Psychodiagnostic methods. Diagnostics of cognitive processes of younger schoolchildren

Method "proofreading test" (literal version), method "search for numbers (Schulte tables)", method "10 words", method "memory for numbers", "memory for images" by Leontiev.

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

Technique "10 words" Luria.

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

The technique can be used both for children (from the age of five) and for adults.

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

According to the received protocol, a graph is drawn up, a memorization curve. According to the shape of the curve, conclusions can be drawn regarding the features of memorization. So, in healthy people, with each reproduction, the number of correctly named words increases. A large number of "extra" words indicates disinhibition or disorders of consciousness. When examining adults for the third repetition, a subject with a normal memory usually reproduces correctly up to 9 or 10 words.

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

Technique "search for numbers".

The technique is used to study the rate of sensorimotor reactions and features of attention. The study is carried out using special tables, they contain numbers from 1 to 25. The size of the table is 60 by 60 cm. The subject is at such a distance from the table that he can see it in its entirety. He is instructed to look for the numbers in order, pointing to each one and calling it out loud. The stopwatch marks the time it takes for each table.

To evaluate the results, the time spent by the subject on each table is compared. The results can be expressed graphically. Establishing a uniform pace of task execution is essential. Usually, healthy subjects search for numbers in tables evenly, and sometimes they even observe an acceleration in the rate of sensorimotor reactions in subsequent tables. If the search is conducted unevenly, then the nature of this phenomenon should be clarified - whether this is a sign of increased exhaustion or belated development. Sometimes, with severe disorders of active attention, the patient makes mistakes in his work - skips individual numbers, shows instead of one another, outwardly similar (for example, 8 instead of 3). The combination of impaired attention and increased exhaustion is manifested in an increase in the number of errors in each subsequent table. Schulte tables have an equal degree of difficulty, they are almost not memorized and therefore they can be reused during the research process.

MEMORY DIAGNOSTICS TECHNIQUES

TEST "SHORT-TERM MEMORY

DIGITAL MATERIAL ("Jacobs Method")

Experience progress. The subjects are read rows of numbers with a constantly increasing number of digits. After the “Write down” command, the subjects should write down the memorized numbers in the same order as they were presented.

protocol form for the experimenter (for the subject, the form should not include stimulus material)

In each experiment, 7 rows of numbers are prepared (different in each experiment), containing 4,5,6,7 ... 10 elements in series. The elements of a series should not be linked to each other by logical links. The experimenter reads each row one at a time, starting with the shortest one. After reading each row, after 2-3 seconds, on the command "Write", the subject reproduces in writing the elements of the row in the protocol prepared in advance in the order in which they were read by the experimenter. Regardless of the results, all seven rows are read. The experiment should be repeated 4 times to obtain more reliable results. The material is read loudly, clearly and monotonously with an interval of 1 second between the elements of the row. The interval between presentations of each row depends on the length of the row; they must be sufficient to reproduce. Intervals between experiments are 5-7 minutes.

Processing of results.

1. Compare the results of each experiment with the material presented. The "+" sign marks correctly reproduced rows. Rows not reproduced in full or reproduced with errors, or in the wrong order, are marked with a “-” sign.

2. Compile a summary table based on the results of 4 experiments and calculate the percentage of correctly reproduced rows of each length for all experiments.

3. Calculate (calculation accuracy = 0.5) the amount of memory using the formula:

where A is the longest row length that the subject reproduced correctly in all experiments;

n is the number of experiments (n= 4); m - the number of correctly reproduced rows > A.

4. Draw a graph of the dependence of memorization on the amount of material (by% of correctly reproduced rows for all experiments).

METHOD "MEMORY FOR NUMBERS"

The technique is designed to assess short-term visual memory, its volume and accuracy. The task consists in the fact that the subjects are shown for 20 seconds a table with twelve two-digit numbers that they need to remember and, after the table is removed, write it down on the form.

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

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

METHOD "Semantic memory"

Material. Pairs of words to remember: doll - play, chicken - egg, scissors - cut, horse - hay, book - teach, butterfly - fly, brush - teeth, drum - pioneer, snow - winter, rooster - scream, ink - notebook, cow - milk, locomotive - to go, pear - compote, lamp - evening.

The course of experience. The subjects are read the words. They should try to remember them in pairs. Then the experimenter reads only the first word of each pair, and the subjects write down the second.

When checking, slowly read pairs of words. If the second word is spelled correctly, then put a “+” sign, if incorrectly or not written at all, put “-”.

Material. A couple of words to remember: beetle - chair, feather - water, glasses - mistake, bell - memory, dove - father, watering can - tram, comb - wind, boots - boiler, castle - mother, match - sheep, grater - sea, sleigh - plant, fish - fire, poplar - jelly.

The course of experience. The nature of the presentation and verification are the same as in series A. After the experiment, the number of memorized words for each series is compared and the subjects answer the questions: “Why were the words of series B remembered worse? Have you tried to establish a connection between the words of series B?

Processing of results. For each experiment, it is required to count the number of correctly reproduced words and the number of erroneous reproductions. Record the results in a table:

Conclusion. For successful memorization, it is necessary to include the material in a system that reflects objective connections.

Method "Memory for images"

The technique is intended for the study of figurative memory and can be used in professional selection. The essence of the technique lies in the fact that the subject is exposed to a table with 16 images for 20 seconds. The images must be remembered and reproduced on the form within a minute.

Instruction: You will be presented with a table with images (give an example). Your task is to memorize as many images as possible in 20 seconds. After 20 seconds, the table will be removed, and you must draw or write down (express verbally) those images that you remember.

Evaluation of results: testing is carried out according to the number of correctly reproduced images. Norm - 6 correct answers and more. The technique is used in a group and individually.

METHODS FOR STUDYING MIND

METHOD "EXCLUSION OF WORDS"

The technique "Exclusion of words" is aimed at studying the analytical and synthetic activity of patients, their ability to generalize. It is similar to the "Classification" technique, since the exclusion implies a preliminary classification. The only difference is that the "Word Exclusion" technique reveals to a lesser extent the working capacity and stability of attention, and to a greater extent - the logicality of reasoning, the correctness and validity of generalizations.

In pathopsychology, three types of thinking pathology are distinguished: 1) violation of the operational side of thinking, 2) violation of the dynamics of thinking, 3) violation of the motivational component of thinking.

The technique is most sensitive to violations of the operational side of thinking - to a decrease in the level of generalization and distortion of the generalization process. The first is manifested in the fact that direct ideas about objects and phenomena dominate in the judgments of patients, and the operation of general features is replaced by the establishment of purely specific connections. The second is that although patients identify common signs and are able to go beyond specific situational connections, these connections are insignificant, random, superficial, and often paradoxical.

The technique is less sensitive to disturbances in the dynamics of mental activity - lability and inertia.

The third type of thinking pathology - a violation of the motivational component - can be identified primarily in the patients' explanations of their answers, in their typical diversity and reasoning.

Equipment. A standard form of the technique, on which a series of words (15 series of 5 words each), a stopwatch and a pre-prepared protocol are printed.

STANDARD FORM

Technique "Exclusion of words"

1) decrepit, old, worn out, small, dilapidated

2) brave, courageous, courageous, evil, resolute

3) Vasily, Fedor, Semyon, Ivanov, Porfiry

4) milk, cream, cheese, lard, sour cream

5 soon, quickly, hastily, gradually, hurriedly

6) deep, high, light, low, shallow

7) leaf, bud, bark, tree, bough

8) house, barn, hut, hut, building

9) birch, pine, tree, oak, spruce

10) hate, despise, resent, resent, punish

11) dark, light, blue, clear, dull

12) nest, burrow, anthill, chicken coop, lair

13) failure, collapse, failure, defeat, excitement

14) hammer, nail, tongs, ax, chisel

15) minute, second, hour, evening, day

Key

1) small, 2) evil, 3) Ivanov, 4) fat, 5) gradually, 6) light, 7) tree, 8) building, 9) tree, 10) punish. 11) blue, 12) chicken coop, 13) excitement, 14) nail, 15) evening

PROTOCOL

Surname, name, patronymic ______________________ Date________________

Age______________________Education________________________

The study of thinking according to the method "Exclusion of words"

Operating procedure. The study, as a rule, is carried out in a neuropsychiatric clinic; the patient is the subject. Immediately before the examination, the experimenter in a free conversation tries to identify the patient's condition, his complaints.

The patient is presented with a form of the technique and given instruction:“Groups of words are written on the form, each group consists of five words. Four out of five words are somewhat similar and can be combined on a common basis, and one of the words does not correspond to this attribute and should be excluded. If the subject did not immediately master the instruction, then the experimenter solves one or two examples together with him. The total execution time from the 1st to the 15th task is recorded. After the subject has finished the work, he is asked to explain his answers. The experimenter records the line number, the excluded word, the subject's explanations, as well as his questions and comments in the protocol.

Processing and analysis of the obtained data. The technique "Exclusion of words" involves, first of all, qualitative analysis the nature of the errors and explanations of the subject. It is also possible quantification, consisting of the following:

1) in accordance with the key, the number of correctly solved tasks is calculated, 2 points are given for each correct solution;

2) the total score is calculated (BUT) taking into account the correction for the task execution time according to the formula:

A = B + T,

where AT- the number of points for correctly completed tasks, T- correction for time.

Corrections for the execution time of the task "Exclusion of words"

Qualitative assessment involves an analysis of the nature of the errors. The most typical errors are of the following two types:

1) one word is excluded, the remaining four are combined not according to general, but according to specific situational features; for example, a patient from the set of words “leaf”, “bud”, “bark”, “tree”, “bough” excludes “leaf”, explaining that “it is now early spring, and the leaves have not yet appeared”;

2) words are combined according to common, but not essential, random, often paradoxical features; for example, a patient from the set of words "nest", "burrow", "anthill", "chicken coop", "den" excludes "nest", explaining that "the nest is usually located on a tree, everything else is on the ground."

Errors of the first type indicate a decrease in the level of generalization, and errors of the second type indicate a distortion of the generalization process.

The answers of the subjects can be classified as follows:

b) functional - assignment to a class based on functional characteristics;

c) specific - assignment to a class based on specific features;

d) zero - enumeration of objects or their functions without attempting to generalize.

Features of responses in various nosological groups: - with schizophrenia a generalization is made according to insignificant, sometimes paradoxical features;

- with oligophrenia generalizations are specific, often based on the allocation of situational relationships;

- in senile dementia usually there is an impossibility of performance of tasks, even on the most simple examples.

Test "Simple analogies"

The fulfillment of this task requires an understanding of the logical connections and relationships between concepts, as well as the ability to consistently maintain a given way of reasoning when solving a long series of various problems. The technique is borrowed from the psychology of labor.

To conduct an experiment, you need a form or simply a series of tasks typed on a typewriter.

The task is suitable for the study of subjects with an education of at least 7 classes.

The instruction is given in the form of a joint solution of the first three problems. “Look here,” they say to the subject, “two words are written here - a horse on top, a foal on the bottom. What is the connection between them? A foal is a baby horse. And here, on the right, there is also one word at the top - a cow, and at the bottom there are five words to choose from. Of these, you need to choose only one word, which will also relate to the word "cow", like a foal to a horse, that is, so that it denotes a cow cub. It will be... a calf. This means that it is necessary first to establish how the words written on the left are connected to each other, and then to establish the same connection on the right.

Let's look at another example: here on the left - an egg - a shell. The connection is this: to eat an egg, you need to remove the shell. And on the right - potatoes and at the bottom five words to choose from.

The instruction is somewhat long, but it is necessary to ensure that the subject understands it well.

Normally, with appropriate education, the subjects learn the order of solving problems after 2-3 examples. If a subject with a 7th grade education cannot master the task after 3-4 examples, this gives reason to think that his intellectual processes are at least difficult.

Most often, when performing this task, random errors are observed. Instead of being guided in choosing a word by a logical connection model on the left, the subject simply selects to the upper word on the right a word from the lower ones that is close in terms of a specific association.

FORM OF THE PROTOCOL FOR THE "SIMPLE ANALOGIES" METHOD

the subject chooses the word "treat" simply because the teeth often have to be treated. It often happens that the patient solves 3-4 problems in such a thoughtless, incorrect way, and then, without any reminder from the experimenter, returns to the right way solutions. Such instability of the thinking process, slipping of judgments onto the path of random, lightened, undirected associations, is observed with the fatigue of the subjects, with the fragility of the thinking processes of both organic and schizophrenic genesis.

The technique can be used for repeated samples if this set is divided into two or three parts.

Test "Complex analogies"

The technique proposed by E.A. Korobkova is aimed at identifying the extent to which the subject is able to understand complex logical relationships and highlight abstract connections. In addition, the technique provokes manifestations of reasoning in patients prone to it.

To conduct experiments, you need a form:

1. Sheep - flock

2. Raspberry - berry

3. Sea - ocean

4.Light - darkness

5. Poisoning - death

6. The enemy is the enemy

The technique can be used in the study of subjects with at least 7 grades of education, but most often, due to the very great difficulty, it is used in the study of subjects with secondary and higher education.

Instruction: "Let's look at the connection between these pairs of words (above)", and describe in detail the principle of connection of each pair. So, for example, they explain to him that "light - darkness" are opposite concepts, "poisoning - death" have a causal relationship, "sea - ocean" have a quantitative difference. After that, the subject is asked to read each pair of the ones below, to say which pair of the top ones it belongs to and to name the principle of this connection. The experimenter does not give any more explanations, but only writes down the decisions of the subject until he makes 2-3 attempts independent decision. If these first solutions indicate that the subject did not understand the problem, the experimenter gives repeated explanations and solves 2-3 problems together with the subject. The correct solution to the problem should have approximately the following form "physics - science" corresponds to the pair "raspberries - berries", because physics is one of the sciences, just like raspberries are one of the types of berries. Or: "fright - flight" corresponds to "poisoning - death", because both here and there are causal relationships.

If the subject hardly understands the instructions and makes mistakes when comparing, this does not yet give the right to draw a conclusion about an intellectual decline; many mentally healthy people have difficulty completing this task. It is necessary to analyze the errors, or rather, the entire course of reasoning of the subject. Most often, this technique turns out to be useful for identifying slippages, external paralogical conclusions, that is, the spreading of thinking that is observed in schizophrenia. The patient, for example, begins to talk at length about the fact that "fright - flight" corresponds to the pair "enemy - enemy", because this happens during the war, or answers that "physics - science" corresponds to the concepts of "light - darkness", so how are these concepts studied by physics, etc.

FORM OF THE PROTOCOL TO THE "COMPLEX ANALOGIES" METHOD

Note. In this protocol, it is better to write down both related pairs of words (rather than the task number) in order to avoid possible errors. The discussion should be recorded in full. It is possible to alternate in one column the replicas and questions of the experimenter (enclosing them in brackets) and the answers of the subject.

Ebbinghaus test

(Fill in the missing words in the text)

The technique proposed by Ebbinghaus was used for a wide variety of purposes: to identify the development of speech, the productivity of associations. It can be successfully used to test critical thinking.

For experiments, there are many options for texts: individual phrases, more or less complex stories. The following text has been used in the laboratory of the Institute of Psychiatry for the past ten years.

Snow hung low over the city……………… In the evening it began…………..… Big snow fell………….... The cold wind howled like……..……… wild……………… On at the end of the deserted and deaf……………… suddenly a girl appeared. She slowly and with…………..….was making her way along………………… She was thin and poor………………… She moved slowly forward, her felt boots were sloshing and……………….she should go . She was wearing bad ........... with narrow sleeves, and on her shoulders………………… Suddenly a girl……………….and, bending down, began something then……………….. under your feet. Finally she stood on ……………. and with her blue hands from…….……hands became …………………. .on a snowdrift.

The subject is asked to look through the text and write in each gap - only one word so that a coherent story is obtained.

When evaluating the work, one should take into account the speed of choosing words, difficulties in choosing words in certain, most difficult places in the text (for example: a cold wind howled like .... or started something ...), as well as the criticality of the subject, i.e. his desire to match the words he is about to write with the rest of the text. Some subjects make this control before they fill in the gap, others correct and redo what has already been written. However, if the subject fills in the text and then carelessly gives it to the experimenter as work done, as is done in this example, then we can conclude that criticality is reduced.

Patient K. Over the city hung low snow cloud. started in the evening shootout. Snow fell in large flakes. The cold wind howled dog, wild ... At the end of the deserted and deaf grief suddenly a girl appeared. She is slow and plate waded through dining room. She was thin and poor looked. She moved slowly forward, her felt boots sloshed and hard her to go. She was bad blanket with narrow sleeves, and on the shoulders bag. Suddenly a girl frightened and leaning over started something shout at yourself under your feet. Finally, she became legs and with their blue from chills became little hands jump on a snowdrift.

PSYCHODIAGNOSTIC TECHNIQUES

MEMORY DIAGNOSTICS TECHNIQUES

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Of the three types of thinking: verbal-logical, figurative-logical and visual-effective - in children up to school age the last two species are quite developed and dominated. As for the first - verbal-logical, this type of thinking in preschool childhood is only just beginning to develop. Therefore, diagnosing the intelligence of children preschool age, first of all, it is necessary to pay attention to the figurative-logical and visual- actionable thinking.

It is these two types of thinking that the described psychodiagnostic methods concern. Both figurative and effective thinking have several aspects that are manifested to one degree or another in solving different problems. In this regard, for the diagnosis of figurative-logical and visual-effective thinking of children, three different methods are proposed, one for each of the essential aspects of each type of thinking.

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

Methods for assessing figurative-logical thinking

Methodology "Nonsense"

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

The procedure for carrying out the technique is as follows. First, the child is shown a picture in which there are several rather ridiculous situations with animals. While looking at the picture, the child receives instructions with the following content: “Look carefully at this picture and say if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Next, you have to say how it really should be.

Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The exposure time of the picture and the execution of the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be. Evaluation of results

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

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

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

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

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

Comment. A child can get 4 or more points in this task only if, in the allotted time, he has completely completed the first part of the task, determined by the instruction, i.e. found all 7 absurdities in the picture, but did not have time to either name them or explain how it should actually be.

Conclusions about the level of development

Method "Seasons"

Evaluation of results

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

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

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

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

0-3 points - the child could not correctly identify any of the seasons and did not name exactly a single feature. (a different number of points, from 0 to 3, is assigned depending on whether the child tried or did not try to do this).

Conclusions about the level of development

Methods for assessing visual-action thinking

Outline technique

Evaluation of results

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

10 points - the child spent less than 90 seconds to complete the entire task, and all the lines in the figure are straight and exactly connect the corners of the figures. All lines follow exactly the given contours.

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

6-7 points - it took from 105 to 120 seconds to complete the entire task. At the same time, at least one of the following shortcomings was additionally detected: three or four lines are indirect; four to six corners are connected not quite exactly; five to six lines go beyond the contour; six to seven corners are not perfectly connected.

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

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

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

Conclusions about the level of development

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

Technique "Go through the maze"

Evaluation of results

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

Conclusions about the level of development

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

METHODS OF PSYCHODIAGNOSIS OF THE JUNIOR SCHOOLCHILD'S THINKING

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

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

Results processing

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

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

If the researcher does not have complete confidence that the child's answer is absolutely correct, and at the same time it cannot be definitely said that it is incorrect, then it is allowed to give the child an intermediate mark - 0.25 points.

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

Conclusions about the level of development

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

DIAGNOSIS METHODS OF ATTENTION

Method "Find and cross out"

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

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

In this technique, the experimenter gives the child the task to look for and cross out any two different objects in different ways, for example, cross out an asterisk with a vertical line, and a house with a horizontal one. The experimenter himself marks in the child's drawing the places where the corresponding commands are given.

Processing and evaluation of results

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

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

For all the indicators obtained in the process of completing the task, a graph is built, on the basis of the analysis of which one can judge the dynamics of changes over time in the productivity and stability of the child's attention. When plotting the graph, the indicators of productivity and sustainability are translated (each separately) into points according to a ten-point system.

Method "Put down the badges"

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

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

Although, on the whole, attention changes little during ontogeny (this is especially true of its naturally conditioned types: direct and involuntary) and its main characteristics remain fairly stable with age, nevertheless, with sufficient and systematic efforts, many shortcomings in the development of a child’s attention can be eliminated over time. This is explained by the fact that some, underdeveloped qualities of attention can be compensated by the increased development of its other qualities, so the weak stability of attention can often be made up for by its good switchability; a relatively small amount of attention as a disadvantage is overcome by increasing the productivity of attention, etc.

Methodology for determining the productivity and sustainability of attention

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

The work is carried out within 5 minutes. Every minute the experimenter pronounces the word "line", at this moment the child must put a line in the place of the form with Landolt's rings where this command found him.

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

When processing the results, the experimenter determines the number of rings viewed by the child for each minute of work and for all five minutes during which the psychodiagnostic experiment continued. It also determines the number of mistakes made by him in the process of work for each minute, from the first to the fifth, and in general for all five minutes.

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

S =(0.5N - 2.8n)/60

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

N is the number of rings viewed by a child in a minute (if using this formula the overall indicator of productivity and attention span for all five minutes is determined, then, naturally, N will be equal to the number of rings viewed within five minutes, the next indicator n is the number of errors, allowed within five minutes, and the denominator of this formula is 300);

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

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

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

Assessment of the distribution of attention

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

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

Attention Switching Assessment

Processing, presentation and interpretation of the results are the same as in other previous methods, and the remark concerning the previous method applies equally to this method.

Determining the scope of attention

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

10 points - the amount of attention equal to 6 units and above.

8-9 points - the amount of attention, which is 4-5 units.

4-7 points - the amount of attention equal to 2-3 units.

0-3 points - the amount of attention is less than 2 units.

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

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

For children entering school, attention spans of 4-7 are considered acceptable, while for children already in school, too low.

Finally, if a child scores 0-3, then whether they are enrolled in or already in school, their attention span is considered insufficient. With regard to such children, it is concluded that, according to the degree of development of their attention, they are not yet ready to study at school.

MEMORY DIAGNOSIS METHODS

Technique "Recognize the figures"

In the methodology, children are offered pictures accompanied by the following instructions: “There are 5 pictures in front of you, arranged in rows. The picture on the left is separated from the rest by a double vertical bar and looks like one of the four pictures in a row to its right. It is necessary to find and point to a similar picture as soon as possible.

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

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

Evaluation of results

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

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Technique "Remember the drawings"

The exposure time of the stimulus picture is 30 sec. After that, this picture is removed from the child's field of vision and instead of it, he is shown the second picture. The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.

Evaluation of results

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

Conclusions about the level of development

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

MEMORY DIAGNOSIS METHODS

1. Short-term visual and auditory, including their volume and ability to retain information in the corresponding types of operative memory. Without the presence of a good short-term and operational visual and auditory memory, any information perceived with the help of the main sense organs - educational, labor, social and other, will not fall into long-term memory and be stored there for a long time.

2. Mediated memory, which is characterized by the presence and independent, proactive use by the child various means memorization, storage and reproduction of information.

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

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

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

Determining the amount of short-term visual memory

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

Evaluation of working visual memory

The child's working visual memory and its indicators can be determined using the following procedure. The child consistently, for 15 seconds. each, task cards are presented, presented in the form of six differently shaded triangles. After viewing the next card, it is removed and instead a matrix is ​​offered that includes 24 different triangles, among which are the six triangles that the child has just seen on a separate card. The task is to find and correctly indicate in the matrix all six triangles shown on a separate card. An indicator of the development of visual operative memory is the quotient of dividing the time for solving a problem in minutes by the number of errors made in the process of solving, plus one. Mistakes are triangles incorrectly indicated in the matrix or those that the child could not find for any reason.

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

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

The end time of the child's work on the search for triangles in the general matrix is ​​determined by the experimenter with the help of a question to the child: "Have you already done everything you could?" As soon as the child answers this question in the affirmative and practically stops searching for triangles in the matrix, it is considered that he has completed his work. Dividing the average time the child worked on the search on the matrix of six triangles by the number of errors made finally allows us to obtain the desired indicator.

Characterization of the dynamic features of the memorization process

Comment. When diagnosing the dynamic features of the memorization process in children studying in different classes elementary school and school applicants should apply different sets words so that the effect of the previous memorization of the series does not affect.

The number of repeated presentations of a row and subsequent attempts to reproduce it in this technique is limited to six. With each playback attempt, the number of correctly reproduced words is correlated, and the resulting data is presented as the number of repetitions of a series of words of the learning graph.

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

1- Dynamic learning.

2- Learning productivity.

Evaluation of results

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

Quite a dynamic learning process - excellent.

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

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

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

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

4-5 points - for six repetitions of a row, the child managed to correctly reproduce 4-6 words.

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

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

Conclusions about the level of development

Ready for schooling are children with a high average dynamism of the learning process (who received excellent and good marks for this indicator), as well as those whose result, according to the methodology for determining the productivity of the learning process, turned out to be 8 or higher points.

Not quite ready for learning are children whose dynamics of the learning process was assessed as unsatisfactory and the productivity of the learning process turned out to be at the level of 4 to 7 points.

Completely unprepared for learning in terms of the dynamics of the learning process are children who received an unsatisfactory mark in terms of dynamics and less than 3 points in terms of memorization productivity.

Activity

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

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

These differences, in turn, affect further development a child as a person, since children who have a strong need to achieve success usually achieve more in life both in personal development and in professional growth than those who have this need weak or dominated by the opposite desire - to avoid failures.

Technique "Remember and reproduce the drawing"

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

The total score scored by the child in the process of analyzing his drawings is a quantitative indicator of the level of development of his need to achieve success or the need to avoid failure. If this sum, obtained by algebraic addition of points, turned out to be positive, then they say that in a child the need to achieve success dominates the need to avoid failure, and the degree of dominance is expressed by the corresponding number of positive points. If the final sum is negative, then it is concluded that this child the desire to avoid failure prevails.

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

The level of intellectual development is a complex characteristic on which the success of many activities depends. It reflects the features of a number of human mental processes, but primarily the features of thinking, partly perception. At the same time, the success of the performance of intellectual tests depends on the attention of a person (on the ability to concentrate on test tasks and not be distracted during the entire time of testing), and on his memory (often you need to show your awareness, i.e., the ability to remember what a person acquired in my past experience). Some intellectual tests include subtests that diagnose memory (for example, the Wechsler and Amthauer tests). This is most likely due to the specific tasks for which the tests were developed. Thus, the appearance of the subtests "Repetition of numbers" and "Repetition of sentences" in the Wexler scales is due to the fact that they serve as a means of not only psychological, but also psychiatric diagnosis. In the Amthauer test, the memory subtest is used to diagnose practical abilities for professional consultation purposes. A. Binet, who had an ambiguous attitude to the diagnosis of memory and sometimes included a subtest for memory, sometimes excluded it from his scales, believed that memory is in fact not intelligence, but only "a great imitator of it."

In general, the attitude of psychodiagnostics to the measurement of memory in individuals who do not have deviations in mental development is as follows: indicators of involuntary and mechanical memory are not indicators of mental development; only in those cases when thinking is included in mnemonic activity and its actions mediate the processes of memorization and reproduction, it is possible to establish a connection between the latter and intellectual development. However, the main factor is still thinking: voluntary and semantic memorization depends on it, and therefore we can limit ourselves to the diagnosis of thinking.

The attention of a mentally normal person is also within the normal range (which does not exclude the variability of his characteristics depending on mental states). In addition, attention is a specific mental function, its indicators are determined by the interests and inclinations of a person. If a person does not have positive motivation when performing an activity, his attention may be unstable, with low concentration. That is why it is so difficult to assess attention using psychological methods: its low performance in the subject can be explained not by violations, but by low motivation when performing experimental tasks. This is especially important to consider when diagnosing children. Everyone knows how diligent a child can be, how long he can do what he loves without distractions, and at the same time, this same child cannot be forced to focus on what is not interesting to him.

Bearing in mind all of the above, it should be noted that sometimes in working with children, in addition to the features of perception and thinking diagnosed with the help of intelligence tests, there is still a need to assess the features of memory and attention. This is important when a psychodiagnostic is dealing with a child suspected of intellectual decline. This is often the result of a delay mental development or mental retardation caused by organic damage to the central nervous system as well as somatic diseases. In such children, not only perception and thinking are disturbed, but also the functions of memory and attention.

What are memory impairments? The productivity of involuntary memorization is approximately 1.5 times worse than normal. These children do not master the techniques of semantic learning (semantic grouping, repetition, speaking out loud). They do not control themselves well when reproducing what they have learned by heart (repeatedly repeat the same names, pictures, not noticing that they have already called them). They are not active enough when performing mnemonic activity, which is manifested in the absence of desire, efforts to remember what they have learned. The reproduction of what has been memorized is characterized by insufficient accuracy: with the literal repetition of a simple text, many errors are made.

Thus, when diagnosing the features of memory, one should pay attention not only to its quantitative indicators, but also to the features of the process of mnemonic activity itself, as well as to the nature of errors.

Memory has many characteristics, differing in the presence or absence of a setting for memorization - involuntary and arbitrary, by save time - short-term and long-term by the nature of the memorized material - verbal-logical, figurative and emotional, by way of memorization mechanical and semantic. One of the most important indicators of memory, by which it is fairly confidently determined whether it is good or bad, is the amount of short-term memory. Let us describe several methods used in working with children to assess the amount of short-term memory.

"Method "Recognition of figures" measures the amount of short-term figurative memory. The stimulus material consists of two tables with different graphic images.

First, the experimenter presents the subject with the first table with 9 figures and asks him to remember these figures. The exposure time of the first table is 10 s. Then the subject is immediately presented with the second table, where the 9 figures he saw are scattered among others (the total number of figures in this table is 25). The subject must show the figures that he saw on the first table. Processing of the results consists in counting the number of correctly and incorrectly recognized figures. Recognition is evaluated by the recognition coefficient, which is calculated by the formula where M - the number of correctly recognized figures; N is the number of incorrectly recognized figures.

The optimal recognition coefficient is one, therefore, the closer the results of a particular subject to one, the better the amount of figurative short-term memory he has.

"Technique" Learning 10 words ", developed by A. R. Luria, reveals the amount of short-term memory. Words are the material for memory.

Words should be simple enough and not have any connection with each other. It is suggested to use the following words: forest, bread, window, chair, water, brother, horse, mushroom, needle, honey. Before the start of the experiment, the following instruction is given (proposed by S. Ya. Rubinshtein): “Now I will read 10 words. You must listen carefully. When I finish reading, immediately repeat as many words as you can remember. You can repeat in any order, the order does not matter. Clear?"

The experimenter reads the words slowly, pronouncing them clearly. The number of correctly reproduced words is fixed.

Age norms for this technique are not given, however, it is known that the amount of short-term memory of a person should normally be 7 ± 2 units of information.