The establishment of logical relationships between phenomena is considered one of the indicators of personality maturity. Why is it important to periodically diagnose how successfully a student is mastering a skill? That is why the technique “ Complicated analogies»Turns out to be a very informative and important research technique.
18th century English educator and philosopher John Locke
The reception was suggested by the psychologist and psychiatrist E.A. Korobkova, who worked with children with disabilities in mental and physiological development. The objectives of the methodology are to determine:
- the child's ability to make logical connections of different nature(both complex and simple) between concepts;
- the ability to understand abstract connections between phenomena.
The essence of the diagnosis is that the subject receives a form with 40 words in a certain connection and combined in pairs, as well as 12 words related to the cipher, in which pairs with a specific type of logical relationship are indicated as a sample:
- collective ("sheep - flock");
- species ("raspberry - berry");
- quantitative ("sea - ocean");
- antonymous ("light - darkness");
- causal ("poisoning - death");
- synonymous ("enemy - enemy").
The test can be used in work with children who have reached the age of 13-14, there are no final age restrictions for using the technique.
Diagnostic procedure among schoolchildren
The study is recommended to be carried out in individual form, but group testing is also allowed. In both cases, diagnosis involves writing responses. It takes 4-5 minutes to work with the test form.
Research algorithm:
Files: Materials for the test
Analysis and interpretation of results
After checking the teenager's result according to the keys, the experimenter counts the number of correct answers corresponding to the sample and gives a score on a ten-point scale:
The result is interpreted as follows:
- 10 points - the child understands abstractions and complex logical connections;
- 9 points - the line of reasoning is logical, but, perhaps, the subject was distracted during the testing process;
- 8 points - there are violations in building connections between phenomena (perhaps due to lack of experience with similar tasks);
- 7 points - there are problems with logic in establishing relationships that do not cause any particular difficulties;
- 6–5 points - it is difficult for the subject to find connections between ambiguous pairs (for example, "berry - raspberry");
- 4 points - violation of logic, "spreading" of thinking processes associated with the establishment of correspondences;
- 3–2 points - the student understands the essence of the assignment, but makes mistakes when comparing, which indicates that inferences are slipping, that is, there is some logic in the reasoning, but the connection is built incorrectly. For example, a pair of "enemy - enemy" can be interpreted as a relationship that takes place during a war - the train of thought is somewhat correct, but the task is performed according to a different principle.
- 1 point - the subject has a fluidity of thinking, his arguments are illogical, analogies are perceived falsely, there is an inability to build logical connections.
As for the oral commentary of the child with an individual form of conduct, he has essential to diagnose violations of the thinking process, the conclusion about the nature of which can only be made by a specialist in developmental psychology in order to develop an individual correction program.
The method "Complicated analogies" allows you to draw conclusions about how well a child can build all kinds of logical connections between phenomena and concepts. These results are of great value for determining the intellectual level of a teenager, as well as its compliance with age norms. Based on the results of the test, the psychologist can offer an individual correction program if necessary.
Test "Complex analogies"
^ Diagnostic purpose. The technique is used to find out to what extent the subject understands complex logical relations and the selection of abstract connections.
^ Testing procedure. In the "Sample" there are 6 pairs of words, each of which has certain relationships, for example, "Sheep-flock" - part and whole, "Raspberry-berry" - definition, "Sea-ocean" - differ quantitatively, etc. In the part "Material" there are pairs of words, the principle of connection of which the subjects must compare with one of the samples, for example, "Chapter - novel" similarly to "Sheep - flock" (indicate the number of a similar sample: "Chapter - novel" - 1).
Instruction.“There are 20 pairs of words in front of you on the form, which are in logical connection with each other. Opposite each pair there are 6 numbers, which designate 6 types of logical connection. Examples of all 6 types and the corresponding numbers are given in the "Sample" table. You must, first, determine the relationship between words in a pair. Then select the pair of words closest to them by analogy (association) from the "Sample" table. And after that, in the digital row, circle the one of the numbers that corresponds to the analogue found in the “Sample” table. The time for completing the assignment is 3 minutes. "
Sample:
Sheep - flock - 1 Raspberry - berry - 2 Sea - ocean - 3 Light - darkness -4 Poisoning - death -5 Enemy - enemy -6
Stimulus material:
| 1. Fright - flight | 11. Ten is a number |
| 2. Physics is a science | 12. Idleness is idleness |
| 3. Correct - true | 13. Chapter - novel |
| 4. Garden bed - vegetable garden | 14. Rest is movement |
| 5. Praise - abuse | 15. Thrift - stinginess |
| 6. Pair - two | 16. Cool - frost |
| 7. Word - phrase | 17. Deception - distrust |
| 8. Cheerfulness - lethargy | 18. Singing is an art |
| 9. Freedom - independence | 19. Drop - rain |
| 10. Revenge - arson | 20. Joy - sadness |
Processing and analysis of results. Check the correctness of the answers and the level of development of logical thinking according to the "key" (Table 24).
Analysis of results is made using the table. 25.
Table 24
^
The Key to the Compound Analogies Technique
| Presented word pairs | Correct answer |
| Fright - flight | 5 |
| Physics - Science | 2 |
| Right - right | 6 |
| Garden bed | 1 |
| Praise is abuse | 4 |
| Pair - two | 6 |
| Word - phrase | 1 |
| Cheerfulness - lethargy | 4 |
| Freedom is independence | 6 |
| Revenge - arson | 5 |
| Ten is a number | 2 |
| Idleness is idleness | 6 |
| Chapter - novel | 1 |
| Peace is movement | 4 |
| Thrift is stinginess | 3 |
| Cool - frost | 3 |
| Deception - distrust | 5 |
| Singing is an art | 2 |
| Drop - rain | 1 |
| Joy is sadness | 4 |
Table 25
^
State of the art conceptual thinking by the method "Complex analogies"
| Number of errors | Points | The level of development of conceptual thinking |
| 0 | 5 | Highly high level logical-conceptual thinking, the logic of concepts is unmistakably "captured" in one's own and others' reasoning |
| 1 | 4 | Good level, higher than that of most people, is able to logically clearly express their thoughts in terms |
| 2 | 3+ | A good norm for most people, there are rarely inaccuracies in the use of concepts |
| 3-4 | 3 | Average norm, sometimes mistakes are made, inaccuracies in the use of concepts |
| 5-6 | 3- | Low rate, often "confused", inaccurately expresses its thoughts and misunderstands other people's complex reasoning |
| 7 and more | 2 | Below the average level of conceptual thinking, or the Russian language is not "native", the person does not distinguish the difference between concepts |
Methodology "Number series", or Evaluation of mathematical thinking
Diagnostic purpose. Study of the logical aspect of mathematical thinking.
^ Instruction (adult version). “You have been presented with 7 numerical series. You must find the patterns of construction of each row and write in the missing numbers. The work time is 5 minutes. "
^ Stimulus material. A sheet of paper with examples printed on it. Number series
| 1) | 24 | 21 | 19 | 18 | 15 | 13 | - | - | 7 | |
| 2) | 1 | 4 | 9 | 16 | - | - | 49 | 64 | 81 | 100 |
| 3) | 16 | 17 | 15 | 18 | 14 | 19 | - | - | ||
| 4) | 1 | 3 | 6 | 8 | 16 | 18 | - | - | 76 | 78 |
| 5) | 7 | 16 | 9; | 5 | 21 | 16 | 9 | - | 4 | |
| 6) | 2 | 4 | 8 | 10 | 20 | 22 | - | - | 92 | 94 |
| 7) | 24 | 22 | 19 | 15 | - | - |
^ The results are processed using the key:
| 1) | 12 | 9 | 5) | 13 | |
| 2) | 25 | 36 | 6) | 44 | 46 |
| 3) | 13 | 20 | 7) | 10 | 4 |
| 4) | 36 | 38 |
The assessment is based on the number of correctly written numbers. The norm of an adult is 3 and above.
^ Interpretation of results. If the subject finds it difficult to answer when solving such problems, this may mean that he does not analyze digital material well, does not see hidden patterns in it, therefore he cannot use them, therefore, he logical thinking poorly developed in mathematics.
Test "Individual styles of thinking" (A. Alekseeva, L. Gromova)
Diagnostic purpose. Study individual characteristics thinking.
Instruction.“This test is designed to help you determine your preferred way of thinking, asking questions and making decisions. There are no right or wrong answers to choose from. You will get the most useful information if you communicate as accurately as possible about the features of your real thinking, and not about how you should think.
Each item on this questionnaire consists of a statement followed by five possible endings. Your job is to indicate the degree to which each ending applies to you. On the questionnaire, in the squares to the right of each ending, write numbers - 5, 4, 3, 2 or 1, indicating the degree to which this ending applies to you: from 5 (most suitable) to 1 (least suitable).
Each number (point) must be used only once. Each of the five endings in the group must be numbered.
Example:
When I read a book on a specialty, I pay attention mainly to:
presentation quality, style;
the main ideas of the book;
composition and design of the book;
the logic and argumentation of the author;
conclusions that can be drawn from the book.
^ Stimulus material.
Questionnaire text
When there is a conflict between people on the basis of ideas, I give preference to the side that:
1) establishes, defines the conflict and tries to express it openly;
best expresses the values and ideals concerned;
reflects my best personal views and experience;
approaches the situation most logically and consistently;
sets out arguments as succinctly and convincingly as possible.
When I start working on a project as part of a group, the most important things for me are:
understand the goals and significance of this project;
to disclose the goals and values of the members of the working group;
determine how we are going to develop this project;
understand how this project can benefit our group;
so that the work on the project is organized and gets off the ground.
Generally speaking, I absorb new ideas best when I can:
link them to current or future activities;
apply them to specific situations;
focus on them and analyze them thoroughly;
understand how similar they are to familiar ideas;
contrast them with other ideas. G
more useful than text if they are accurate;
useful if they clearly show important facts;
useful if they raise questions about the text;
useful if they are supported and explained by text;
no more and no less useful than other materials.
If I was asked to do some research, I would probably start with ...
attempts to define its place in a broader context;
determining if I can do it alone or if I need help;
reflections and suggestions on possible outcomes;
decisions about whether to conduct this research at all;
attempts to formulate the problem as fully and accurately as possible.
If I had to collect information from the members of an organization regarding its pressing problems, I would prefer:
meet with them individually and ask each one specific questions;
hold a general meeting and ask them for their views;
interview them in small groups by asking general issues;
meet informally with influential people and find out their views;
^ Probably, I will consider something correct, true, if it is "something":
withstood the opposition, withstood the resistance of opposite approaches;
consistent with other things I believe;
has been proven in practice;
amenable to logical and scientific proof;
can be verified personally on observable facts.
When I read a magazine article in my spare time, it will most likely be:
how someone managed to solve a personal or social problem;
devoted to a debatable or social issue;
reporting scientific or historical research;
about an interesting, funny person or event;
accurate, without a grain of fiction, the message of someone's interesting life experience.
When I read a job report, I pay attention to ...
the closeness of the conclusions to my personal experience;
the ability to implement these recommendations;
reliability and validity of results with actual data;
the author's understanding of the goals and objectives of the work;
interpretation of data.
When I am faced with a task, the first thing I want to know is:
what best method to solve this problem;
to whom and when it is necessary for this task to be solved;
why this task is worth solving;
what impact the solution can have on other tasks that have to be solved;
what are the direct, immediate benefits from solving this problem.
I usually learn the most about how to do something new because:
I understand for myself how this is related to something else that I know very well;
I get down to business as early as possible;
I listen to different points of view on how to do this;
is there someone who shows me how to do this;
I carefully analyze how to do it in the best way.
If I had to take a test or take an exam, I would prefer:
a set of objective, problem-oriented questions on the subject;
discussion with those who are also being tested;
oral presentation and demonstration of what I know;
a free-form post on how I applied what I learned.
a written report covering the history of the issue, theory and method.
The people whose special qualities I respect the most are probably “.
outstanding philosophers and scientists;
writers and teachers;
political and business leaders;
economists and engineers;
farmers and journalists.
Generally speaking, I find a theory useful if it ...
seems akin to those other theories and ideas that I have already assimilated;
explains things in a new way for me;
is able to systematically explain many related situations;
serves to clarify my personal experiences and observations;
has a specific practical application.
When I read a book (article) beyond my direct activity, I do this mainly because of ...
interest in improving their professional knowledge;
instructions from a person respected by me on its possible usefulness;
desire to expand their general erudition;
desire to go beyond their own activities for a change;
aspirations to learn more about a particular subject.
When I read an article on a controversial issue, I prefer that it contains:
showed the advantages for me, depending on the point of view chosen;
all the facts were stated during the discussion;
the controversial issues raised were logically and consistently outlined;
determined the values that the author uses;
both sides of the controversial issue and the essence of the conflict were vividly highlighted.
When I first come across some technical problem, I will most likely be:
try to relate it to a broader problem or theory;
look for ways and means to solve this problem;
ponder alternative ways its decisions;
look for ways that others may have already solved this problem;
try to find the most the best procedure to solve it.
Generally speaking, I am most inclined to:
find already existing methods that work and make the best use of them;
puzzling over how heterogeneous methods might work together;
discover new and better methods;
find ways to make existing methods work better and in new ways;
understand how and why existing methods should work.
^ Processing of results . Now, please, transfer your answers to the appropriate boxes on the decoder form and sum the scores, first by row and then by column, following the instructions on this form.
Rewrite your grades in the five empty boxes below.
So, the most difficult work is over. Now it is necessary to evaluate the results obtained and give them a meaningful interpretation.
But first, check the quality of your work. Your five assessments, written in the squares indicated by the letters (C, I, P, A, P) of the lower part of the decoder form (Fig. 1), should total 270 points.
Otherwise, you will have to check your "accounting": first - vertically, and then, if necessary, horizontally. If this does not help to find the error, one thing remains - to check the correctness of your answers (in the sense of following the instructions) for each item of the questionnaire. One way or another, it is necessary to achieve the fulfillment of the condition "C + I + P + A + P = 270".
^ Interpretation of results.
As you may have guessed by now, letters are nothing more than the initial letters of the names of styles of thinking. С - synthetic style; And - the idealistic style; P - pragmatic style; A - analytical style; P - realistic style.
^ Synthetic style thinking is manifested in creating something new, original, combining dissimilar, often opposite ideas, views, and carrying out thought experiments.
The synthesizer's motto is "What if ...". Synthesizers strive to create as wide a generalized concept as possible, allowing to combine different approaches, "remove" contradictions, to reconcile opposing positions. This is a theorized style of thinking, such people like to formulate theories and build their conclusions on the basis of theories, they like to notice contradictions in other people's reasoning and draw the attention of the people around them, they like to sharpen the contradiction and try to find a fundamentally new solution that integrates opposing views, they tend to see the world constantly changing and love change, often for the sake of the change itself.
^ Idealistic style thinking is manifested in a tendency to intuitive, global assessments without detailed analysis of problems. A feature of idealists is an increased interest in goals, needs, human values, moral problems; they take into account in their decisions subjective and social factors, strive to smooth out contradictions and accentuate similarities in various positions, easily, without internal resistance perceive various ideas and proposals, successfully solve problems where emotions, feelings, assessments and other subjective moments are important factors, sometimes utopianly striving to reconcile everyone and everything, to unite ... "Where are we going and why?" - the classic question of idealists.
^ Pragmatic style thinking relies on direct personal experience, on the use of those materials and information that are readily available, striving to get a specific result (albeit limited), practical gain as soon as possible. The pragmatists' motto is: “Something will work”, “Anything that works will do”. The behavior of pragmatists may seem superficial, chaotic, but they adhere to the principle: events in this world occur inconsistently, and everything depends on random circumstances, so in an unpredictable world you just have to try: "Today we will do this, and then we will see ..." Pragmatists feel good conjuncture, supply and demand, successfully determine the tactics of behavior, using the prevailing circumstances to their advantage, showing flexibility and adaptability.
^ Analytical style thinking is focused on a systematic and comprehensive consideration of an issue or problem in those aspects that are set by objective criteria. The analyst tends to be logical, methodical, careful (with an emphasis on detail) in solving problems. Before making a decision, analysts develop detailed plan and try to collect as much information, objective facts as possible, using deep theories. They perceive the world as logical, rational, orderly and predictable, so they tend to look for a formula, method or system that can provide a solution to a particular problem and lend itself to rational justification.
Realistic the style of thinking is focused only on the recognition of facts, and "real" is only that which can be directly felt, personally seen or heard, touched, etc. Realistic thinking is characterized by concreteness and an attitude towards correction, correction of situations in order to achieve a certain result. The problem for realists arises whenever they see that something is wrong and want to fix it.
Thus, it can be noted that individual style thinking affects the ways of solving problems, the ways of behavior, the personality traits of a person.
If you scored 60 to 65 for any style of thinking, that means you have a moderate preference for that style (or styles). In other words, all other things being equal, you will be predisposed to use this style (or styles) more (or more often) than others.
If you scored between 66 and 71 points, then you have a strong preference for that style (or styles) of thinking. You probably use this style systematically, consistently, and in most situations.
If your score for a particular style is 72 or more, then you have a very strong preference for that style of thinking. In fact, you are devoted to him.
Now, if you get one or more high marks on some of the thinking styles, you will certainly end up with one or more low marks on other styles. Then, if your score for a style is in the range of 43 to 48 points, you are characterized by a moderate disregard for that style of thinking. That is, other things being equal, you, if possible, will avoid it when solving problems that are significant to you.
If you scored between 37 and 42 points, you most likely have a persistent disregard for this style of thinking. Finally, if your grade is 36 or less, this style is completely foreign to you, you probably do not use it almost anywhere and never, even if it is the best approach to the problem under the given circumstances.
Methodology "Intellectual lability"
Diagnostic purpose: forecast of success in vocational training, mastering a new type of activity.
Procedure. The technique requires from the subject a high concentration of attention and speed of action. The subjects must complete simple tasks in a few seconds, which will be read by the experimenter. The survey can be carried out both individually and in a group.
^ Instructions for the subject: Be attentive, work quickly. Do not ask again, I will not repeat it twice. Start the task only when I say: "Start!", And when I say "Stop" - finish.
^ Test questions
Write the first letter of the name "Sergey" and the last letter of the first month of the year (lead time - 3 seconds).
(square 4) Write the word "Par" so that any one letter is written in a triangle (3 seconds).
(square 5) Divide the rectangle with two vertical and two horizontal lines (4 seconds).
(square 6) Draw a line from the first circle to the fourth so that it passes under circle 2 and above circle 3 (3 seconds).
(square 7) Put the plus in the triangle, and the number 1 in the place where the triangle and rectangle have a common area (3 seconds).
(square 8) Divide the second circle into three, and the fourth into two parts (4 seconds).
(square 10) If today is not Wednesday, then write the penultimate letter of your name (3 seconds).
(square 12) Put a plus in the first rectangle, cross out the third, and put zero in the sixth (4 seconds).
(square 13) Connect the points with a straight line, put a plus in the smaller triangle (3 seconds).
(square 15) Circle one consonant and cross out the vowels (4 seconds).
(square 17) Extend the sides of the trapezoid to intersect each other, mark the intersection point with the last letter of your city name (4 seconds).
(square 18) If in the word "synonym" the sixth letter is a vowel, then put the number 1 in the rectangle (3 seconds).
(square 19) Draw a large circle and put plus in the smaller one (3 seconds).
(square 20) Connect points 2, 4, 5 together, passing points 1 and 3 (3 seconds).
(square 21) If two polydigit numbers are not the same, check the box between them (2 seconds).
(square 22) Divide the first line into three parts, the second into two parts, and connect both ends of the third to point A (4 seconds).
(square 23) Connect the lower end of the first line to the upper end of the second, and the upper end of the second to the lower end of the fourth (3 seconds).
(square 24) Cross out odd numbers and underline even ones (5 seconds).
(square 25) Enclose two shapes in a circle and move them apart from each other with a vertical line (4 seconds).
(box 26) Under the letter A put an arrow pointing down, under the letter B an arrow pointing up, under the letter C - a checkmark (3 seconds).
(square 27) If the words "House" and "Oak" begin with the same letter, put a minus (3 seconds) between the rhombuses.
(square 28) Put 0 in the leftmost cell, + in the rightmost one, draw a diagonal in the middle (3 seconds).
(square 29) Underline the checkboxes below, and in the first checkbox write the letter A (3 seconds).
(square 30) If in the word "Gift" the third letter is not "I", write the sum of the numbers 3 and 5 (3 seconds).
(square 31) In the word "Salute" circle the consonants, and in the word "Rain" cross out the vowels (4 seconds).
(square 32) If 54 is divisible by 9, describe a circle around the quadrangle (3 seconds).
(square 33) Draw a line from number 1 to number 7 so that it passes under the even numbers and over the odd ones (4 seconds).
(square 34) Cross out the circles without numbers, underline the circles with numbers (3 seconds).
(Box 35) Place a downward arrow under the consonants and a left arrow under the vowels (5 seconds).
(square 36) Write the word "Peace" so that the first letter is written in a circle and the second in a rectangle (3 seconds).
(square 37) Use the arrows to indicate the direction of the horizontal lines to the right and the vertical lines up (5 seconds).
(square 39) Divide the second line in half and connect both ends of the first line to the middle of the second (3 seconds).
(square 40) Separate the odd numbers from the even numbers with vertical lines (5 seconds).
(square 41) Place an upward arrow above the line and a leftward arrow below the line (2 seconds).
(square 42) Enclose "M" in a square, "K" in a circle, "O" in a triangle (4 seconds).
(square 43) Write the sum of the numbers 5 and 2 in a rectangle, and their difference in a rhombus (4 seconds).
(square 44) Cross out numbers divisible by three and underline all others (5 seconds).
(square 45) Put a check in the circle only, and the number 3 only in the rectangle (3 seconds).
(square 46) Underline the letters and circle the even numbers (5 seconds).
(square 47) Place odd numbers in square brackets and even numbers in parentheses (5 seconds).
0-4 errors - high lability, good learning ability; 5-9 errors - average lability; 10 or more errors - low lability, difficulties in retraining. 15 or more mistakes is a small success in any activity.
Answer form
F.AND ABOUT.
date
Add. data
Final score
4.3. Diagnostics personal qualities, interests and inclinations
Personal Differential Technique
The personal differential (LD) methodology was developed on the basis of the modern Russian language and reflects the ideas formed in our culture about
personality structure. The LD technique was adapted by the staff of the N.I. V. M. Bekhterev. The purpose of its development was to create a compact and valid tool for studying certain personality traits, its self-awareness, interpersonal relationships, which could be used in clinical psychological and psychodiagnostic work, as well as in social and psychological practice.
^ Procedure for selecting LD scales. LD was formed by a representative sample of words of the modern Russian language describing personality traits, followed by the study of the internal factor structure of a kind of “personality model” that exists in culture and develops in every person as a result of the assimilation of social and linguistic experience.
From explanatory dictionary Ozhegov's Russian language, 120 words were selected that denote personality traits. From this initial set, we selected the features that most characterize the poles of the 3 classical factors of the semantic differential:
Evaluations
Activity.
Subjects' assessment (on a 100-point scale) of the likelihood that a person with personality traits ^ A, also has personality traits V. As a result of averaging the probabilities of individual assessments, generalized indicators of ideas about the conjugation of personality traits, which make up the so-called implicit personality structure, characteristic of the entire sample as a whole, were obtained.
Correlations between self-assessments in terms of personality traits. The subjects filled out self-assessment forms, each of which was composed of 20 personality traits and required to assess their presence in the subject on a 5-point scale.
In LD selected 21 personality trait... In several cases, the original list did not contain one of the members of the required antonymic pair and was supplemented. The LD scales were filled in by the subjects with instructions to evaluate themselves according to the selected personality traits.
^ Interpretation of LD factors. When using LD to study self-assessments, the values of the factor Evaluations(O) the results indicate the level of self-esteem. High values of this factor indicate that the subject accepts himself as a person, is inclined to realize himself as a carrier of positive, socially desirable characteristics, in a certain sense, is satisfied with himself.
Low values of factor O indicate a person's critical attitude to himself, his dissatisfaction with his own behavior, the level of achievements, personality traits, and an insufficient level of self-acceptance. Especially low values of this factor in self-assessments indicate possible neurotic or other problems associated with the feeling of a low value of one's personality.
When using LD to measure mutual assessments, factor O is interpreted as evidence of the level of attractiveness, sympathy that one person possesses in the perception of another. At the same time, positive (+) values of this factor correspond to the preference given to the object of assessment, negative (-) - to its rejection.
Factor Forces(C) in self-assessments indicates the development of the volitional sides of the personality, as they are realized by the subject himself. Its high values indicate self-confidence, independence, a tendency to rely on own strength v difficult situations... Low values indicate insufficient self-control, inability to adhere to the accepted line of behavior, dependence on external circumstances and assessments. Especially low scores indicate and indicate asthenia and anxiety. In mutual assessments, factor C reveals the dominance-submission relationship, as they are perceived by the subject of the assessment.
Factor Activity(A) in self-assessments is interpreted as evidence of an extraverted personality. Positive (+) values indicate high activity, sociability, impulsivity; negative (-) - for introversion, a certain passivity, calm emotional reactions. Mutual evaluations reflect people's perception of each other's personality traits.
When interpreting the data obtained with the help of LD, one should always remember that they reflect the subjective, emotional and semantic ideas of a person about himself and other people, his relationships, which can only partially correspond to the real state of affairs, but often by themselves are of paramount importance.
^ Using the LD method. LD can be used in all cases when it is necessary to obtain information about the subjective aspects of the subject's relationship to himself or to other people. In this respect, LD is comparable with two categories of psychodiagnostic methods - with personality questionnaires and sociometric scales. From personality questionnaires it is distinguished by its brevity and directness, focusing on the data of self-awareness. Some of the traditional personality characteristics obtained with the help of questionnaires can also be obtained with the help of LD. The levels of self-esteem, dominance-anxiety and extraversion-introversion are quite important indicators in such clinical tasks as diagnostics of neuroses, borderline states, differential diagnostics, study of the dynamics of the state in the process of rehabilitation, control of the effectiveness of psychotherapy, etc. only independently, but also in combination with other diagnostic procedures.
LD differs from sociometric methods by the multidimensional characteristics of relations and their greater generalization. As a method of obtaining mutual assessments, LD can be recommended for use in two areas: in group and family psychotherapy.
V group psychotherapy LD can be used to study such aspects of the personality and the group process as a whole, such as an increase in the level of acceptance of each other by the group members, the convergence of real and expected assessments, a decrease in dependence on a psychotherapist, etc.
Persistence questionnaire
Instruction. A number of situations are presented to you. Imagine yourself in these situations and appreciate how typical they are for you. If you agree with the statement, put a "+" sign, if you do not agree - a "-" sign.
Questionnaire text
I have already defined my goal for the future and I am preparing to achieve it.
I systematically strive for the intended goal, no matter how distant it may be.
I usually lose the desire to achieve a distant goal if something prevents it.
Even if I fail, I am confident that I will still achieve my goal.
I try not to set myself very distant goals, because I think it's easier to live in the present.
I tried to cultivate myself several times, but nothing came of it. ...
Failure knocks me out of my rut, and I give up the intention to achieve anything significant.
If I have already set myself an important goal for me, then it is difficult to stop me.
Defeat encourages me to act with a vengeance.
I tried many times to plan my week, but I could not get it done due to poor self-organization.
When difficulties arise, I begin to doubt whether it is worth continuing what I started.
I often find it difficult to get things done, especially if it takes weeks and months.
My loved ones think I am possessed.
I feel great satisfaction when I achieve what I have planned despite the difficulties.
I often give up halfway through the things I have started, losing interest in them.
I can wait and endure, so distant goals do not scare me.
Obstacles only provoke me, make my decisions harder.
Laziness, not doubts about success, forces me too often to give up on achieving the goal.
The greater the sum of the points scored in all positions, the more the surveyed has expressed self-esteem of perseverance, indicating his tendency to bring the work started to the end.
Methodology "Study of rigidity"
Diagnostic purpose. The technique is intended for the diagnosis of rigidity. Rigidity is a personality trait that psychologists unanimously classify as one of the most important. It represents a difficulty (up to a complete inability) in changing the program of activity outlined by a person in conditions that objectively require its restructuring. Or, in other words, rigidity is a tendency to preserve one's attitudes, stereotypes, ways of thinking, the inability to change a personal point of view
The technique is a list of statements with which the subject can agree or disagree.
Questionnaire text
| № | ^ Content of statements | Yes | No |
| 1 | It is helpful to read books that contain thoughts that are opposite to my own. | ||
| 2 | It annoys me when distracted from important work(e.g. asking for advice) | ||
| 3 | Holidays should be celebrated with relatives | ||
| 4 | I can be on friendly terms with people whose actions I do not approve | ||
| 5 | In the game, I prefer to win | ||
| 6 | When I am late somewhere, I am unable to think of anything other than getting there as soon as possible. | ||
| 7 | I find it harder to concentrate than others | ||
| 8 | I spend a lot of time making sure that all things are in their places. | ||
| 9 | I work very hard | ||
| 10 | Obscene jokes often make me laugh. | ||
| 11 | I am sure that behind my back they talk about me | ||
| 12 | It's easy to argue with me | ||
| 13 | I prefer to walk by known routes | ||
| 14 | All my life I strictly follow principles based on a sense of duty. | ||
| 15 | At times, my thoughts rush faster than I can express them. | ||
| 16 | It happens that someone's ridiculous oversight makes me laugh | ||
| 17 | It happens that bad words come to my mind, often even curses, I cannot get rid of them in any way | ||
| 18 | I'm sure that in my absence they talk about me | ||
| 19 | I calmly leave the house, not worrying about whether the door is locked, whether the lights, gas, etc. are turned off. | ||
| 20 | The hardest thing for me in any business is the beginning. | ||
| 21 | I almost always keep my promises | ||
| 22 | You can not severely condemn a person who breaks formal rules. | ||
| 23 | I often had to, following the orders of people who know much less than I | ||
| 24 | I don't always tell the truth | ||
| 25 | I find it difficult to concentrate on any task or work | ||
| 26 | Someone is against me | ||
| 27 | I love to follow through | ||
| 28 | I always try not to put off until tomorrow what can be done today. | ||
| 29 | When I walk or drive down the street, I often notice changes in my environment - trimmed bushes, new billboards, etc. | ||
| 30 | Sometimes I insist so much that people lose their patience | ||
| 31 | Sometimes acquaintances make fun of my accuracy and pedantry | ||
| 32 | If i'm wrong i'm not angry | ||
| 33 | I am usually worried by people who are friendlier to me than I expected. | ||
| 34 | It is difficult for me to distract myself from the work I have begun, even for a short while. | ||
| 35 | When I see that I am not understood, I easily give up the intention to prove anything. | ||
| 36 | V difficult moments I can take care of others | ||
| 37 | I have a wanderlust, I am happy when I wander or travel. | ||
| 38 | It is not easy for me to switch to a new business, but then, having figured it out, I cope with it better than others. | ||
| 39 | I liked to actively study what I do. | ||
| 40 | Mother or father forced me to obey even when I thought it was unreasonable | ||
| 41 | I know how to be calm and even a little indifferent at the sight of someone else's misfortune | ||
| 42 | I easily switch from one activity to another. | ||
| 43 | Of all the opinions on the controversial issue, only one is truly correct. | ||
| 44 | I like to bring my skills and abilities to automatism | ||
| 45 | I am easily carried away with new ventures. | ||
| 46 | I try to get my way against the circumstances | ||
| 47 | During monotonous work, I involuntarily begin to change the way of action, even if this sometimes worsens its result. | ||
| 48 | People sometimes envy my patience and meticulousness. | ||
| 49 | On the street, in transport, I often look at the people around | ||
| 50 | If people were not opposed to me, I would have achieved much more in life. |
"No": 1, 4, 6, 8, 9, 11, 13, 14, 18, 20, 23, 26, 27, 30, 31, 33, 34, 38, 39, 40, 43, 44, 46, 48, 50.
"Yes": 2, 3, 5, 7, 10, 12, 15, 16, 17, 19, 21, 22, 24, 25, 28, 29, 32, 35, 36, 37, 41, 42, 45, 47, 49.
^ 0-13 points- indicate the mobility of the subject;
14-27 points- the subject shows traits of rigidity;
28-40 points- allow you to talk about rigidity.
Methodology "Measurement of rationality"
^ Diagnostic purpose. The methodology is aimed at studying the personality traits that, to some extent, determine the way of making a decision and the way of choosing a goal.
The technique consists of two parts - "a" and "b".
The establishment of logical relationships between phenomena is considered one of the indicators of personality maturity. Why is it important to periodically diagnose how successfully a student is mastering a skill? That is why the "Complex analogies" method turns out to be a very informative and important research technique.
18th century English educator and philosopher John Locke
The reception was suggested by the psychologist and psychiatrist E.A. Korobkova, who worked with children with disabilities in mental and physiological development. The objectives of the methodology are to determine:
- the child's ability to establish logical connections of a different nature (both complex and simple) between concepts;
- the ability to understand abstract connections between phenomena.
The essence of the diagnosis is that the subject receives a form with 40 words in a certain connection and combined in pairs, as well as 12 words related to the cipher, in which pairs with a specific type of logical relationship are indicated as a sample:
- collective ("sheep - flock");
- species ("raspberry - berry");
- quantitative ("sea - ocean");
- antonymous ("light - darkness");
- causal ("poisoning - death");
- synonymous ("enemy - enemy").
The test can be used in work with children who have reached the age of 13-14, there are no final age restrictions for using the technique.
Diagnostic procedure among schoolchildren
The study is recommended to be carried out in an individual form, but a group testing option is also allowed. In both cases, diagnosis involves writing responses. It takes 4-5 minutes to work with the test form.
Research algorithm:
Files: Materials for the test
Analysis and interpretation of results
After checking the teenager's result according to the keys, the experimenter counts the number of correct answers corresponding to the sample and gives a score on a ten-point scale:
The result is interpreted as follows:
- 10 points - the child understands abstractions and complex logical connections;
- 9 points - the line of reasoning is logical, but, perhaps, the subject was distracted during the testing process;
- 8 points - there are violations in building connections between phenomena (perhaps due to lack of experience with similar tasks);
- 7 points - there are problems with logic in establishing relationships that do not cause any particular difficulties;
- 6–5 points - it is difficult for the subject to find connections between ambiguous pairs (for example, "berry - raspberry");
- 4 points - violation of logic, "spreading" of thinking processes associated with the establishment of correspondences;
- 3–2 points - the student understands the essence of the assignment, but makes mistakes when comparing, which indicates that inferences are slipping, that is, there is some logic in the reasoning, but the connection is built incorrectly. For example, a pair of "enemy - enemy" can be interpreted as a relationship that takes place during a war - the train of thought is somewhat correct, but the task is performed according to a different principle.
- 1 point - the subject has a fluidity of thinking, his arguments are illogical, analogies are perceived falsely, there is an inability to build logical connections.
As for the child's oral commentary in the case of an individual form of conduct, it is important for diagnosing violations of the thought process, the conclusion about the nature of which can only be made by a specialist in developmental psychology in order to develop an individual correction program.
The method "Complicated analogies" allows you to draw conclusions about how well a child can build all kinds of logical connections between phenomena and concepts. These results are of great value for determining the intellectual level of a teenager, as well as its compliance with age norms. Based on the results of the test, the psychologist can offer an individual correction program if necessary.
Analogy is the similarity or similarity of certain concepts and phenomena. From the point of view of psychology, this is a specific inference about the similarity of two objects and phenomena for some reason, which appears as a result of the similarity of these objects or phenomena on a completely different basis.
By analogy, they usually talk about what is not directly accessible. With the help of analogies, the understandable becomes even clearer, abstract concepts become more tangible the abstract becomes more specific... Tasks for finding analogies are used in psychodiagnostics.
Analogies play an important role in understanding the general picture of a problem and determining ways to solve it. But in view of the fact that analogies do not give a complete picture of the situation, more complex diagnostic methods are used. One of them is the "Complicated Analogies" method. The "Complex analogies" test is widely used in modern psychodiagnostics.
Complex analogies technique
Methodology for determining the ability to find simple and complex logical connections E.A. Korobkova, a psychiatrist and psychologist, who for a long time studied the features of the mental and physiological health of children with developmental disabilities, was first introduced between different concepts, as well as to determine abstract connections between different phenomena of the surrounding world.
This technique is called Complex Analogies. The practical value of this methodology lies in determining the level intellectual development adolescent and the compliance of this level with age norms. But the value of this technique lies in the fact that it is also applicable to the study of adults.
The essence of the technique is that the test taker receives a form with tasks. Each form contains 20 word pairs. These couples have certain connections with each other. In addition, the form contains 12 words from a special cipher, which also contains pairs of words connected in a certain way.
Logical links can be:
- Causal (poisoning-death)
- Antonymic (light-dark)
- Quantitative (sea-ocean)
- Gathering (sheep-flock)
- Synonymous (friend-buddy)
- Species berry-raspberry)
The test duration is 4-5 minutes... Individual and group research is allowed. Answers are given in writing.
How is the test done?
This is how a normal test task form looks like:
Sample:
- A. Poisoning - death
- B. Sheep - herd
- B. Light is darkness
- D. Sea - ocean
- E. Enemy - Enemy
- E. Raspberry - berry
Test:
- Cry - roar
- Pair - two
- Freedom is will
- Chapter - novel
- Country city
- Peace is movement
- Praise is abuse
- Bedside table - wardrobe
- Chemistry is a science
- Garden bed
- Letter - word
- Singing is an art
- Revenge - arson
- Nine is a number
- Right - right
- Deception - distrust
- Courage is heroism
- Cool - frost
- Fright - flight
- Bouncy - lethargic
To every pair of words need to find an analogy from the proposed list of logical connections: A, B, C, D, C, E
Keys
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| D | D | D | B | G | V | V | G | E | B | B | E | A | E | D | A | D | G | A | V |
First, the experimenter produces preparatory work with the test person according to the sample (the first 6 pairs of words). The types and types of connections and relationships between words in pairs are clarified. The subject is given to understand that the data in the test of 20 pairs of words have such connections. He must find these connections and circle the required answer.
The subject begins the test, and the experimenter marks the start time of the test... You can write down answers in the form of numbers or whole pairs of words. In case of difficulty, the test organizer can help the test taker. These must be questions that lead him to right direction search and leading to the correct conclusion. Test results are determined by scoring. Grade ( maximum amount points-10, minimum -1):
The experiment leader needs take into account oral statements the subject for the most accurate diagnosis of mental and mental disorders. Therefore, the experimenter must be a specialist in developmental psychology.
Having determined with the help of the test the intellectual level and the conformity of the level mental development the age of the subject, the psychologist develops an individual program of work with him, and if necessary, correction work is carried out.
