number of correctly reproduced words.
The type of memory is determined by which of the rows had a greater reproduction of words. The closer the coefficient of the memory type is to one, the better developed the given type of memory is in the subject.
"Study of logical and mechanical memory"
Purpose: 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.
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.
table 2
Volume of semantic and mechanical memory
Thinking.
The level of development of species and operations; independence, flexibility, activity, speed of thought processes, logic; impact on performance.
"Simple Analogies"
Purpose: to study the logic and flexibility of thinking.
Equipment: a form in which two rows of words are printed according to the model.
1. Run Screaming
stand a) be silent, b) crawl, c) make noise, d) call, e) stable
2. Locomotive Horse
wagons a) groom, b) horse, c) oats, d) cart, e) stable
3. Leg Eyes
boots a) head, b) glasses, c) tears, d) eyesight, e) nose
4. Cow Trees
herd a) forest, b) sheep, c) hunter, d) flock, e) predator
5. Raspberry Math
berry a) book, b) table, c) school desk, d) notebooks, e) chalk
6. Rye Apple tree
field a) gardener b) fence c) apples d) garden e) leaves
7. Theater Library
spectator a) shelves b) books c) reader d) librarian e) watchman
8. Steamboat Train
pier a) rails, b) station, c) land, d) passenger, e) sleepers
9. Currant Casserole
berry a) stove, b) soup, c) spoon, d) dishes, e) cook
10. Disease TV
treat a) turn on, b) install, c) repair, d) apartment, e) master
11. House Staircase
floors a) residents, b) steps, c) stone,
Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.
Processing and analysis of results. Eight to ten correct answers testify to a high level of thinking logic, 6-7 answers to a good one, 4-5 to a sufficient level, and less than 5 to a low level.
"exclusion of excess"
Purpose: to study the ability to generalize. Equipment: sheet with twelve rows of words like:
1. Lamp, lantern, sun, candle.
2. Boots, boots, laces, felt boots.
3. Dog, horse, cow, elk.
4. Table, chair, floor, bed.
5. Sweet, bitter, sour, hot.
6. Glasses, eyes, nose, ears.
7. Tractor, harvester, car, sled.
8. Moscow, Kyiv, Volga, Minsk.
9. Noise, whistle, thunder, hail.
10. Soup, jelly, saucepan, potatoes.
11. Birch, pine, oak, rose.
12. Apricot, peach, tomato, orange.
Research order. The student needs to find in each row of words one that does not fit, is superfluous, and explain why.
Processing and analysis of results.
1. Determine the number of correct answers (highlighting an extra word).
2. Determine how many rows are summarized using two generic concepts (an extra "pan" is dishes, and the rest is food).
3. Find out how many series are generalized using one generic concept.
4. Determine what mistakes were made, especially in terms of using non-essential properties (colors, sizes, etc.) to generalize.
The key to evaluating results. High level - 7-12 rows summarized with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept.
Imagination.
Recreating and creative, a tendency to fantasize, manifestation in creative activity, originality, convergence, flexibility, fluency, independence, generalization, emotionality; the level of development of personality creativity.
"Finishing Shapes"
Purpose: to study the originality of solving problems on the imagination.
Equipment: a set of twenty cards with figures drawn on them: an outline drawing of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric shapes (circle, square, triangle, etc. ), colored pencils, paper. Research order. The student needs to finish each of their figures so that a beautiful picture is obtained.
Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in any of the children in the group. Those drawings in which different reference figures turned into the same element of the drawing are considered the same.
The calculated coefficient of originality is correlated with one of the six types of problem solving on the imagination. Null type. It is characterized by the fact that the child has not yet accepted the task of building an image of the imagination using a given element. He does not finish drawing it, but draws something of his own side by side (free fantasy).
Type 1 - the child draws a figure on the card so that an image of a separate object (tree) is obtained, but the image is contour, schematic, devoid of details.
Type 2 - a separate object is also depicted, but with various details.
Type 3 - depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).
Type 4 - the child depicts several objects according to an imaginary plot (a girl walks with a dog).
Type 5 - a given figure is used in a qualitatively new way.
If in types 1-4 it acts as the main part of the picture that the child was drawing (a circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but a pencil lead with which the boy draws a picture ).
" Warteg's technique "Circles" "
Instruction. 20 circles are drawn on the form (Fig. 1). Your task is to draw objects and phenomena using circles as a basis. You can draw both outside and inside the circle, use one circle for the drawing. Think about how to use circles to make original drawings. Under each picture, write what is drawn. Draw from left to right. You have 5 minutes to complete the task.
Do not forget that the results of your work will be judged by the degree of originality of the drawings.
Results processing
1. The indicator of fluency of thinking is calculated - the total number of drawings, 1 point is given for each drawing. The average values of fluency of thinking are presented in Table. one.
2. Flexibility of thinking - the number of classes of drawings, for each class - 1 point. The results obtained are compared with the average values (Table 2).
Drawings are grouped by classes:
nature;
Houseware;
science and technology;
sport;
decorative items (of no practical value, used for decoration);
human;
economy;
Universe.
3. Originality of thinking - for each rarely seen drawing - 2 points.
Character.
Description of character traits by types of relationships (to oneself, other people, activities, things), character traits, type of accentuation.
"Drawing of a Man"
Instructions for the test
The test procedure consists of giving the child a simple medium-soft pencil and a standard blank sheet of A4 paper. And they ask to create a drawing: "Please draw the person you want."
Observations of the child made in the process of working on the drawing will give important information about its features.
How did he react to the task?
Did he express resistance or a sharp refusal?
Did you ask additional questions and how many?
Did he express an urgent need for further guidance?
If yes, then in what way: did he state it directly or was it expressed in his movements and behavior?
Maybe the child boldly set about performing the task and did not express any doubts about his abilities?
Or were his doubts and insecurities reflected in everything he did and said?
Such observations provide much food for thought: the child may feel insecure, anxious, restless, insecure, doubtful, suspicious, arrogant, negativistic, extremely critical, hostile, tense, calm, trusting, curious, confused , alert, impulsive, etc. etc.
After the drawing is complete, ask the child if he has drawn everything, and then move on to a conversation that is based on the drawing and its features. During the conversation, you can clarify all the unclear points of the picture, and through the attitudes, feelings and experiences that the child expresses during the conversation, you can get unique information about his emotional, psychological state. The conversation may include questions:
Who is this man?
Where does he live?
Does he have friends?
What does he do?
Is he good or evil?
Who is he looking at?
Who is looking at him?
Other questions to ask your child to get as much information from him as possible:
Do you know this person?
Who does he look like, who does he resemble?
What were you thinking about when you drew?
What does the drawn person do, what is he doing at the moment?
How old is he?
Where is he located?
What is around him?
What is he thinking about?
What does he feel?
What does he do?
You like him?
Does he have bad habits?
Does he have any wishes?
What comes to your mind when you look at this drawn person?
Is this person healthy?
What does this person want the most?
During this conversation with the child, you can ask him to clarify or comment on the unclear details, doubtful or fuzzy places in the picture. Ask also which part of the body, in his opinion, turned out the best and why, and which part was the most unfortunate, why.
Interpretation of test results
Brief version of the processing of graphic information
The answers to the questions below will make it clear whether the child shows any obvious abnormalities, whether there are signs of psychopathology.
· The man has a head.
· He has two legs.
· Two hands.
· The body is sufficiently separated from the head.
· The length and width of the body are proportional.
· The shoulders are well defined.
· Arms and legs are connected to the body correctly.
· The junctions of the arms and legs with the body are clearly marked.
· The neck is clearly visible.
· The length of the neck is proportional to the size of the body and head.
· The man has drawn eyes.
· He has a nose.
· Mouth drawn.
· The nose and mouth are of normal size.
· Visible nostrils.
· Drawn hair.
· The hair is drawn well, it evenly covers the head.
· The man is drawn in clothes.
· At least the main pieces of clothing (trousers and jacket/shirt) are drawn.
· All clothes depicted in addition to the above are well drawn.
· Clothing does not contain absurd and inappropriate elements.
· There are fingers on the hands.
· Each hand has five fingers.
· The fingers are quite proportional and not too splayed.
· The thumb is fairly well defined.
· The wrists are well drawn by narrowing and subsequent expansion of the forearm in the area of the hand.
· The elbow joint is drawn.
· Drawn knee joint.
· The head has normal proportions in relation to the body.
· The arms are the same length as the body, or longer, but not more than twice.
· The length of the feet is approximately 1/3 of the length of the legs.
· The length of the legs is approximately equal to the length of the body or longer, but not more than twice.
· The length and width of the limbs are proportional.
· Heels can be seen on the legs.
· The shape of the head is correct.
· Body shape is generally correct.
· The outlines of the limbs are accurately conveyed.
· There are no gross errors in the transmission of the remaining parts.
· The ears are well defined.
· The ears are in place and of normal size.
· Eyelashes and eyebrows are drawn on the face.
· Pupils are located correctly.
· The eyes are in proportion to the size of the face.
· The person looks straight ahead, the eyes are not slanted to the side.
· The forehead and chin are clearly visible.
· The chin is separated from the lower lip.
It is very easy to draw conclusions. In general, the child's drawing should correspond to the description given. The closer his drawing is to this sample, the higher the level of his development. Assign one point to each positive answer and add up the points. A normally mentally developed child should score, in accordance with his age, the points indicated below.
5 years - 10 points.
6 years - 14 points.
7 years - 18 points.
8 years - 22 points.
9 years - 26 points.
10 years - 30 points.
11 years - 34 points.
12 years - 38 points.
13 years old - 42 points.
14 years - over 42 points.
In favor of the child, such additional details of the drawing as a cane, briefcase, roller skates, etc., speak in favor of the child, but on condition that this detail is appropriate in this drawing or even necessary for this depicted person, for example, a sword for a warrior.
There may also be negative signs in the picture that you should pay attention to, as they may indicate certain problems.
There are no eyes on the face; one eye on the face in full face; two eyes on the face in profile.
No nose, nose in the form of a single vertical line or dot.
No mouth or one-dimensional mouth as a horizontal line.
No torso or wand-shaped torso.
There are no hands (the figure has one hand in full face), no fingers.
Mitten brushes, stump brushes or fingerless circles.
No feet.
There are no clothes and no sexual characteristics.
The lower leg is wider than the thigh and other violations of body proportions.
Note, first of all, whether there are gross errors in the image of the figure, for example, those listed above. If we proceed from the fact that the drawing of the human figure symbolizes the image of the body, which is considered very susceptible to external stimuli that violate the emotional state of the child, then the drawing will symbolically reflect the problems that he experiences.
The more significant the child's disorder, the more both his body image and the graphic representation of the latter suffer. Following the image of the body, the drawing of the child may suffer completely or partially, or simply become slightly different from the generally accepted one. Among the serious deviations, such as the image of a figure with disparate body parts, completely inappropriate details, the image of another object instead of a person, the erasure of a painted human figure, rigid, motionless, robotic or very bizarre figures. Such cases indicate serious problems and disorders.
Another significant negative factor is the child's depiction of a figure of the opposite sex, which is not necessarily associated with homosexual tendencies, as is often assumed. It may be an expression of a confused sexual role, a strong attachment or dependence on a parent of the opposite sex, a strong attachment or dependence on some other person of the opposite sex.
Symbolic meanings of the human figure
Each part of the depicted figure acquires a special symbolic meaning, since echoes of the emotional and social life of the child appear in it.
In interpreting this test, hasty conclusions are unacceptable. Research shows that the ways and manner in which emotions, experiences, conflicts and other aspects of a child's mental life are expressed change depending on the situation and vary from person to person. Therefore, it is not necessary to make a diagnosis on the basis of a single sign; in the process of analysis, it is necessary to take into account the drawing as a whole.
The head, the forehead is the personification of the sphere of intellect, the place of localization of the "I" of the child, his mental center, therefore it is not surprising that maximum attention is paid to the head.
If a child pays little attention to the head, this may indicate problems of adaptation to the social environment, difficulties in communication, or even the presence of neurosis, since the head and, in particular, the forehead is also a reflection of self-control and the sphere of social contacts. This is the part of the body that is always open to the views of others and through this is involved in the process of relationships with other people.
The absence of a forehead indicates that the child is consciously ignoring the mental realm. The ratio of the proportions of the head and torso is the relationship between the physical and the spiritual in the child.
If a person has a disproportionately large head, this may be a sign that the child is suffering from headaches or is experiencing other negative effects in this area. Fixation on the head may be associated with a weakening of intellectual abilities or control, as a result of which the value
Instruction
Among the alphabetic text there are words. Your task is to look through line by line to find these words as quickly as possible. Underline the found words.
Task completion time - 2 min.
Stimulus material for the Münsterberg technique
bsolntsevtrgshchotsareionzguchnewshegchjafactueexamtrochgsh
shgtskpprocuratororgurseabetoriyaemtojebhamhockeytrinityftsuygacht
tvboldzhshzhzhuelgshbbmemoryshogheyuzhipdrgshhhhhhhnzdperception
mytsunendshizhyvafyproldloveabfyrplosldperformanceklyachsintbyun
muerjoywufciejdlshrrppeopleshaldhashschgiernkuyfyshreportazhek
jdorlafyvufbcompetitionfnyachyuvskapshchpersonzheyyudshschglodzhshzyu
eprswimmingdtlzhezbtrdshzhnskjkvcomedyshldkuyfotdespairfpln
yachvtlzhehgftasenlaboratorygshdshnrutstrgshchtlfoundationzhzhb
ekderkentaoprukgvsmtrpsychiatrybplmstchyyasmtshchzayeyagntzhtm
Evaluation of results
The technique is aimed at determining the selectivity of attention. The number of highlighted words and the number of errors, that is, missing and incorrectly highlighted words, is estimated.
The text contains 25 words.
Key :
Sun District News Fact Exam Prosecutor Theory Hockey Trinity TV Memory Perception Love Performance Joy People Reporting Competition Personality Swimming Comedy Despair Laboratory Foundation Psychiatry
Interpretation.
1. If you found no more than 15 words, then you should spend more time developing your attention. Read, write down interesting thoughts in your notebook, reread your notes from time to time.
2. If you found no more than 20 words, your attention is closer to normal, but sometimes it fails you. Go back to the test, repeat it again. Check your scores against the test key.
3. If you managed to find 24-25 words, your attention is in perfect order. A good level of attention development helps you learn quickly, work productively, remember information and reproduce it at the right time.
4. Determination of the coefficient of logical and mechanical memory
Material : 2 rows of words. In the first row there is a semantic connection between the words, in the second it is absent.
Job progress
The subjects are read 10 pairs of words of the 1st row (the interval between the pair is 5 s). After a 10-second break, the left words of the row are read (with an interval of 15 s), and the child writes down the memorized words of the right half of the row. Similar work is carried out with the words of the second row.
Results processing
Method #1
Target:
Equipment: Pairs of words. In one column there are pairs of words with semantic connections, in the other - pairs of words that are not related in meaning:
- Knife-cut;
- pen-write;
- Pupil-school;
- Chicken-egg;
- Ice skates;
- Sky-cancer;
- Fish-song;
- Boots-table;
- tree-roof;
- Matches-bed.
Research procedure: The teacher invites the child to listen carefully and memorize the words, after which he slowly reads out a pair of words from the 1st column with an interval between a pair of 5 seconds. After 10 sec. break, the left words are read with an interval of 15 seconds, and the child calls the memorized word of the right half of the column. Similar work is carried out with the 2nd column of words.
Results processing: The data from the 1st and 2nd columns are compared, the coefficients of logical and mechanical memory are calculated: the number of correctly reproduced words / 5. The ideal option is 1. It is concluded which words are better to remember with a mechanical or logical connection.
Method #2
Target: Study of visual memory.
Equipment: 20 pictures.
Research procedure: The teacher invites the child to carefully look and remember the pictures (10 pcs.). The interval between the presentation of pictures - 2 seconds. Then you need to take a break - 10 seconds. Next, the teacher mixes the pictures that were presented to the child with new pictures (10 pcs.). Then you need to lay out all 20 pictures on the table. After that, the teacher offers the child to choose and name only those pictures that were shown at the very beginning.
Results processing: The results obtained are expressed as a percentage, and a conclusion is made about the degree of development of visual memory in a child.
Method #3
Target: Study of logical memory and mechanical memory.
Equipment: a short story with clear semantic units, for example, Jackdaw and Doves.
Research procedure: The teacher reads the story and asks the child to reproduce its content.
Results processing: The number and completeness of the reproduced semantic units are counted.
Method #4
Target: To trace the dependence of memorization on personality traits.
Equipment: Words to remember: match, bucket, water, friend, soap, window, school, book, camomile, doll, ice cream, closet, dress, hare, sand.
Research procedure: The teacher invites the child to listen carefully and memorize the words, after which he slowly reads them out with an interval of 5 seconds. After 10 sec. break, the child reproduces the memorized words.
Results processing: When analyzing the results, pay attention to which words are better reproduced by the child. Most often, emotionally colored words or words that are personally significant for the child are remembered better.
Target: The study of the features of logical memory, in particular, the nature of mediated memorization. This technique provides a lot of valuable information about the state of memory and thinking in a child, which can be used to differentiate the SD from the norm or ZPR.
Equipment: 12 words and the same number of related pictures.
Research procedure: A pile of 12 pictures are placed face down in front of the child. Pictures must be put in the order in which the words will be pronounced. The teacher calls the word “play” and invites the child to take the first picture, after which he asks: “Why can you remember the word “play” with this picture (doll)?” The child explains the relationship between the word and the picture, and then puts this picture aside (face down). In the same way, work is carried out with the rest of the pictures and words. At the last stage of the task, the child is asked to take pictures (one at a time) and reproduce the words associated with them. When reproducing words, pictures are not taken in the order in which the child took them when memorizing words.
Results processing: According to L. V. Zankov, normally developing children master the operation of meaningful memorization by the age of 10. Mentally retarded children of this age do not master the techniques of meaningful memorization and recall. The picture only bothers them. Normally developing children of 10 years old remember more meaningfully than mentally retarded children of 15 years of age. Children with imbecility of the indicated age do not even understand the meaning of the proposed task.
A. I. Leontiev)
Target: study of the features of memory (mediated memorization). It provides valuable material for analyzing the nature of thinking, the child's ability to form semantic connections between a word and a visual image (picture).
Equipment: 12 pictures and 6 words to remember.
Research procedure: All 12 pictures are laid out in front of the child in any order, but so that all of them are visible to him. Instruction:“You will need to memorize the words. In order to make it easier to do this, every time I name a word, I need to choose a picture that will later help me remember this word. For example, the picture “glasses” will fit the word “book”, because in order to better (more conveniently) read a book, you need glasses. Next, the child is called the words and each time he chooses a picture, he must ask: “How will this picture help memorize the word ... All the cards selected by the child are put aside. After 40 or 60 minutes, the child is randomly shown one picture at a time and asked to remember which word this card was selected for him. At the same time, be sure to ask how you managed to remember this word.
Results processing: It doesn't matter which picture the child chooses. Establishing a connection between a word and a picture is purely individual in nature. It is important that the child establishes a meaningful semantic connection between the word presented for memorization and what is shown in the picture.
AI Leontiev proved that in normally developing children of 7 years and older, mediated memorization prevails over direct memorization. With age, this gap increases even more in favor of mediated memorization. By the age of 15, normally developing children can reproduce all 100% of the material presented. Children with poor working capacity memorize material much better with indirect memorization, since the semantic connection creates an additional support for them to memorize. In normally developing children, semantic connections between a picture and a word are formed easily. They talk about the nature of knowledge, ideas and life experience, sometimes with the help of this technique it is possible to draw a conclusion about the child's ability to generalize. In mentally retarded children, difficulties in the formation of connections are manifested in a slow pace of choosing a picture. The connections are poor and monotonous; the explanations given by the children are sparse and monosyllabic. Sometimes there is excessive detail in the enumeration of the details of the picture, and sometimes, having made the right choice of picture, they cannot express the semantic connection in words. Children with imbecility do not understand tasks.
Method #7
Target: determination of the speed of memorization, completeness, accuracy and sequence of reproduction. It turns out the ability to control their actions, to work with concentration and interest.
Equipment: The text "What did Seryozha come up with?".
Research procedure: The child is given the instruction: “Listen carefully to the story. Then tell me about what I'm about to read." The text is read again only if the child is not able to reproduce it after one listening.
Results processing: Normally developing children, as a rule, completely and accurately reproduce the story from the first listening. For mentally retarded children, fragmentary memorization of material is characteristic. When reproduced, they allow inaccuracies, violations of meaning and sequence. They are not always helped by help in the form of leading questions.
Method #8
Target : Study of the features of visual memory and attention.
Equipment: 5-6 pictures showing objects familiar to children.
Research procedure: The child is offered to carefully look at and memorize 5 (6) pictures that are laid out in front of him on the table in a certain sequence, for 10 seconds. Then the pictures are removed. After 10 sec. the child is offered a new instruction: "Take the pictures and put them the way they were at the very beginning."
Results processing: Normally developing children, as a rule, lay out the pictures in the right order without much difficulty. Mentally retarded children get confused in the arrangement of pictures, experience difficulties.
Method #9
Target: The study of the features of visual memory and attention.
Equipment: 2 identical pictures, differing from each other in some details.
Research procedure: The child is presented with the 1st picture and offered to carefully look at and remember all the objects on it, their number and location (demonstration of the picture - 1 minute). Then the picture is removed. After 10 sec. 2nd picture is presented. Instruction: "What is the difference between the pictures?" or “What has changed?”
Results processing: Correctly named and incorrectly named items are fixed. Normally developing children cope with the task, correctly name objects that were not drawn or that appeared. Mentally retarded children experience great difficulties, they cannot do without help.
Method #10
Target: Assessment of the state of memory, fatigue, activity of attention.
Equipment: 10 words that do not have any semantic connection between them.
Research procedure: First explanation: “Now I will read 10 words. Listen carefully and memorize. When I finish reading, immediately repeat as many words as you can remember. You can repeat in any order. The teacher reads the words slowly and clearly. When the child repeats them, the teacher puts crosses under these words in his protocol. The second explanation: “Now I will read the same words again, and you again must (s) repeat them: both those that you already called (s) and those that you missed (s) the first time - all together, in any order." The teacher again puts crosses under the words that the child reproduces. Then the experiment is repeated for the 3rd, 4th and 5th time, but without any instructions. The teacher simply says, "One more time." If the child calls some extra words, the teacher writes them down next to the crosses, and if they are repeated, puts the crosses under them. There shouldn't be any conversations.
After 50 - 60 minutes, the teacher again asks the child to reproduce these words (without a reminder). These repetitions are indicated by circles.
Protocol of methodology No. 8 of a mentally retarded child
Words Forest Bread Window Chair Water Brother Horse Mushroom Needle Ice
No. of repetitions
№5 + + + + + +
After 1 hour 0 0 0
According to this protocol, a "memorization curve" can be derived.
Processing of results: In normally developing children, the “memorization curve” is approximately as follows: 5, 7, 9 or 6, 8, 9 or 5, 7, 10, etc., i.e., by the third repetition, the child reproduces 9 or 10 words; with subsequent repetitions (at least 5 times in total), the number of words reproduced is 10. Mentally retarded children reproduce a relatively smaller number of words. They can repeat extra words and get stuck on these mistakes (especially children with current organic brain disease). The “memorization curve” may indicate both a weakening of active attention and pronounced fatigue. Sometimes the "learning curve" can take the form of a "plateau". Such stabilization indicates emotional lethargy, lack of interest (with dementia with apathy).
Method #11
Target: Study of understanding and memorization of texts, features of oral speech of the subjects.
Equipment: Texts: fables, stories that have an allegorical meaning (subtext). They provide an opportunity for further discussion.
Research procedure: The child is asked to listen carefully to the story and memorize it. The teacher reads the text. Then the child reproduces it. The teacher records the oral story verbatim or using a tape recorder (dictaphone). The main attention should be shifted from self-retelling to discussion of the story, that is, to questions and answers about its content.
Results processing: With mild degrees of oligophrenia, a literal, almost correct presentation of the details of the beginning of the story is observed when they do not understand the figurative meaning (subtext) of the story. Normally developing children, as a rule, understand the allegorical meaning (subtext) of the story and reproduce it correctly.
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