Target: reveals the student's ability to separate the essential features of objects and phenomena from non-essential, secondary ones; allows you to judge the sequence of the student's reasoning.

Material: form with rows of words printed on it.

"SPECIFICATION OF ESSENTIAL FEATURES"

1. Garden (plants, gardener, dog, fence, earth).

2. River (shore, fish, angler, 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, sample, roundness, gold).

8. Reading (eyes, book, text, glasses, word).

9. Newspaper (truth, incident, crossword puzzle, paper, editor).

10. Game (cards, players, chips, punishments, rules).

11. War (aircraft, guns, battle, 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, cloakroom, readers).

16. Forest (soil, mushrooms, hunter, trees, wolf).

17. Sports (medal, orchestra, competitions, victory, stadium).

18. Hospital (room, injections, doctor, thermometer, patients).

19. Love (roses, feelings, person, date, wedding).

20. Patriotism (city, friends, homeland, family, person).

Each row consists of five words in brackets and one before the brackets. The words in the tasks are chosen in such a way that the student demonstrates his ability to grasp the abstract meaning of certain concepts, and refuses an easier, conspicuous, but incorrect way of solving, in which private, specific situational signs are singled out instead of essential ones.

Progress: student gives to student following instruction: “Here are the rows of words that make up the tasks. In each line, there is one word in front of the brackets, and 5 words in brackets to choose from. You need to choose only 2 of these five words that are in the greatest connection with the word in front of the brackets. For example, the word before brackets is “garden”, and in brackets are the words “plants, gardener, dog, fence, earth”. A garden can exist without a dog, a fence, and even a gardener, but there can be no garden without plants and earth, which means that these two words “earth” and “plants” should be chosen.

Results processing:

In all cases self-fulfillment assignments, the student's solutions should be discussed by asking him questions. Often in the process of discussion, the student gives additional judgments, corrects errors.

Right answers

1. Plants, earth. 11. Battle, soldiers.

2. Shore, water. 12. Paper, text.

4. Roof, wall. 14. Soil vibrations, noise.

5. Corners, side. 15. Books, readers.

6. Divisible, divisor. 16. Soil, trees.

7. Diameter, roundness. 17. Competition, victory.

8. Eyes, text. 18. Doctor, patients.

9. Paper, editor. 19. Feelings, man.

10. Players, rules. 20. Motherland, person.

The presence of erroneous judgments to a greater extent indicates the predominance of the concrete-situational style of thinking over the abstract-logical one. If the subject gives erroneous answers at first, but then corrects them, then this can be interpreted as haste and impulsiveness. The evaluation of the results is carried out according to the table.

METHOD "EXCLUSION OF WORDS"

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

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

STANDARD FORM

Technique "Exclusion of words"

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

2) brave, courageous, courageous, evil, resolute

3) Vasily, Fedor, Semyon, Ivanov, Porfiry

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

5 soon, quickly, hastily, gradually, hurriedly

6) deep, high, light, low, shallow

7) leaf, bud, bark, tree, bough

8) house, barn, hut, hut, building

9) birch, pine, tree, oak, spruce

10) hate, despise, resent, resent, punish

11) dark, light, blue, clear, dull

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

13) failure, collapse, failure, defeat, excitement

14) hammer, nail, tongs, ax, chisel

15) minute, second, hour, evening, day

Key

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

PROTOCOL

Surname, name, patronymic ______________________ Date________________

Age______________________Education________________________

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

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

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

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

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

A = B + T,

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

The technique, as the name implies, reveals the ability of the subject to differentiate the essential features of objects or phenomena from non-essential, secondary ones. In addition, the presence of a number of tasks that are identical in the nature of their performance makes it possible to judge the sequence of the subject's reasoning.

For research, either a special form is used, or the researcher orally presents tasks to the subject, for example:

Garden (plants, gardener, dog, fence, earth).

Game (cards, players, penalties, penalties, rules), etc.

Preliminary instructions are given: “In each line, here one word is in front of brackets, and five are in brackets. All the words in brackets have something to do with the one before the brackets. However, you must choose the two most significant of them, which are integral features of the word before the brackets. Choose only two and underline them.

Often the subjects start the task after listening to the instructions inattentively, and their decisions in these cases are superficial and frivolous. Then you should draw the attention of the subject to the fact that he did not master the instruction, and repeat it. Some patients, usually with intellectual insufficiency, do not immediately understand what is required of them. In these cases, it is desirable to solve 1-2 tasks together with them.

The words in the tasks are chosen in such a way that the subject has to demonstrate his ability to catch the abstract meaning of certain concepts and to abandon the easier, conspicuous, but incorrect way of solving, in which private, specific situational signs are singled out instead of essential ones. . So, for the word “game”, the correct solution provides for such essential features as “players” and

"rules", while some subjects here choose the word "cards". With such a decision of the task, it is necessary to discuss the results with the patient.

Sometimes even the researcher's hint that it is about the abstract meaning of these concepts does not help the subject to find the correct solution. This testifies to the insufficiency of his level of generalization processes

and distractions. Erroneous decisions can also be in the nature of individual inconsistent judgments (for example, in asthenic conditions). In these cases, patients, when drawing their attention to the mistake made, correct it themselves.

Formation of analogies

To complete this task, the subject needs to establish logical connections and relationships between concepts. In addition, as in the study by the previous method, violations of the sequence of judgments are easily detected in the experiment, when the subject temporarily ceases to follow the mode of solving the task chosen by him. Analogies in various tasks are built according to different principles, and the presence of inertia of mental processes makes it much more difficult for a number of patients to complete the task - in the next task, they try to identify an analogy according to the principle of the previous task.

Distinguish between the formation of simple and complex analogies. The formation of simple analogies is carried out using special forms, on which pairs of words are located on the left - samples, by analogy with which a pair of words should be distinguished in the right half of the form. Moreover, at the top right, the first word of the desired pair is indicated, and the bottom one must be selected from five. For instance:

The subject is explained that just as electricity travels through a wire, steam travels through pipes. Together with the subject, it is possible to solve another, more difficult example, which differs in a different principle of construction. For example, it is necessary to select tasks where the analogy is based on different principle. For some subjects, this serves as a warning about the possibility of errors. Sometimes the principle of completing a task can be explained by an arithmetic example of the formation of proportions. Such an explanation turns out to be successful with a certain intellectual preservation.

In the analysis of the results, it is important not only to detect errors, but also to motivate them and the possibility of correction.

This method reveals violations of the logical structure of thinking, however, errors such as slippages are mostly 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 in the course of the experiment, preventing them in the future testifies to a certain preservation of critical thinking.

In addition to the verbal version of the methodology for the formation of 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 subtest in the method of analytical study of Meili's intelligence.

The formation of complex analogies involves the allocation of complex, abstract logical relationships. Due to the greater difficulty of this technique, we, like S. Ya. Rubinshtein (1962), use it only when examining people 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-herd” is part and whole, “raspberry-berry” is a definition, “sea-ocean” differ in quantitative terms, etc. Then the attention of the subject is drawn to pairs of words located below, 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 as follows: "The chapter is part of the novel, just as the sheep is part of the herd."

Discussing the erroneous decisions made together with the patient gives the researcher material on the basis of which it is possible to judge violations of the logical structure of thinking, its purposefulness and criticality.

Identification of patterns

This group includes a number of techniques that differ in the degree of complexity. Some of them can be done with relatively high level generalizations.

1. Number series. The subject is presented with a series of numbers. Analysis of their location will allow him to continue this

row. More and more complex series are sequentially presented:

We give examples of solving such tasks:

2. Methodology of B. I. Pinsky (1968). Designed for the diagnosis of oligophrenia. It consists of three experimental tasks of increasing complexity. Research requires a set of red and white bars.

The subject is offered to lengthen the started test

"fence":

When analyzing the performance of a task, attention is drawn to whether the beginning of the activity is preceded by an understanding of the principle of the task, how stereotypical the mode of activity chosen by the subject is, how this activity is affected by random impulses (for example, does it change the found principle if the bars of one colors). Of essential importance is the tendency to transfer the past experience in a ready, unaltered form to the problem being solved at the moment, which is found in the study.

"Here are the rows of words that make up the tasks. In each line, there is one word before the brackets, and in brackets - 5 words to choose from. You need to choose only two of these five words that are most connected with the word before the brackets -" garden ", and in brackets the words: "plants, gardener, dog, fence, earth." A garden can exist without a dog, a fence, and even without a gardener, but there cannot be a garden without land and plants. So, you should choose exactly 2 words - " earth" and "plants".

1. Garden (plants, gardener, dog, fence, earth).

2. River (shore, fish, angler, 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 (truth, incident, crossword puzzle, paper, editor).

10. Game (cards, players, chips, punishments, rules).

11. War (aircraft, 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, cloakroom, readers).

16. Forest (soil, mushrooms, hunter, tree, wolf).

17. Sports (medal, orchestra, competitions, victory, stadium).

18. Hospital (room, injections, doctor, thermometer, patients).

19. Love (roses, feelings, person, date, wedding).

20. Patriotism (city, homeland, friends, family, person).

Preview:

Target: the technique is used to study the peculiarities of thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, 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: form with rows of words printed on it. Each row consists of five words in brackets and one before the brackets.

The test is suitable for examination of teenagers and adults. The words in the tasks are chosen in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and refuse an easier, conspicuous, but incorrect way of solving in which private, concrete situational signs are singled out instead of essential ones.

Instructions for children and teenagers:"Here are the rows of words that make up the tasks. In each line, there is one word before the brackets, and in brackets - 5 words to choose from. You need to choose only two of these five words that are most connected with the word before the brackets -" garden ", and in brackets the words: "plants, gardener, dog, fence, earth." A garden can exist without a dog, a fence, and even without a gardener, but there cannot be a garden without land and plants. So you should choose exactly 2 words - "land and "plants".

Instruction for adults:"On each line of the form you will find one word before the brackets, and then five words in the brackets. All the words in the brackets have something to do with the one before the brackets. Choose only two that are most related to the word before parentheses.

Answers (key).

1. Plants, earth. 11. Battles, soldiers.

2. Shore, water. 12. Paper, text.

4. Roof, walls 14. Soil vibrations, noise.

5. Corners, side. 15. Books, readers.

6. Divisible, divisor. 16. Soil, tree.

7. Diameter, circumference. 17. Competition, victory.

8. Eyes, text. 18. Doctor, patients.

9. Paper, editor. 19. Feelings, man.

10. Players, rules. 20. Motherland, person.

This test is usually included in the thinking battery. In all cases of independent performance of tasks, the decisions of the subject should be discussed by asking him questions. Often, during the discussion, the subject gives additional judgments, corrects errors.

All decisions, questions, as well as additional judgments of the subject are recorded in the protocol. The test is intended mainly for individual examination.

Interpretation.

The presence of erroneous judgments to a greater extent indicates the predominance of the concrete-situational style of thinking over the abstract-logical one. If the subject gives erroneous answers at the beginning, then this can be interpreted as haste and impulsiveness. The evaluation of the results is carried out according to the table.

Score in

Scales: level of development of thinking (the ability to highlight essential features)

Purpose of the test

The technique is used to study the peculiarities of thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract.

The test is suitable for examination of children and adults.

Test Description

The words in the tasks are chosen in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and refuse an easier, conspicuous, but incorrect way of solving in which private, concrete situational signs are singled out instead of essential ones.

The test is intended mainly for individual examination.

Instructions for the test

For kids: “Here are the rows of words that make up the tasks. In each line, there is one word in front of the brackets, and 5 words in brackets to choose from. You need to choose from these five words only two that are in the greatest connection with the word before the brackets. For example, the word before the brackets is "garden", and in brackets the words are: "plants, gardener, dog, fence, earth". A garden can exist without a dog, a fence, and even without a gardener, but without land and plants, a garden cannot exist. So you should choose these 2 words - "earth" and "plants".

For adults: “In each line of the form you will find one word before the brackets, and then five words in brackets. All the words in brackets have something to do with the one before the brackets. Pick only the two that are most related to the word before the brackets."

Notes:

In all cases of independent performance of tasks, the decisions of the subject should be discussed by asking him questions. Often, during the discussion, the subject gives additional judgments, corrects errors.
. All decisions, questions, as well as additional judgments of the subject are recorded in the protocol.

Test

1. Garden (plants, gardener, dog, fence, earth)
2. River (shore, fish, angler, mud, water)
3. City (car, buildings, crowd, street, bike)
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, roundness, gold)
8. Reading (eyes, book, text, glasses, word)
9. Newspaper (truth, incident, crossword, paper, editor)
10. Game (cards, players, chips, punishments, rules)
11. War (aircraft, guns, battles, guns, soldiers)
12. Book (drawings, story, paper, table of contents, text)
13. Singing (ringing, art, voice, applause, melody)
14. Earthquake (fire, death, ground vibrations, noise, flood)
15. Library (tables, books, reading room, cloakroom, readers)
16. Forest (soil, mushrooms, hunter, tree, wolf)
17. Sports (medal, orchestra, competitions, victory, stadium)
18. Hospital (room, injections, doctor, thermometer, patients)
19. Love (roses, feelings, person, date, wedding)
20. Patriotism (city, friends, homeland, family, person)

Processing and interpretation of test results

Key to the test

1. Plants, earth
2. Shore, water
3. Buildings, street
4. Roof, walls
5. Corners, side
6. Divisible, divisor
7. Diameter, roundness
8. Eyes, text
9. Paper, editor
10. Players, rules
11. Battle, soldiers
12. Paper, text
13. Voice, melody
14. Soil vibrations, noise
15. Books, readers
16. Soil, tree
17. Competition, victory
18. Doctor, patients
19. Feelings, man
20. Motherland, person

Interpretation of test results

The presence of erroneous judgments to a greater extent indicates the predominance of the concrete-situational style of thinking over the abstract-logical one. If the subject gives erroneous answers at first, but then corrects them, then this can be interpreted as haste and impulsiveness.

The results are evaluated according to the table:

Scoring Number of correct answers
9 20
8 -
7 19
6 18
5 16-17
4 14-15
3 12-13
2 10-11
1 9

Target. The technique is used to study the peculiarities of thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, 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. Form with rows of words printed on it. Each row consists of five words in brackets and one before the brackets.

The words in the tasks are chosen in such a way that the subject demonstrates his ability to grasp the abstract meaning of certain concepts and refuses an easier, conspicuous, but incorrect way of solving, in which private, concrete signs are singled out instead of essential ones.

Instruction for children. “Here are the rows of words that make up the tasks. In each line, there is one word in front of the brackets, and 5 words in brackets to choose from. You need to choose from these 5 words only 2 that are the most connected with the word before the brackets. For example, the word before brackets is "garden" and in brackets are 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, a garden cannot exist. So, it is these 2 words that should be chosen - “earth” and “plants”.

This test is usually included in the thinking test section. In all cases of independent performance of tasks, the decisions of the subject should be discussed by asking him questions. Often, during the discussion, the subject gives additional judgments, corrects errors.

All decisions, questions, as well as additional judgments of the subject are recorded in the protocol. The test is intended mainly for individual examination.

Interpretation of results. The presence of erroneous judgments to a greater extent indicates the predominance of the concrete-situational style of thinking over the abstract-logical one. If the subject gives erroneous answers at first, but then corrects them, then this can be interpreted as haste and impulsiveness.

The technique of "eliminate the excess"

The technique has two options: the first is a study on subject matter, the second - a study on verbal material.

Purpose: to study the ability to generalize and abstract, the ability to identify essential features.

We used the verbal version.

Material: Letterhead printed with a series of five words.

Instructions and progress: the subject is presented with a form and said: “Here, in each line, five words are written, of which four can be iced into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

Analysis of results. The analysis evaluates the level of generalization:

High - when using conceptual concepts (assignment to a class based on essential features)

Medium - when applying the functional level of generalization (assignment to a class based on essential features);

Low - with certain generalizations (assignment to a class based on essential features).

mental rigidity thinking cognitive