In the diagnostic classification, observation refers to the unstructured methods. In turn, observation can be slice or longitudinal, included or passive, selective or continuous.
Let's talk today about integrative screening observation of children of preschool and primary school age: with such observation, it is possible to record various parameters and characteristics of the activity of a group of children (or one child), depending on the tasks set by the psychologist. Such observation can be carried out in various educational and extra-curricular situations, for example, during a lesson or during a break, at different times of the day - in the first lessons or in the last, in the classroom of the main cycle or in physical education, labor, etc.
The main task of such observation can be considered the following - the identification of children whose behavior or individual characteristics of development differ from the behavior of the bulk of children, in particular, the identification of children at risk for school maladjustment.
To do this, it is necessary to determine those parameters that should attract special attention during the observation process.
From our point of view, these parameters are as follows:
Operational characteristics of activity (pace of activity, efficiency, characteristics of attention parameters);
- the nature of the child's behavior, his purposefulness (regulatory maturity);
- features of speech development;
- affective and emotional characteristics of the child;
- interaction of a child with children and adults (communicative aspect);
- motor harmony, child's agility, lateral motor and sensory preferences.
CONDITIONS
Before we talk in detail about each of these parameters, I would like to offer you the technology of such observation used by us in the practice of school work and the conditions for its implementation.
The conditions in this case include a mandatory agreement with a teacher or educator about the time and purpose of a psychologist's visit to a class or group of children.
The teacher should be well aware that you will come to the class not to test the knowledge of children or (God forbid) to test the teacher's readiness, but for a completely different reason. This requires the psychologist to work in advance (at least talk) with the teacher.
The most convenient way to do this is at a school council. You can talk with the teacher in a more informal setting. However, it makes sense to talk about your visits to classes and at the teacher's council so that the school administration is aware of your plans. At the same time, it is not required that the teacher warns the children: for them, you seem to just come to visit the lesson.
The next condition for such observation is your "invisibility" - to achieve this goal, it is best to sit on one of the last desks and not show a lively and emotional interest in what is happening in the class.
If you are unfamiliar with the children, it is best to come to class in advance, say the day before, and have a little chat with the children. This will remove the "stranger" effect. This is important enough, because otherwise the behavior of the children may be unnatural, they may mistake you for a reviewer, which will certainly affect their behavior and reactions. Experience shows that children quickly get used to the fact that a psychologist sometimes sits in class, and simply stop noticing his presence.
Another condition for the implementation of such an observation are pre-prepared schematic sheets and sheets for recording observations.
To do this, you need to know how many rows of desks are in the class, how many desks are in each row, as well as single desks or for two. If all children have their permanent place, you can sign the desks in advance, and then number them, as shown below on the diagram sheet.
Worksheet diagram of the placement of children in the class. X is the place where the psychologist can be.
If the teacher allows the children to sit down at their discretion or the children sit at different desks in each lesson, then it will be necessary to write the names in the already "numbered" places during the lesson. This is quite realistic even if the class is large - after all, the teacher asks the children, calling them by their first or last names, makes targeted remarks, praises the children personally, etc.
It is important that your first meeting with unfamiliar children does not coincide with the test. This type of activity of children is very informative for the purposes of screening observation, but in this case it may be difficult to identify your observations.
Another condition of screening observation can be considered its “non-use”. Although, of course, a single observation of a small number of children can be quite informative, but to identify certain characteristics of children that lead to problems in learning and / or behavior, a single observation will clearly not be enough.
In this case, children who are simply not physically in the classroom may not get into the risk group, but a completely normative, but sick child easily, by indirect signs (fatigue, irritability, low level of mental activity), can fall under the gun of a psychologist.
Observation should take place in various educational (life) situations. You can even describe these situations.
Start of the school day: first, second lessons. At the same time, the psychologist should be present at lessons that implement different educational tasks and require different types of activity from the child.
End of the school day: fourth, fifth lessons.
Beginning of the week (quarter).
End of the week (quarter).
Physical education lesson, labor lesson (information obtained in the course of observing children in these lessons is extremely important).
The beginning of the school day (first, second lessons) - control or independent work.
End of the school day (fourth, fifth lessons) - control or independent work.
Rehearsal for an event.
A holiday or an event.
Turn.
Canteen.
Walk.
This list can be supplemented or narrowed, the main thing here is to decide on the purpose of observation and take the first step.
The reader may have a completely fair question: why should the teacher not engage in such observation himself? An experienced, attentive teacher is able to quickly identify children who, from his point of view, will experience problems. But the teacher has a completely different task, purely pedagogical. He is able to understand what kind of children will find it difficult in the future, but it is not his task to determine what will make it difficult for this or that child.
The teacher can help the psychologist in identifying children at risk: fill out a questionnaire or a questionnaire for assessing the behavior of children.
It should be clearly understood that identifying the causes and mechanisms of the problems (developmental features) of the child discovered during the observation process is no longer the task of a screening, but an in-depth psychological examination.
It is convenient to enter the primary observation results into a table (see Table 1). If there are problems in a particular area, a cross or a tick is put in the corresponding column. It should be borne in mind that in a situation of significant severity of features (problems) in any area, there may be several such marks. In the future, if the task of observation includes clarification or qualitative specificity of problems, it is more convenient to use additional forms (see the corresponding section).
TABLE 1. General scheme of observation of children
Serial number |
Surname, name of the child |
Desk number |
The presence of features in the field |
|||||
Operational characteristics |
Purposefulness of activities (regulatory maturity) |
Speech development |
Affective-emotional sphere |
Communication features |
Motor sphere (motor skills) |
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OPERATING CHARACTERISTICS
These parameters are closely related to the general level of the child's mental activity and are dynamic, that is, changing in the process of the activity itself.
The operational characteristics of the activity primarily include:
Efficiency;
- the pace of activity.
Operability
Performance is, in our opinion, a basic characteristic that largely determines the child's ability to adapt to the conditions of regular education.
It can be viewed as “the potential ability of an individual to perform appropriate activities at a given level of efficiency for a certain time” (Brief psychological dictionary, 1985).
Performance, of course, depends both on the external conditions of the activity and on the psychophysiological resources of the child. In the process of activity, there is a change in working capacity, its decrease.
For a similar or long-term activity, certain periods can be distinguished: the period of training in a particular type of activity (different in its duration for different children), the period of optimal performance, fatigue. The latter can be uncompensated (in this situation, no motivational, game, and other factors are able to return working capacity to a higher level) and compensable.
You can also talk about satiety as one of the performance characteristics. Fatigue is not directly related to fatigue, especially uncompensated fatigue; rather, it characterizes the motivational aspect of performance. In this case, we can say that the child is simply tired of this or that activity. He was fed up with it. In this case, an external or internal change in motivation most often removes the satiety factor. However, satiety can also be observed in combination with fatigue.
Fatigue can be assessed not only by the effectiveness of the activity (change in handwriting, an increase in the number of errors, missed assignments, misses), but also by external signs. The latter (objective from the point of view of the physiological mechanisms of manifestations of fatigue) include the appearance of motor discomfort, manifested in fussiness, frequent changes in posture, landing, bending legs under oneself, propping up the head with hands. The student begins to yawn, take frequent and deep breaths, rub his eyes, etc.
Fatigue will also affect the characteristics of attention: such as a reduction in the amount of attention, a decrease in the time spent concentrating on a task, and distraction to external stimuli.
The manifestations of fatigue can also include the appearance of stereotypical motor reactions: chewing a pen, twisting hair on a finger, rubbing, crumpling the edges of clothing, including the appearance of true autostimulation movements, such as rocking, rhythmic patting of the foot, fingers on the desk.
It is extremely important that this kind of psychological manifestations of fatigue will not always be indicators of high anxiety and a tendency to intropunitive personal reactions, indicating a disharmonious version of mental development. Quite often, similar motor stereotyped reactions in accordance with the theory of affective basic regulation of O.S. Nikolskaya is simply a way of toning up mental activity in case of fatigue.
In the case when we are dealing with a truly disharmonious variant of development, we will see such manifestations not so much in a situation of fatigue during prolonged exertion, but in psycho-traumatic and emotionally significant situations for the child (for example, when a teacher glides over a class magazine, choosing a "victim" to call to the board).
Thus, using the observation method, the following performance parameters can be distinguished:
Too fast uncompensated fatigue (low efficiency);
- relatively slow, but persistent, uncompensated fatigue (low efficiency);
- fast, but compensated fatigue associated, first of all, with the motivation of activity;
- satiety with activity associated, first of all, with the motivation of activity.
It is quite obvious that the appearance of signs of fatigue and the onset of fatigue itself (that is, a decrease in working capacity) affects not only the nature of activity and parameters of attention, but also the pace of activity.
Pace of activity
A uniform, steady pace of activity should be considered normative: the child manages to do everything that the teacher has planned. Observing the behavior of children in the classroom or in other situations, you can identify several categories of children.
Some children begin to work rather quickly and actively, however, as they get tired or the tasks become more difficult, the pace of their activity decreases (often in accordance with a decrease in interest in tasks). They do not have time to track the general direction of the lesson, which further affects the loss of interest in it. Anxiety may appear of the type: "I do not understand what it is about, what is happening here." The child begins to get distracted, twirl around and tries to spy on the neighbor. Such distractions can be mistaken for a child's difficulty in concentrating. However, this is due to a decrease in the rate of activity against the background of fatigue. Such phenomena can most often be observed either in children who are extremely exhausted already in the first lessons, or in children with reduced working capacity at the end of the "working" day.
In other children, one can note not so much a decrease in the rate of activity as its pronounced unevenness. About such children, teachers say that they "work from a battery" (turned on - off). Some tasks cause them a sharp slowdown in the pace of activity, some, on the contrary, accelerate.
Most often, this type of tempo fluctuations is observed in boys with speech development problems (partial lack of formation of the verbal component of activity). At the same time, tasks of a non-verbal nature (in particular, in mathematics lessons: solving examples, not tasks) are performed by the child at an adequate pace, and the analysis of verbal material (in this case, the conditions of the tasks) is given with difficulty. It is clear that such a child will look like a "turtle" in Russian lessons.
One can also highlight the difficulties of entering, including the child in work. Such children very slowly "sway" at the beginning of the lesson: they can get together for a long time, slowly and, as it were, reluctantly start to work (that is, show pronounced signs of inertia of mental activity), but gradually, having joined the task or in a certain type of activity, such a child begins to work at an adequate pace. But when changing activities (for example, in the next lesson, if they are not doubled), he will have the same tempo problems when included in a new activity.
You can also highlight just a slow pace in all activities of the child. Not only does he not work fast enough in class, but he writes slowly, slowly pulls out textbooks and turns pages. This childlike pace of activity will manifest itself in everything, even in speech and in food. In this case, one cannot talk about a certain pathology, but one can talk about the inconsistency of the capabilities (in this case, the pace) with the requirements imposed on the child by the educational environment (in this case, the program).
Sometimes the pace of activity slows down in psycho-traumatic and expert situations: during control and independent work, as well as when answering at the blackboard in various conditions.
The most common situations are: anxious child and directive teacher, anxious child and lack of time. However, other situations are also possible: the teacher's rejection of the child, his (the teacher's) confidence in the child's incompetence.
Situational can be called a decrease in the rate of a somatically weakened or sick child.
Thus, the following parameters of the pace of activity can be distinguished:
A sharp decrease in pace due to fatigue (physical or mental);
- unevenness or fluctuations in the pace of activity;
- low individual rate of activity, manifested in all spheres of mental activity (as a rule, associated with a general low level of mental activity, mental tone);
- situational (psychologically conditioned) decrease in the rate of activity, up to stupor;
- situational, somatically conditioned decrease in the rate of activity.
It is quite obvious that the pace of activity decreases normatively against the background of fatigue after responsible and difficult tasks (independent or control work), and is also often associated with such features of modern children as meteosensitivity, somatic weakness, and often insufficient or inappropriate nutrition.
For example, it was noticed that in the fifth and sixth grades, when children (for various reasons) stop carrying breakfast or eating in the school cafeteria, the pace of their activity and the general level of mental activity, especially in the last lessons, are markedly reduced.
Observing the behavior of the child in the lesson and outside it (on a walk, in the dining room), you can notice that he behaves in different ways. Namely: a child who “wilted” by the middle of the lesson, not keeping up not only with the general pace, but even with himself, suddenly turns into a “perpetual motion machine” during recess. He rushes, pushes, shows unprecedented activity. But this activity can be characterized as follows: unproductive and unfocused, that is, chaotic. In this case, the child shows us the same fatigue as before, but here he has the possibility of motor discharge.
Another option is possible: an active child, working at a sufficient pace in the lesson, sits indifferently during recess, not getting involved in the general fuss. And this should not confuse the psychologist either, since in both cases we see only different reactions to fatigue. At the same time, the first of the described cases reflects the specifics of the child's performance with the risk of school failure, and the second reflects the characteristics of the child's pace with the risk of communication problems.
Thus, we see the effect of fatigue on both tempo characteristics and behavior change in different children.
The results of monitoring the peculiarities of the operational characteristics of the activity can be conveniently entered into a table (see Table 2).
TABLE 2. Features of the operational characteristics of the activity
Serial number |
Surname, name of the child |
Desk number |
Operability |
Pace of activity |
||||
Fluctuations in performance |
Reduced performance |
The performance is markedly reduced |
Uneven pace of activity |
Reduced pace of activity * |
Situationally reduced pace of activity ** |
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* In the case of a pronounced decrease in the tempo characteristics of activity, several marks are put in the corresponding column (for example, ++ or +++).
** If there is a situational decrease in the rate of activity, it is necessary to clarify what the probable nature of this decrease is: somatic or psychological.
Natalia SEMAGO,
candidate of psychological sciences,
PPMS Center SAO,
Moscow city
Full mastering of all components of educational activities, which include:
1)
instructional motives, 2) instructional goal, 3) instructional task, 4) instructional activities and operations
(orientation, material transformation, control and evaluation).
The so-called
meta-subject learning activities. By "metasubject" actions are meant
mental actions of students aimed at analyzing and managing their cognitive activity.
The mastery of universal educational actions by students occurs in the context of the academic subject.
Requirements for the development of universal learning activities
are reflected in the planned results of the development of educational programs
subjects of different teaching materials in different ways. Each subject, depending on its
the content and methods of organizing the educational activities of students reveals
certain opportunities for the formation of universal educational actions.
The connection of universal educational actions with the content of academic subjects of the main
step is determined by the following statements:
1.UUD represent an integral system in which it is possible to distinguish
interrelated and mutually conditioning types of actions.
2. The formation of UUD is a purposeful, systemic process that
implemented through all subject areas and extracurricular activities.
3.LMD specified by the standard determine the emphases in the selection of content, planning and
The principle of completeness of coverage of the control object, consisting in the requirement to include in consideration all available information about the characteristics of the internal economic space and the external environment of the enterprise. This requirement is also explained by the fact that risk factors, having arisen in one place, can manifest themselves in any other area of the enterprise.
Temporary deployment principle of the description of CXR consists in the need to take into account that the time intervals between the beginning of the analysis of the risk situation, the beginning of the development of the anti-risk control action, between the point of implementation of the control action and the moment of detection of the results of risk management can be very noticeable.
The principle of soft coercion to the implementation of risk management institutions (methodological recommendations) declares that a society interested in the stable operation of industrial enterprises should encourage the development of economic risk management institutions and adherence to approved methodological guidelines for business risk management.
A distinctive feature of the formulation of the problem formulated below, based on the above set of principles, will be the understanding of an enterprise as an economic system of the "object" type, that is, an economic system that functions for an unlimited time, but is limited in space (Kleiner, 2006).
2.2. Operational framework for business risk management
The problems of managing economic risk are associated, first of all, with the fact that the risk is not perceived directly by the senses or by some traditional measuring means. Risk is present only in the form of hypothetical knowledge about its existence, in the form of an assumption that some unknown yet, but very real obstacles may arise that will not allow achieving the intended goals of economic activity, for example, expressed in the form of achieving the given (specific and customary) values of indicators of economic activity.
In order, nevertheless, to achieve the desired result in one way or another and prevent the economic object from deviating from the goal of its activity, it is necessary to make the amorphous assumption about the existence of economic risk hidden in the values of the indicators of the economic activity of the enterprise and the tendencies of their change explicit and specific, presented as measurable or measurable characteristics of the risk. Such characteristics are usually called operational, and the process of their extraction and description is called operationalization.
The activity of an enterprise (company), considered from a systemic point of view, unfolds in a certain space and time, which is illustrated by the diagram in Fig. 2.1 (Kleiner, 2010). In the space, the enterprise is represented by the characteristics of the internal environment of the enterprise, as well as information about its external environment. For completeness of such a description, the boundaries of the enterprise as an object of economic interactions should be indicated. In time, the enterprise should be presented with its current state, as well as retrospective information and some forecast estimates about the future. Naturally, the spatial characteristics were tied to the appropriate time intervals.
Rice. 2.1. Components of the configuration of the company's functioning
Thus, in this context operational means, firstly, the representation of the phenomenon of economic risk by a set of operational characteristics and their meanings, and, secondly, the phenomenon itself is considered as a sequence of events, operations or actions unfolding in time. In the process of operationalization, a researcher or developer mentally transforms uncertainty into a category of economic risk that lends itself to a specific economic analysis, while separating its operational characteristics from the phenomenon itself.
The operationalization of the phenomenon of economic risk in the activities of enterprises provides for the allocation of an ordered set of operational characteristics in the course of performing the following set of actions:
a) verbal setting of the boundaries of the risk management object;
b) determination of the composition of the operational characteristics of economic risk, etc .;
c) the choice of a method for managing economic risk;
d) determination of the controlled variable and the choice of an indicator of the level of economic risk;
e) identification of interfering influences - risk factors for the described situation of economic risk (by performing a special procedure for analyzing the economic activity of the enterprise and its environment);
f) synthesis, selection or formation of possible management methods and rules for the formation or selection of relevant control anti-risk actions;
g) development of a set of control anti-risk actions;
h) putting forward hypotheses and building models of the dependence of indicators of the level and factors of economic risk, as well as models of the relationship between indicators of the level of risk and control anti-risk actions.
Since the description of the situation of economic risk is created to solve management problems of management, and the area of existence of the phenomenon of economic risk is the purposeful activity of the enterprise, then for an adequate description of this phenomenon it is necessary to fix the economic situation in which the study of the operational characteristics of this phenomenon will be carried out. This is all the more necessary if we take into account that a noticeable time can pass from the stage of analyzing the risk situation to the stage of implementing the decision, and many characteristics of that initial risk situation can change significantly by the beginning of the next stage.
Therefore, distinguish between three different points on the time axis and develop descriptions of risk situations, taking into account the following distinction:
a) the risk situation during the period t an conducting a study of the economic risk in the activities of the enterprise;
b) the risk situation at the moment t NS making a decision on the need to respond to risk;
c) the risk situation during the period t post after the implementation of the adopted anti-risk action.
In the latter case, the situation at the enterprise is considered, which, according to the forecast of the developer (risk manager), should expect the result of anti-risk exposure.
In the above diagram (Fig. 2.2), the phenomenon of economic risk is decomposed in accordance with the general theory of management into its constituent operational characteristics, which allows us to begin to formulate the formulation of the management problem. The object of management is schematically designated as "a situation of economic (economic) risk".
For the task of managing economic risk in the activities of an enterprise, the following operational characteristics can traditionally be: controlled variable, control action (or control variable) and disturbing influences or disturbances. Naturally, when setting the problem of economic risk management, these variables will be concretized, that is, they will be named and described in terms of the corresponding subject area, so that they can be directly used in the analysis (assessment) and management processes.
Rice. 2.2. Scheme of operational characteristics of the phenomenon of economic risk
Below are the initial definitions of the operational characteristics of the phenomenon of economic risk in the activities of enterprises. In some cases, the manifestation of economic risk in the activities of enterprises is called "economic risk" (see, for example: Kachalov, 2002).
Risk situation can be defined as a set of qualitative and quantitative characteristics, conditions and circumstances in which the enterprise carries out its economic activities associated with economic risk. In this case, the concept of a risk situation can include not only the situation created specifically for the period of risk research, but also the reasons that led to the establishment of this situation, if they could be identified. The specific composition of the characteristics that should be included in the description of the risk situation for any object and variant of research is difficult to determine in advance. We only emphasize that it is necessary to proceed from the formulation of the goal of economic activity, the deviation from which will characterize the result of the manifestation of the phenomenon of risk.
1. Diagnostics of the operational characteristics of the child's activity
The operational characteristics of activity are understood as the characteristics of working capacity, the rate of mental activity.
Pieron-Roser method
Target: study of the parameters of attention (stability, distribution, switchability), assessment of the characteristics of the pace of activity, the manifestation of signs of fatigue and satiety.
Form of conducting : individual, group
Material: method form with the image of geometric figures (4 types) located at the same distance from each other in a square matrix 10/10.
Age of the surveyed : children 5-8 years old.
Procedure:
A blank methodology form is put in front of the child and a psychologist, filling in the blank sample figures (in the upper left part of the form), says
Instructions:“Look, I will put a point in this square, in a triangle - such a line (vertical), leave the circle clean, I will not draw anything in it, and in a rhombus - such a line (horizontal). You will fill in all the other figures yourself, just as I showed you. "
The sample on the sheet remains open until the end of the child's work.
Processing of results:
After the child has started work, the psychologist turns on the stopwatch and records the number of forms of the form filled in by the child for every 30 seconds or 1 minute (marks with a dot or dash right on the form) It is advisable to record from what moment the child begins to work from memory, that is, without support with a glance at the sample.
In the protocol, it is necessary to note how the child fills in the figures: diligently, accurately or impulsively; how this affects the pace of work; what motivation was most effective for the child.
Indicators:
Ability to hold instructions;
Attention parameters (stability, distribution, switching);
The number of correctly filled figures in relation to their total number (correctness index);
The number of filled figures for each minute, (dynamics of changes in the pace of activity);
The nature of the necessary motivation for the activity (achievement motivation, play, competitive)
5-5.5 years - the technique is available in the full version of the presentation (filling in 3 figures) with various errors, in particular, omissions and rather quickly approaching satiety (the child is "enough" for no more than 5-6 lines). The pace of activity is often uneven;
6-7 years old - full implementation is available with gradual training (by the end of the second line, the child stops referring to the sample) and possible single errors. The pace of activity either increases, or, having reached a certain level, remains constant.
After 7 years, error-free execution of the technique is available. The speed of execution and the number of "returns" to the sample begin to acquire great importance. Good results of performing the methodology are considered: filling in 100 forms of the form on average in up to 3 minutes, error-free, or with a single error, but rather with its own error correction, when focusing not so much on the sample as on your own marks on the form.
2. Diagnostics of the features of mnestic activity
Memorizing 10 words (according to A.R. Luria)
Target: diagnostics of the volume and speed of auditory-speech memorization of a certain number of words, the volume of delayed reproduction.
Stimulus material : 10 simple (monosyllabic) unrelated words in the singular of the nominative case are used to memorize.
Age of the surveyed: not earlier than 7.5-8 years.
Procedure for:
Instruction A: “Now we will memorize words. Listen carefully. After I have pronounced all the words, you will repeat them to me as you remember, in any order. Try to memorize as many words as possible. "
Words are read out slowly (at intervals of 0.5-1 sec.) And clearly. After the first repetition of words by the child, the reproduced words are marked in the protocol table. It is advisable to note the sequence in which the words are played. No comments are made about the child's activities.
Instruction B:"Now I will read the same words again, and you will repeat them again, both the ones you said and the new ones that you will remember."
The memorization procedure is repeated. Depending on the objectives of the study, the number of repetitions can be limited to 5, or words are repeated until complete memorization (as a rule, this requires no more than 9-10 repetitions)
During the third and subsequent repetitions of words, the instruction in expanded form is not repeated. The psychologist simply says, "One more time."
After a stable memorization of all 10 words, they move on to other diagnostic techniques. After 40-50 minutes, the psychologist asks the child to remember the words.
Instruction B:"Now let's remember the words that we have memorized."
The protocol records all the words that the child remembered and the sequence in which he reproduced them. Based on the results of the study, a memorization curve can be built.
Indicators:
The volume of direct auditory-speech memorization;
The duration of memorizing a given volume of words;
Delayed playback volume;
The dynamics of memorizing the material
The technique can be used in full, starting from 7-8 years of age. Memorization in the volume of 9 + 2 words is available to healthy children. Delayed reproduction of 8 + 2 words is available to approximately 80% of children;
For children under 7 years old, it is possible to use a smaller amount of vocabulary material (5-8 words) with appropriate normative performance.
On a large number of healthy subjects, it was found that in healthy people, both adults and school-age children, the memorization curve has the following character: 5, 7, 9, or 6,8,9 or 5,7, 10, i.e. by the third repetition, the subject reproduces 9 or 10 words and with subsequent repetitions is held at the numbers 9 or 10.
Children with organic brain damage reproduce relatively fewer words. They can name unnecessary words and "get stuck" on this error. Many such "extra" words are produced by children in a state of disinhibition. The "memorization curve" can indicate both a weakening of active attention and severe fatigue. For example, sometimes the child reproduces 8 or 9 words for the second time, and on subsequent tests he remembers them less and less. Such a subject suffers from forgetfulness, absent-mindedness. The "memorization curve" can have the form of a "plateau", that is, children reproduce the same number of the same words each time. Such stability indicates emotional lethargy, lack of interest in remembering more.
An example of the implementation of the technique
1. Analyze the protocol using the “10 words” method, draw up a “memorization curve”. To do this, the repetition numbers are plotted along the horizontal axis, and the number of correctly reproduced words is plotted along the vertical axis. Draw conclusions regarding the characteristics of the subject's memorization.
| Forest | Bread | Window | Chair | Water | Brother | Horse | Needle | Mushroom | Honey |
|
| 1 | + | + | + | + | ||||||
| 2 | + | + | + | + | ||||||
| 3 | + | + | + | + | + | |||||
| 4 | + | + | + | |||||||
| 5 | + | + | + | + | + | + |
||||
| In one hour | + | + | + |
Research methodology of mediated memorization (according to A.N. Leontiev)
Target: the study of arbitrary forms of memorization, the ability to indirectly memorize, the study of the peculiarities of the child's mental activity, the possibility of using an external means for memorization tasks, the volume of material memorized indirectly.
Stimulus material: 30 pictures depicting objects (towel, chair, bicycle, watch, etc.)
Age of the surveyed: from 4.5 to 8 years old, for children over 8-9 years old it is more logical to use the "Pictogram" method.
Procedure:
On the table in front of the child, cards are laid out in random order. In this case, it is necessary to clarify whether all of them are familiar to him. If a picture is not clear to the child, it should be explained. For work with children from 4-4.5 years old to 5-5.5 years old, you can use not all cards, but the most understandable for the child. Accordingly, the simplest and most specific concepts are selected for memorization, but in any case, the number of cards should at least 3 times exceed the number of words presented for memorization.
With children of this age, you should not use more than 5-7 words to memorize (rain, fire, day, lunch, fight, gift, answer, holiday, neighbor). With children of senior preschool and primary school age, you can use 7-8 words, words such as grief, friendship, strength.
Instruction1: “Now you will memorize words, but unusual. I will tell you a word, and to make it easier to remember it, you will choose a picture that will remind you of it, will help you remember this word. The words that I will tell you are not drawn anywhere here, but for any word you can find a picture that will remind you of it. Then you will look at the picture and remember the word itself ”.
If the child doubts whether he will be able to do this, it is necessary to explain to the child that there is no right or wrong decision (choice), it is only important to choose some “suitable” picture and explain how it will remind a specific word.
Instruction 2:“You need to remember the word“ morning ”. Look carefully, which card can remind you of the morning. "
After choosing each card, it is necessary to ask the child an explanation of the connection: "How will this card remind you of the word ...?"
All reactions of the child and his explanations are recorded in the protocol.
The cards chosen by the child are laid aside face down for later presentation during delayed playback. After 20-40 minutes, the child is presented with randomly selected images.
Instruction 3:“Look at this picture. What word did you remember when you chose her? Remember this word. "
The protocol records the words reproduced by the child, fixes the errors of reproduction and their features.
Indicators:
The availability of mediation as a logical operation;
Adequacy of the selection of a mediator;
Adequacy of the child's explanation of the logical connection;
The nature of the reproduction (the stimulus word is reproduced, the logical connection itself or some other word);
The number of correctly reproduced words
Age standards for performance
Mediation as a process is available to children from 4.5-5 years of age with a little organizing help from an adult;
By the age of 6-7, a child is able to find mediating images with an adequate explanation of their choice for most specific words and individual abstract concepts (for example, "friendship", "work");
After 7-8 years of age, children have sufficient access to the mediation of abstract concepts.
An example of the implementation of the technique
Protocol of examination of mediated memorization K. (8 years)
| Word | Selectable card | Explanation of the relationship | Playable word | Explanation |
| Light | Lamp | The lamp is shining | Bulb | Like a sun |
| Dinner | Bread | When they eat, they take bread | There is | - |
| Forest | Mushroom | Mushrooms grow in the forest | Forest | - |
| Teaching | Notebook | When you study, you write | Write | - |
| Hammer | Shovel | Similar | Scoop | - |
| clothing | Bed | Also made of matter | Bed | Sleep |
| Field | Field | It is depicted | Field | - |
| The game | Cat with a ball | Plays with a ball | Playing | - |
| Bird | Cow | Also an animal | Animal | - |
| Horse | Crew | Driven by a horse | Horse | - |
| Road | Automobile | Driving on the road | Sand | Rides on the sand |
| Night | House | Sleep in the house at night | - | - |
| Mouse | Painting | It's like there is a mouse | Hedgehog | Hedgehog |
| Milk | Cup | Pour into a glass | Milk | - |
| Chair | Sofa | Sit on them | Chair | - |
K. picked up the pictures for the words at an average pace. For two words, upon presentation of the card, he cannot remember the corresponding word, but names the image on it. Such errors indicate the lack of the ability to retain mediated connections in memory and the impossibility of recalling by associations. The explanation of the links is broken in 7 words. This means that the process of establishing indirect links is difficult, and the links themselves are fragile. The methodology confirms that the processes of semantic memory (preservation, and, consequently, reproduction) in the girl are impaired.
3. Diagnostics of the perceptual-effective component of cognitive activity
Technique "Cut pictures" (A.N.Bershtein)
Target: identifying the level of formation of constructive and spatial thinking in a visual and effective plan, the specificity of the formation of spatial representations (the ability to correlate parts and the whole).
Stimulus material: Color images (drawings), consisting of a different number of parts with different configurations.
Images cut into 2 equal parts;
Images cut into 3 equal parts;
Images cut into 4 equal parts;
Images cut into 4 unequal parts;
4-part images cut "diagonally at 90 degrees";
Images cut into 8 sectors;
Images cut into 5 unequal parts
Age range: from 2.5 to 6-7 years old.
Procedure:
A reference image is placed on the table in front of the child and, next to it, in random order, the details of the same image, but cut, are laid out.
Instructions: "Put together a picture like this out of pieces."
The methodology allows to identify only the actual level of development of the perceptual-effective component of thinking, but also to assess the child's learning ability to new types of activity.
The time of the survey depends on the age of the child, the tempo characteristics of his mental activity and the amount of necessary help from an adult.
Types of Help Possible
Stimulating aid;
Organizing assistance;
Circling the whole image with the child's hand;
Complete training assistance with determining the possibility of "transferring" to a similar task.
Indicators:
Not only the success of the implementation is analyzed, but also the strategy of the child's activity. An inadequate mode of action is expressed in the fact that the child randomly puts parts of the drawing to each other, can "hang inertly" on any part, stop manipulating the rest of the parts. If a child cannot use the help of an adult even after several detailed trainings (in the absence of negativism or protest reactions), this is a sufficient differential diagnostic indicator to assess the nature of the child's cognitive activity.
Age standards for performance:
Children 3-3.5 years old usually cope with the task of folding pictures, cut in half both vertically and horizontally, but mirror versions of "assembly" are often found;
Children 4-4.5 years old usually cope with the task of folding pictures, cut into three equal parts (along the drawing or across it) into 4 equal rectangular parts;
Did he understand the problem himself;
How much stimulating or organizing help does he need?
2. “Continue to lay out as you did. Lay out all the cards in groups and give each group its own name - common to all the pictures. " It is necessary for the child to give a name to each of the groups allocated to him and explain his generalizations.
3. “You used to fold a card with a card. And now you need to combine the group with the group so that there are fewer groups. But so that each such new group could be given a common name, as before. "
As the child unites the groups, the psychologist asks clarifying questions about this or that new group.
Indicators:
Criticality and adequacy of implementation;
Job availability level;
The level of development of generalizations is the main type of generalizations;
The presence of the specifics of mental activity (diversity of thinking, reliance on insignificant, latent signs, inconsistency of judgments, a tendency to excessive detail);
Amount of assistance needed
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