Target: the technique is used to study the characteristics of thinking, the ability to differentiate the essential features of objects or phenomena from unimportant, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract.
Material: a form with a series of words printed on it. Each row consists of five words in brackets and one before the brackets.
The test is suitable for examining adolescents and adults. The words in the tasks are selected in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and abandon the easier, more conspicuous, but incorrect method of solution, in which private, specifically situational features are highlighted instead of essential ones.
Instructions for children and teenagers:“Here are given a series of words that make up the tasks. In each line there is one word before the brackets, and in the brackets there are 5 words to choose from. You need to choose from these five words only two that are most closely related to the word before the brackets - “garden”, and in the brackets the words: “plants, gardener, dog, fence, earth.” A garden can exist without a dog, a fence, and even without a gardener, but there can be no garden without soil and plants. This means you should choose exactly 2 words - “earth” and “plants”.
Instructions for adults:“On each line of the form you will find one word before the brackets, and then five words in brackets. All words in brackets have some relation to the word before the brackets. Choose only the two that are most related to the word before the brackets.
Form
1. Garden (plants, gardener, dog, fence, land).
2. River (shore, fish, fisherman, mud, water).
3. City (car, buildings, crowd, street, bicycle).
4. Barn (hayloft, horse, roof, livestock, walls).
5. Cube (corners, drawing, side, stone, wood).
6. Division (class, dividend, pencil, divider, paper).
7. Ring (diameter, diamond, hallmark, circumference, gold).
8. Reading (eyes, book, glasses, text, word).
9. Newspaper (true, incident, crossword, paper, editor).
10. Game (cards, players, chips, punishments, rules).
11. War (plane, guns, battles, guns, soldiers).
12. Book (drawings, story, paper, table of contents, text).
14. Earthquake (fire, death, ground vibrations, noise, flood).
15. Library (tables, books, reading room, wardrobe, readers).
16. Forest (soil, mushrooms, hunter, tree, wolf).
17. Sports (medal, orchestra, competition, victory, stadium).
18. Hospital (rooms, injections, doctor, thermometer, patients).
19. Love (roses, feelings, person, date, wedding).
20. Patriotism (city, homeland, friends, family, people).
Answers (key).
1. Plants, soil. 11. Battles, soldiers.
2. Shore, water. 12. Paper, text.
4. Roof, walls 14. Soil vibrations, noise.
5. Corners, side. 15. Books, readers.
6. Dividend, divisor. 16. Soil, tree.
7. Diameter, circumference. 17. Competitions, victory.
8. Eyes, text. 18. Doctor, patients.
9. Paper, editor. 19. Feelings, man.
10. Players, rules. 20. Motherland, people.
This test is usually included in a battery of reasoning tests. In all cases of independent performance of tasks, the test subject’s decisions should be discussed by asking him questions. Often during the discussion, the subject makes additional judgments and corrects mistakes.
All decisions, questions, as well as additional judgments of the subject are recorded in the protocol. The test is intended primarily for individual examination.
Interpretation.
The presence of more erroneous judgments indicates the predominance of a concrete-situational style of thinking over an abstract-logical one. If the subject gives erroneous answers at the beginning, this can be interpreted as haste and impulsiveness. The results are assessed using the table.
Verbal-logical thinking.
Methods for understanding stories: content, meaning, morality.
Instructions: “Listen carefully to the story and retell it. Tell me, what’s the matter here, what does this story teach, what is the meaning of the story?” Repeat the task, drawing the child’s attention to each phrase, the semantic part of the story.
Possible questions for the story “The Lion and the Mouse”:
- Is this story about good or evil?
- And who did good to whom? What kind of good? Why?
- Why did the lion let go of the mouse?
- Why did the lion laugh?
- What does this story teach? There are stories that teach not to lie, not to steal, but what does this one teach?
Materials for diagnosing the development of verbal-logical thinking
Lion and mouse
L.N. Tolstoy
The lion was sleeping. A mouse ran over his body. He woke up and caught her. The mouse began to ask him to let her go, and promised to do him good too. Leo laughed loudly and let her go.
Then the hunters caught the lion and tied it to a tree with a rope. The mouse heard the lion's roar, came running, chewed the rope and saved the lion.
Clever Crow
The crow wanted to drink. There was a jug of water in the yard, and in the jug there was only water at the bottom. The crow could not get water. She began throwing pebbles into the jug and threw so many that the water became higher and could be drunk.
Ant and dove
The ant wanted to drink and went down to the stream. The water overwhelmed him and he began to drown.
A dove flying past noticed this and threw a branch into the stream. The ant climbed onto this branch and escaped.
The next day the ant saw that the hunter wanted to go catch the dove in the net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.
Jackdaw and pigeons
The jackdaw heard that the pigeons were well fed, and White color and flew into the dovecote. The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw. Then the pigeons drove her away. She went back to the jackdaws, but they didn’t accept her either.
Methodology "Identification of essential features"
Target: the technique is used to study the characteristics of thinking, the ability to differentiate the essential features of objects or phenomena from unimportant, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract.
Material: a form with a series of words printed on it. Each row consists of five words in brackets and one before the brackets.
The test is suitable for examining adolescents and adults. The words in the tasks are selected in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and abandon the easier, more conspicuous, but incorrect method of solution in which private, concrete situational features are highlighted instead of essential ones.
Instructions for children and teenagers:“Here are given a series of words that make up the tasks. In each line there is one word before the brackets, and in the brackets there are 5 words to choose from. You need to choose from these five words only two that are most closely related to the word before the brackets - “garden ", and in parentheses the words: "plants, gardener, dog, fence, earth." A garden can exist without a dog, a fence and even without a gardener, but without land and plants there can be no garden. This means you should choose exactly 2 words - "earth " and "plants".
Instructions for adults:"On each line of the form you will find one word before the brackets, and then five words in brackets. All the words in the brackets have some relationship to the one before the brackets. Choose only two that are most related to the word before the parentheses.
Form
1. Garden (plants, gardener, dog, fence, land).
2. River (shore, fish, fisherman, mud, water).
3. City (car, buildings, crowd, street, bicycle).
4. Barn (hayloft, horse, roof, livestock, walls).
5. Cube (corners, drawing, side, stone, wood).
6. Division (class, dividend, pencil, divider, paper).
7. Ring (diameter, diamond, hallmark, circumference, gold).
8. Reading (eyes, book, glasses, text, word).
9. Newspaper (true, incident, crossword, paper, editor).
10. Game (cards, players, chips, punishments, rules).
11. War (plane, guns, battles, guns, soldiers).
12. Book (drawings, story, paper, table of contents, text).
14. Earthquake (fire, death, ground vibrations, noise, flood).
15. Library (tables, books, reading room, wardrobe, readers).
16. Forest (soil, mushrooms, hunter, tree, wolf).
17. Sports (medal, orchestra, competition, victory, stadium).
18. Hospital (rooms, injections, doctor, thermometer, patients).
19. Love (roses, feelings, person, date, wedding).
20. Patriotism (city, homeland, friends, family, people).
Answers (key).
1. Plants, soil. 11. Battles, soldiers.
2. Shore, water. 12. Paper, text.
4. Roof, walls 14. Soil vibrations, noise.
5. Corners, side. 15. Books, readers.
6. Dividend, divisor. 16. Soil, tree.
7. Diameter, circumference. 17. Competitions, victory.
8. Eyes, text. 18. Doctor, patients.
9. Paper, editor. 19. Feelings, man.
10. Players, rules. 20. Motherland, people.
This test is usually included in a battery of reasoning tests. In all cases of independent performance of tasks, the test subject’s decisions should be discussed by asking him questions. Often during the discussion, the subject makes additional judgments and corrects mistakes.
All decisions, questions, as well as additional judgments of the subject are recorded in the protocol. The test is intended primarily for individual examination.
Interpretation.
The presence of more erroneous judgments indicates the predominance of a concrete-situational style of thinking over an abstract-logical one. If the subject gives erroneous answers at the beginning, this can be interpreted as haste and impulsiveness. The results are assessed using the table.
| Quantity correct |
The technique, as the name implies, reveals the test subject’s ability to differentiate essential features of objects or phenomena from unimportant, secondary ones. In addition, the presence of a number of tasks that are identical in the nature of their implementation allows one to judge the sequence of the subject’s reasoning.
For research use either special form, or the researcher orally presents tasks to the subject, for example:
Garden (plants, gardener, dog, fence, earth).
Game (cards, players, penalties, penalties, rules), etc.
Instructions are given in advance: “In each line here, one word is before the brackets, and five are in the brackets. All words in brackets have some relation to the one in front of the brackets. However, you must choose from them the two most significant ones, which are integral features of the word in front of the brackets. Choose only two and underline them.”
Often, subjects begin a task without carefully listening to the instructions, and their solutions in these cases are superficial and frivolous. Then you should draw the subject’s attention to the fact that he did not understand the instructions and repeat it. Some patients, usually with intellectual disability, do not immediately understand what is required of them. In these cases, it is advisable to solve 1-2 problems together with them.
The words in the tasks are selected in such a way that the subject has to demonstrate his ability to grasp the abstract meaning of certain concepts and abandon the easier, eye-catching, but incorrect method of solution, in which private, specific situational features are highlighted instead of essential ones . Thus, for the word “game”, the correct solution includes such essential features as “players” and “rules”, while at the same time, some subjects here choose the word “cards”. When solving a task in this way, you should definitely discuss the results with the patient.
Sometimes even the researcher’s hint that we are talking about the abstract meaning of these concepts does not help the subject find the correct solution. This indicates that his level of generalization processes is insufficient
| and distractions. Erroneous decisions can also be of the nature of |
| practical inconsistent judgments (for example, with asthenic |
| skiy states). In these cases, when patients contact them |
| When they notice a mistake, they correct it themselves. |
| Formation of analogies |
| To complete this task, the subject needs to |
| establish logical connections and relationships between concepts. Except |
| In addition, as in the study using the previous method, in the experiment |
| violations of the sequence of judgments are easily detected, |
| when the subject temporarily stops following his chosen |
| mode of solving the task. Analogies are built in various tasks |
| By different principles, and the presence of inertia of mental processes |
| processes makes it significantly more difficult for a number of patients to complete the task |
| Denmark - in the subsequent problem they try to highlight the analogy |
| according to the principle of the previous task. |
| A distinction is made between the formation of simple and complex analogies. Educational |
| simple analogies are made using special |
| forms on which pairs of words are located on the left - samples, |
| by analogy with which we should highlight a couple of words in the right |
| half of the form. Moreover, at the top right is the first word of the desired pair |
| indicated, and the bottom one needs to be selected from the five. For example: electricity. steam |
This method reveals violations of the logical structure of thinking, but errors such as slippages for the most part are not corrected, while inconsistent judgments due to exhaustion are corrected by patients as soon as they notice them. The discovery of the possibility of correcting errors during the experiment and preventing them in the future indicate a certain preservation of critical thinking.
In addition to the verbal version of the method of forming simple analogies, you can also use its substantive version. As examples for this, you can use some of Raven's tables, as well as cards from the corresponding sub-test in the method analytical research Mei-li's intelligence.
The formation of complex analogies involves the identification of complex, abstract logical relations. Due to the greater difficulty of this technique, we, like S. Ya. Rubinstein (1962), use it only when examining persons with secondary and higher education.
The subject is instructed that at the top of the form there are six pairs of words, each of which has certain relationships. These relationships are analyzed, for example: “sheep-flock” - part and whole, “raspberry-berry” is a definition, “sea-ocean” differ in quantitative terms, etc. Then the subject’s attention is drawn to located below a pair of words, the principle of connection of which he must compare with one of the samples. Against each pair, he puts the number that stands next to the sample pair. An approximate solution to the task is next character: “The chapter is part of the novel in the same way that a sheep is part of the flock.”
Discussion together with the patient of the erroneous decisions made provides the researcher with material on the basis of which one can judge violations of the logical structure of thinking, its focus and criticality.
“He’s so inattentive,” parents complain about their would-be student, “he writes a dictation and there’s a mistake in every line!” But he knows all the rules by heart!” And indeed, if you wake up such a “literate” person in the middle of the night, he will recite them by heart, like a prayer.
But such a student cannot see the concrete comma behind the abstract rule. And the reasons for problems with studies are not lack of attention, but problems with thinking, verbal and logical generalization.
How developed are your child's generalization abilities? Let's check this with a test.
Prepare 8 cards, each of which depicts four objects (examples are in the picture). Explain to your child that one of the drawn objects is redundant. Show the cards and ask them to find this item on each of them and say why it is extra. Children 5-6 years old first need to be shown a training card and go through the first task with them. They must complete the tasks of the remaining 7 cards without errors in no more than 2 minutes.
Schoolchildren must be able to not only clearly explain the reason for excluding a subject, but also find a generalizing concept for a group of three subjects.
Children 7-9 years must complete the task without a training card in 1 minute, 10-11 year olds- in 40 seconds.
If, when completing a task, a child not only exceeds the time standards, but also makes 3-4 mistakes, this is a reason for concern and targeted training to correct visual-figurative and verbal-logical thinking.
This task is useful for training the ability to distinguish essential features from unimportant ones. To complete it, you will need a sheet of paper with a series of words printed on it:
GARDEN (plants, gardener, dog, fence, earth)
RIVER (shore, fish, fisherman, mud, water)
CITY (car, buildings, crowd, faces, bicycle)
BARN (hayloft, horse, roof, livestock, walls)
READING (eyes, book, text, glasses, word)
DIVISION (class, dividend, pencil, divider, paper)
CUBE (corners, drawing, side, stone, wood).
In each line, one word appears before the parentheses, and five others follow them. All words in brackets have some relation to the word before the brackets. Invite your child to choose only 2 that are most related to the word in front of the brackets. For example, a garden can exist without a dog, a fence, and even a gardener, but it cannot exist without land and plants.
Words in tasks need to be selected so that it becomes possible not only to grasp the abstract meaning of certain concepts. The child must refuse the “temptation” to choose a conspicuous but incorrect solution, in which private, specific situational features are highlighted instead of significant ones. Guided by this rule, select 15-20 rows of words for one task.
You can also use the verbal version of our test as an exercise.
Prepare a form with printed (or handwritten) series of five words (at least 10 series). In each line you need to find an extra word, and combine the other 4 into one group and give it a name.
For example:
- deep, high, light, low, shallow;
— Vasily, Peter, Semyon, Ivanov, Fedor;
- house, dream, car, cow, tree;
- hammer, pliers, saw, nail, axe;
- brave, courageous, decisive, angry, courageous;
— football, volleyball, hockey, swimming, basketball;
- turner, teacher, book, doctor, astronaut; and etc.
Review the task with your child and make sure it is completed correctly. Some children make erroneous generalizations based on unimportant characteristics. If you draw the attention of such a child to clarify cause-and-effect relationships, he can change his answer to the correct one and will not make such mistakes in the future. This happens in children with unstable thinking.
When the child is the right decision finds it difficult to motivate his answer and formulate a generalizing concept; this indicates an unconsciousness of his thinking. If the reason for the unification is only a situation in which all objects are involved (for example, there is a watch, a coin and an alarm clock on the table), then this is an indicator of specific thinking, the inability to build generalizations based on essential features.
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