Research results according to the SUN questionnaire
SAN questionnaire
This blank test is designed to quickly assess well-being, activity and mood (the questionnaire is named after the first letters of these functional states).
The essence of the assessment is that the subjects are asked to correlate their condition with a number of signs on a multi-stage scale. This scale consists of indices (3 2 1 0 1 2 3) and is located between thirty pairs of words of opposite meanings, reflecting mobility, speed and rate of functions (activity), strength, health, fatigue (well-being), as well as characteristics of the emotional state ( mood). The subject must select and mark the number that most accurately reflects his condition at the time of the examination. The advantage of the technique is its repeatability, that is, multiple use of the test with the same subject is permissible.
During processing, these numbers are recoded as follows: index 3, corresponding to unsatisfactory health, low activity and bad mood, is taken as 1 point; the following index is 2 - for 2; index 1 - for 3 points and so on up to index 3 on the opposite side of the scale, which is accordingly taken as 7 points (note that the poles of the scale are constantly changing).
So, positive states always score high, and negative states always score low. These "reduced" points are used to calculate the arithmetic mean both as a whole and separately for activity, well-being and mood. For example, the average marks for a sample of Moscow students are equal: health - 5.4; activity - 5.0; mood - 5.1.
It should be mentioned that when analyzing the functional state, not only the values of its individual indicators are important, but also their ratio. The fact is that a rested person's assessments of activity, mood and well-being are usually approximately equal. And as fatigue grows, the ratio between them changes due to the relative decrease in well-being and activity in comparison with mood.
Results of a pre-experimental study of the "Feelings" scale
As can be seen in the diagram (Fig. 1), there are no special differences in the dynamics of well-being before the start of the experiment. Hence, we can conclude that all three groups of subjects are in equal conditions before the start of the experiment.
Results of a pre-experimental study of the "Activity" scale
In general, the activity (Fig. 2) is on the same level, except that they slightly surpass the average group in activity, which will undergo the training course on the "Key". Again, it is clearly seen that all three groups are in the same conditions before the start of the experiment.
Results of a pre-experimental study of the "Mood" scale
The scale "Mood" shows that the background of the mood of the control group (Fig. 3) is slightly elevated, relative to the group "key" and "AT". This can be explained by the influence of environmental factors, or the presence of any stimulus.
Results of the study of the group "AT" Table 1
|
Test subject |
Well-being 1 |
Well-being 2 |
Activity 1 |
Activity 2 |
Mood 1 |
Mood 2 |
Activity (Fig. 5) also increased compared to pre-experimental measurements. This can be explained by the fact that the head of the MOB has changed, and this could have played a role.
|
Setting1 & Setting2 |
||||
The mood (Fig. 6) of the group after the class improved significantly. There are tendencies in group cohesion. The quarrelsomeness of the collective has decreased, tolerance towards each other is observed.
Results of the KEY group. table 2
|
Well-being 1 |
Well-being 2 |
Activity 1 |
Activity 2 |
Mood 1 |
Mood 2 |
|
The results of an experimental study of the scale "Well-being"
It is clearly seen (Fig. 8) that from the average activity of 3.8 before the experiment, the activity after the training increased to 5.6.
The results of an experimental study of the scale "Mood"
|
Setting1 & Setting2 |
||||
The mood (Fig. 9) also has a positive dynamics from 4.0 to 5.3 after the classes, the group that studied using the "Key" system has a higher dynamics of positive shifts than the group that studied using the AT method.
From all the variety of psychological and pedagogical diagnostics of giftedness, we have isolated and used in practical work tests:
The psychological profile of a gifted child.
Eysenck's characterological test.
· SAN questionnaire (Well-being. Activity. Mood.)
“FEELING. ACTIVITY. MOOD "(SAN) METHOD
The technique is a kind of state and mood questionnaires. Developed, and in 1973
SAN is a map (table) that contains 30 pairs of words reflecting the studied features of the psychoemotional state (state of health, mood, activity). Each of them is represented by 10 pairs of words. On the survey form, there is a rating scale between the polar characteristics. Examples of tasks:
workable 3210123 broken
stressful 3210123 relaxed
slow 3210123 fast
The subject is asked to correlate his condition with a certain assessment on a scale. When processing the research results, the grades are recalculated into "raw" scores from 1 to 7. The quantitative result is the sum of the primary scores for individual categories (or their arithmetic mean).
When developing the methodology, the authors proceeded from the fact that the three main components of the functional psychoemotional state - well-being, activity and mood - can be characterized by polar assessments, between which there is a continual sequence of intermediate values. However, evidence has been obtained that the SAN scales are overly generalized. Factor analysis makes it possible to identify more differentiated scales: “well-being”, “level of tension”, “emotional background”, “motivation” (1984).
The constructive validity of the SAN was established on the basis of comparison with the results of psychophysiological methods, taking into account the indicators of the critical frequency of flickering, temperature dynamics of the body, and chronoreflexometry. The current visibility was established by comparing the data of the contrasting groups, as well as by comparing the results of the subjects at different times of the working day.
The developers of the methodology carried out its standardization based on the material of a survey of a sample of 300 students. SAN is widely used in assessing the mental state of sick and healthy individuals, psychoemotional response to stress, to identify individual characteristics and biological rhythms of psychophysiological functions.
Instructions:
“You are invited to describe your state, which you are experiencing at the moment, using a table consisting of 30 polar signs. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the degree (strength) of this characteristic. "
Stimulus material
San Method Model Chart
Last name, initials
· Age
I feel good | Feeling bad |
|
2. Feel strong | I feel weak |
|
3. Passive | Active |
|
4. Sedentary | Mobile |
|
5. Cheerful | Sad |
|
6. Good mood | Bad mood |
|
7. Workable | Broken |
|
8. Full of strength | Exhausted |
|
9. Slow | ||
10. Inactive | Active |
|
11. Happy | Unhappy |
|
12. Cheerful | ||
Relaxed |
||
14. Healthy | ||
15. Indifferent | Infatuated |
|
16. Indifferent | Excited |
|
17. Enthusiastic | ||
18. Joyful | Sad |
|
19. Rested | ||
20. Fresh | Exhausted |
|
21. Sleepy | Excited |
|
22. Desire to relax | A desire to work |
|
23. Calm | Preoccupied |
|
24. Optimistic | Pessimistic |
|
25. Hardy | Weary |
|
26. Cheerful | ||
27. It's hard to think | It's easy to think |
|
28. Absent-minded | Attentive |
|
29. Full of hope | Disappointed |
|
30. Satisfied | Dissatisfied |
Analysis Keys
Data processing and interpretation.
When calculating the extreme severity of the negative pole of the pair is estimated at one point, and the extreme severity of the positive pole of the pair at seven points. It should be borne in mind that the poles of the scales are constantly changing, but positive states always get high scores, and negative ones - low. The points obtained are grouped according to the key into three categories and the number of points for each of them is calculated.
Wellbeing(sum of points on scales): 1, 2, 7, 8, 13, 14, 19, 20, 25, 26.
Activity(sum of points on scales): 3, 4, 9, 10, 15, 16, 21, 22, 27, 28.
Mood(sum of points on scales): 5, 6, 11, 12, 17, 18, 23, 24, 29, 30.
The results obtained for each category are divided by 10.
The average score of the scale is 4. Grades exceeding 4 points indicate a favorable state of the subject, grades below four indicate the opposite. Normal state scores are in the range of 5.0-5.5 points. It should be noted that when analyzing the functional state, not only the values of its individual indicators are important, but also their ratio.
Test questionnaire to determine the level of self-esteem of a gifted student. TEST-POLL FOR DETERMINING THE LEVEL
SELF-ESTIMATES OF THE GIFTED SCHOOL STUDENT
You can determine your own level of self-esteem with the help of a simple questionnaire test. It includes 32 judgments, about which there are five possible answers, each of which corresponds to a certain number of points. Answering the test questions, you put down points depending on the answer option you have chosen:
"Very often" - 4 points
"Often" - 3 points
"Sometimes" - 2 points
"Rarely" - 1 point
"Never" - 0 points.
1. I do not need to be recognized for my success.
2. I feel insecure when surrounded by scholars.
3. I am not worried about an unfinished love affair.
4. Many people envy me.
5. I am considered lacking initiative.
6. I feel my mental imbalance.
7. I'm afraid to look funny.
8. I consider myself unsympathetic.
9. I am overwhelmed by fear of public speaking.
10. I am indifferent to my mistakes.
11. I do not take into account the opinion of the interlocutor.
12. I do not strive for enhanced self-improvement.
13. I am considered an egoist.
14. I want to be sympathetic to my failures.
15. I lose confidence in unfamiliar situations.
16. I am overly humble.
17. I feel the worthlessness of my existence.
18. I am tormented by doubts about my talent.
19. People around me expect a lot from me.
20. My classmates are not interested in my merits.
21. The burden of my ability depresses me.
I share original thoughts with my classmates.
24. I am embarrassed by praise.
25. My arrogance helps me out.
26. I'm glad they don't understand me.
27. I don't feel safe.
28. I don't want to argue with anyone.
29. I feel constrained.
30. I am in anticipation of trouble.
31. I am upset that people think badly of me.
32. My favorite hobbies scare me.
In order to determine the level of self-esteem, it is necessary to add the scores for all 32 judgments.
The sum of points from 48 to 128 indicates a low level of self-esteem, in which a person painfully experiences criticism. He “adjusts” to the opinions of other people, “disguises” his abilities, avoids cases of self-expression.
Points from 25 to 47 indicates an average level of self-esteem. A gifted student is in a state of “defense” in the classroom, feels awkward in relationships with fellow graders, “fears” for not recognizing his intellectual potential, and sometimes underestimates his abilities without sufficient grounds.
The sum of points from 0 to 25 indicates a high level of self-esteem, the perfectionism of a gifted student, the absence of an “inferiority complex”, and rare doubts about their actions.
· Test "".
Scale for assessing the need for achievement
Motivation for achievement - striving to improve results, dissatisfaction with what has been achieved, persistence in achieving one's goals, striving to achieve one's goal at all costs - is one of the nuclear personality traits that affect the entire human life.
You can measure the level of achievement motivation using the developed scale - a small test-questionnaire. This scale consists of 22 judgments, about which there are two possible answers - "yes" or "no".
Answers that match the key ones (by code) are summed up (1 point for each such answer).
Unlike many previously described questionnaire tests, the scale of the need for achievement has decile (wall) norms, so a specific result can be assessed using the following table:
Achievement motivation level |
||||||||||
The amount of points | ||||||||||
Code: answers "yes" to questions 2, 6, 7, 8, 14, 16, 18, 19, 21, 22;
“no” answers to questions 1, 3, 4, 5, 9, 11, 12, 13, 15, 17, 20.
Scale for assessing the need for achievement
Judgments | ||
1. I think that success in life depends more on chance than on calculation. | ||
2. If I lose my favorite pastime, life for me will lose all meaning. | ||
3. For me, in any business, it is not its execution that is more important, but the end result. | ||
4. I believe that people suffer more from failures at work than from bad relationships with loved ones. | ||
5. In my opinion, most people live with distant goals, not close ones. | ||
6. In my life I have had more successes than failures. | ||
7. I like emotional people more than active people. | ||
8. Even in normal work, I try to improve some of its elements. | ||
9. Absorbed in thoughts of success, I can forget about precautions. | ||
10. My loved ones think I am lazy. | ||
11. I think that circumstances rather than myself are to blame for my failures. | ||
12. I have more patience than ability. | ||
13. My parents controlled me too tightly. | ||
14. Laziness, not doubts about success, makes me often give up my intentions. | ||
15. I think that I am a confident person. | ||
16. For the sake of success, I can take risks, even if the odds are slim. | ||
17. I am a diligent person. | ||
18. When everything is going smoothly, my energy increases. | ||
19. If I were a journalist, I would rather write about the original inventions of people than about incidents. | ||
20. My loved ones usually do not share my plans. | ||
21. The level of my requirements for life is lower than that of my comrades. | ||
22. It seems to me that there is more persistence in me than ability. |
· Test to determine the teacher's propensity to work with gifted children.
by definition of a teacher's inclination
to work with gifted children
Choose one of the suggested answer options.
1. Do you think that modern forms and methods of work
with gifted children can be improved?
b) no, they are already good enough;
c) yes, in some cases, but with the current state of the school - not very much.
2. Are you confident that you yourself can participate in the change
work with gifted children?
a) Yes, in most cases;
c) yes, in some cases.
H. Is it possible that some of your ideas would make a significant difference in identifying gifted children?
b) yes, under favorable circumstances;
c) only to some extent.
4. Do you think that in the near future you will play an important role in fundamental changes in the teaching and upbringing of gifted children?
a) Yes, for sure;
b) it is unlikely;
c) possible.
5. When you decide to take an action, do you think you will implement your plan to help improve things?
b) I often think that I will not be able to;
c) yes, often.
6. Do you feel: a desire to study the characteristics of extraordinary personalities?
a) Yes, it attracts me
b) no, it doesn't appeal to me;
c) it all depends on the demand for such people in society.
7. You often have to look for new methods of developing children's abilities. Are you satisfied with this?
b) I am satisfied only with what I have;
c) no, because I think the incentive system is weak.
8. If the problem is not solved, then its solution is of concern to you, do you want to find the theoretical material that will help solve the problem?
b) no, there is enough knowledge of advanced experience;
9. When you are experiencing pedagogical breakdowns, then:
a) continue to persist more strongly in the undertaking;
b) give up on ventures;
c) continue to do your job.
10. Do you take criticism in your address easily and without offense?
b) not entirely easy;
c) painful.
11. When you criticize someone, are you trying to cheer them up at the same time?
a) Not always.
b) in a good mood;
c) I mostly try to do it.
12. Can you immediately recall in detail a conversation with an interesting person?
a) Yes, of course;
b) I remember only what interests me;
c) I can't remember everything.
1H. When you hear an unfamiliar term in a familiar context, can you repeat it in a similar situation?
a) Yes, without difficulty
b) yes, if this term is easy to remember;
14. The student asks you a difficult question on a “forbidden” topic. Your actions:
a) you are evading an answer;
b) you tactfully postpone the answer to another time;
c) you are trying to answer.
15. You have your main credo in professional activity. When you defend him, then:
a) you can refuse it if you listen to convincing arguments of your opponents;
b) stay in your positions, no matter what arguments you put forward;
c) change your mind if the pressure is very powerful.
16. In the classroom in my subject, I am impressed by the following students' answers:
a) medium;
b) sufficient;
c) original.
17. During your holiday, you prefer:
a) solve work-related problems;
c) immerse yourself in the world of your favorite hobbies.
18. You are developing a new lesson. You decide to end your ale business if:
a) in your opinion, the case is well done, brought to completion;
b) you are more or less satisfied;
c) you have not managed to do everything yet, but there are other things to do.
Calculate the points you have accumulated as follows:
for the answer "a" - 3, "b" - 1; "in 2.
results
49 or more points. You have a great penchant for working with gifted children. You have the potential for that. You are able to stimulate creativity, support various types of creative activities of students.
24 to 48 points... You have tendencies to work with gifted children, but they require additional your desires, resources and activeness. self-regulation intellectual process. You need the right choice of the object of orientation of the students' creative interest.
23 or less points... Of course, there are not enough inclination to work with gifted children. To a greater extent, you yourself do not show "special zeal" for this. But with the appropriate mobilization of spiritual forces, faith in yourself, painstaking work in the field of heightened intelligence, you can achieve a lot in solving this problem.
· Manifestation and formation of special abilities (A. Savenkov).
· Methodology "Card of giftedness".
The age range in which it can be applied is from 5 to 10 years.
The technique is designed to perform two main functions:
Diagnostic (main);
· Developing.
This technique will allow:
· To quantify the degree of expression in a child of various types of giftedness;
· To determine what kind of giftedness prevails at the present time.
Comparison of all ten received marks will allow you to see the individual, peculiar only to your child "Portrait" of the development of his talents.
The positions on which you will evaluate the child can be viewed as a program for his further development. You will pay attention to what you may not have noticed before, you will be able to increase attention to those aspects that seem to you the most valuable.
Of course, this technique does not cover all possible manifestations of children's giftedness, but it does not claim to be the only one. It should be considered as one of the components of the general set of methods for diagnosing children's giftedness.
Instructions
Before you 80 questions (see. question sheet), grouped into ten relatively independent areas of the child's behavior and activity. Study them carefully and rate your child for each dimension using the following scale:
Signs Semantic correspondence ++ (double plus) the assessed personality trait is well developed, clearly expressed, manifests itself often; + (plus) the property is noticeably expressed, but manifests itself inconsistently; 0 (zero) the assessed and the opposite personality traits are expressed indistinctly, in manifestations are rare, in behavior and activity they balance each other; - (minus) a personality trait opposite to the one being evaluated is more pronounced and more often manifested.
Enter the grades in answer sheet.
We place the assessment for the first position in the first cell of the answer sheet, the assessment for the second in the second, and so on.
It should take you all. 10-15 minutes.
If you find it difficult to give an estimate because you do not have sufficient information for this, leave the corresponding box empty. Observe this side of the child's activity. In the meantime, you can consider that you received a "two" for this parameter at your parent's school.
Ask other adults who know the child well, such as grandparents, for their grades on this method. Then you can easily calculate the average, which will make the results more objective.
Question sheet
1. Inclined to logical reasoning, able to operate with abstract concepts.
2. Thinks outside the box and often offers unexpected, original solutions.
3. Learns new knowledge very quickly, grasps everything on the fly.
4. There is no uniformity in the pictures. Original in the choice of subjects. Usually depicts many different objects, people, situations.
5. Shows great interest in music pursuits.
6. Likes to compose (write) stories or poems.
7. Easily enters the role of any character: man, animal and others.
8. Interested in mechanisms and machines.
9. Proactive in communicating with peers.
10. Energetic, gives the impression of a child in need of a lot of movement.
11. Shows great interest and exceptional ability to classify.
12. Not afraid to try something new, always strives to test a new idea, makes several attempts if it fails.
13. He quickly remembers what he has heard and read without special memorization, does not spend a lot of time thinking about what needs to be remembered.
14. Becomes pensive and very serious when he sees a good picture, hears music, sees an unusual sculpture, a beautiful (artistically executed) thing.
15. Reacts sensitively to the character and mood of the music.
16. Can easily build a story, starting from the plot of the plot and ending with the resolution of any conflict.
17. Interested in acting.
18. Can eliminate a simple breakdown in a household appliance, use old parts to create new crafts, toys, appliances.
19. Does not lose confidence even when surrounded by strangers.
20. Likes to participate in sports and competitions.
21. He knows how to express his thoughts well, has a large vocabulary.
22. Is inventive in the selection and use of various objects (for example, he uses not only toys in games, but also furniture, household items and other means).
23. Knows a lot about events and problems that his peers usually do not know about.
24. Able to compose original compositions of flowers, drawings, stones, stamps, postcards, etc.
25. Sings well.
26. Talking about something, he knows how to adhere to the chosen plot well, does not lose the main idea.
28. Likes to understand the causes of malfunctioning mechanisms, loves mysterious breakdowns and "search" questions.
29. Communicates easily with children and adults.
30. Often wins in various sports games with peers.
31. He catches well the connection between one event and another, between cause and effect.
32. Able to get carried away, to go headlong into the occupation that interests him.
33. He is ahead of his peers in studies for a year or two, that is, he should study in an older class than he is actually studying.
34. Likes to use any new material for the manufacture of toys, collages, drawings, in the construction of children's houses on the playground.
35. He puts a lot of energy and feelings into playing a musical instrument, song or dance.
36. Adheres only to the necessary details in the stories about events, discards everything inessential, leaves the main thing, the most characteristic.
37. By acting out a dramatic scene, is able to understand and portray the conflict.
38. Likes to draw drawings and diagrams of mechanisms.
39. Catches the reasons for the actions of other people, the motives of their behavior. He understands the unsaid well.
40. Runs the fastest in kindergarten, in class.
41. Likes to solve complex problems that require mental effort.
42. Able to approach the same problem in different ways.
43. Shows a pronounced, versatile curiosity.
44. Willingly draws, sculpts, creates compositions that have an artistic purpose (decorations for the house, clothes, etc.), in their free time without the encouragement of adults.
45. Loves music recordings. Eager to go to a concert or wherever you can listen to music.
46. Chooses in his stories such words that well convey the emotional states of the characters, their experiences and feelings.
47. Inclined to convey feelings through facial expressions, gestures, movements.
48. Reads (likes to be read to him) magazines and articles about the creation of new devices, machines, mechanisms.
49. Often supervises the games and activities of other children.
50. Moves easily, gracefully. Has good coordination of movements.
51. Observant, likes to analyze events and phenomena.
52. Able not only to offer, but also to develop their own and others' ideas.
53. Reads books, articles, popular science publications ahead of their peers by a year or two.
54. Refers to drawing or sculpting to express feelings and moods.
55. Plays a musical instrument well.
56. He is able to convey in stories such details that are important for understanding the event (which his peers usually do not know how to do) and at the same time does not miss the main line of the events he is talking about.
57. Seeks to provoke an emotional reaction in other people when talking about something with enthusiasm.
58. Likes to discuss scientific events, inventions, often thinks about it.
59. Is inclined to accept responsibilities that go beyond the limits of his age.
60. Likes to go hiking, play on outdoor sports grounds.
61. Able to keep symbols, letters, words in memory for a long time.
62. Likes to try new ways of solving life problems, does not like already tested options.
63. Knows how to draw conclusions and generalizations.
64. Likes to create volumetric images, work with clay, plasticine, paper and glue.
65. In singing and music, he seeks to express his feelings and mood.
66. He tends to fantasize, tries to add something new and unusual when he talks about something already familiar and known to everyone.
67. With great ease he dramatizes, conveys feelings and emotional experiences.
68. Spends a lot of time on the design and implementation of his own projects (models of aircraft, cars, ships).
69. Other children prefer to choose him as a play and activity partner.
70. Prefers to spend free time in outdoor games (hockey, basketball, football, etc.).
71. Has a wide range of interests, asks many questions about the origin and function of objects.
72. Productive, no matter what he does (drawing, storytelling, construction, etc.), he is able to offer a large number of very different ideas and solutions.
73. In his free time he likes to read popular science publications (children's encyclopedias and reference books), reads them with greater interest than fiction books (fairy tales, detective stories, etc.).
74. Can express his own assessment of works of art, tries to reproduce what he liked in his own drawing or created toy, sculpture.
75. Composes his own original melodies.
76. He knows how to portray his characters in a story very vividly, conveys their character, feelings, moods.
77. Loves dramatization games.
78. Quickly and easily masters the computer.
79. Has the gift of persuasion, is able to inspire his ideas to others.
80. Physically more resilient than peers.
Answer sheet
Processing of results
Count the number of pluses and minuses vertically (plus and minus cancel each other out).
Write the results of the calculations below, under each column.
The scores received characterize your assessment of the degree of development in the child of the following types of giftedness:
· Intellectual;
· Creative;
· Academic (scientific);
· Artistic and graphic;
· Musical;
· Literary;
· Artistic;
· Technical;
· Leadership;
· Sports.
For greater clarity, let's draw a graphical "giftedness profile". To do this, we will postpone ten divisions along the X axis, they will denote the types of giftedness. On the Y-axis, we will plot the number of points received. By connecting the dots, we get a "giftedness profile".
We give as an example the answers of the mother of a seven-year-old
Giftedness profile according to the "Giftedness Map" method
· "Do you have the capacity for spatial imagination?" (W. Bernard, D. Leopold).
Identifying children with outstanding abilities is a complex and multifaceted problem. Until now, in science and pedagogical practice, two opposite points of view on giftedness have been presented. Supporters of one of them believe that every normal child is gifted and you just need to notice a specific type of ability in time and develop them. According to researchers who share the opposite point of view, giftedness is a very rare phenomenon, inherent in only a small percentage of people, therefore the phenomenon of a gifted child is like a painstaking search for grains of gold.
In modern psychology, there is a tendency to recognize the more essential role of biological factors or factors of upbringing. However, representatives of different directions agree on the need for the most complete theoretical understanding of the understanding itself " giftedness", about the fundamental possibility of developing methods for identifying and developing giftedness. With regard to the problematics of giftedness, several main directions of psychological research can be noted.
The first is directly related to the task of establishing the phenomenon itself giftedness... At the same time, various methods are used to establish the quantitative or qualitative characteristics of giftedness (its type, level of development). Recognition of the role of social conditions in which a child develops leads to the creation of specialized methods for identifying giftedness (its type, level of development).
In addition to applied psychodiagnostics, a special area is diagnostic research, which is carried out in order to obtain new theoretical and experimental data on the problem of giftedness. These studies include a wide range of diagnostic methods that are aimed at identifying new patterns and relationships between the parameters of giftedness and other characteristics of the subject himself, the environment, etc.
Recently, all kinds of tests aimed at identifying giftedness have become widespread. The interpretation of test results can contain a number of errors for various reasons. Errors in forecasts are explained by the complexity and multidimensionality of the very phenomenon of giftedness. Therefore, many specialists use other methods: expert assessment of children by teachers, parents, assessment of specific products of the child's activity (drawings, poems), the results of children's participation in various competitions, Olympiads.
Typically, giftedness diagnostics is carried out in order to create special learning conditions for children with outstanding abilities within the framework of specially designed educational and developmental programs that are implemented in appropriate groups, classrooms and schools for the gifted. The effectiveness of the development of these programs by children is for many teachers a kind of assessment of the quality of the diagnostic examination, the conditions for admission to such educational institutions dictate the requirements for diagnostic methods: they should be standardized and not take much time. These requirements largely explain the popularity of testing.
Any test is a measuring instrument, so you need to clearly understand what exactly it is measuring, whether one should understand by "giftedness" a certain single phenomenon, or is it a multidimensional phenomenon that requires different measuring procedures.
Considering the problem of giftedness, he identified the following main steps through which the development of the idea of a common giftedness:
· The desire to identify giftedness with a separate mental function;
• recognition that giftedness can manifest itself in a whole group of mental functions;
· Differentiation in any reasonable activity of two factors: specific for a given type of activity and general, which C. Spearman considered gifted;
· Giftedness as an average of a number of different functions;
· Recognition of the existence of many types of giftedness.
Scientists differentiate psychomotor, intellectual, creative, academic, social and spiritual giftedness.
Psychomotor abilities are closely related to speed, accuracy and dexterity of movements, kinesthetic-motor and hand-eye coordination.
Intellectual talent is associated with a high level of intellectual development (as a rule, we are talking about a high IQ). To measure intellectual giftedness, various test options are mainly used. Academic talent is determined by the success of the study. Standardized achievement tests are used to identify children with high abilities in mastering basic academic disciplines.
Social giftedness is viewed as a complex, multidimensional phenomenon that largely determines the success in communication. To identify such giftedness, numerous standardized methods for assessing the level and characteristics of social development are used: scales of social competence, scales of social maturity, tests to identify leadership abilities.
Spiritual giftedness to a much greater extent than social, it is associated with high moral qualities, altruism.
This branch of giftedness is currently little studied. There are only isolated attempts to use diagnostic methods aimed at assessing the moral level of development of altruism in order to identify the phenomenon of spiritual giftedness.
Creative giftedness is determined by those theoretical constructors on which the very understanding of creativity is based. identifies four main areas in this area: creativity as a product, as a process, as an ability and as a personality trait in general. Each of them is characterized by its own understanding of creative giftedness and its own methods of diagnosing creativity.
In modern tests, which are actively used in practice, the listed types of outstanding abilities are presented very unevenly. There is no consensus on the relationship between different types of giftedness.
Among the most famous foreign psychomotor tests are the following.
The Purdve test is designed to assess continuous motor abilities, where the direction of reactions, continuous motor coordination are assessed.
Crawford's small object dexterity test.
The test for basic motor skills by D. Arnheim and W. Sinclair is aimed at assessing the child's ability to coordinate the work of the eyes and hands, coordinate or regulate movements of different amplitudes.
The test for visual-motor coordination by K. Berry is that the child reproduces 24 drawings, the complexity of which gradually increases.
When diagnosing psychomotor abilities are widely used finger dexterity test, manipulation speed test.
Standardized intelligence measurement methods are most commonly used to identify gifted children. Both individual and group tests are used. Among the most famous in international practice are the following:
a) the Stanford-Binet intelligence scale, designed to test children from 2 years of age;
b) Veksler's intelligence scale and various versions of this test are intended for testing not only children, but also adults;
c) the McCarthy scale of children's abilities is designed to test children aged 2.5 to 8.5 years (a generalized score and 5 sub-scores for verbal, perceptual, computational, motor abilities and memory are given);
d) the test of cognitive abilities, developed by E. Hagen, gives three assessments (verbal, non-verbal and quantitative), it is widely used to identify children who should be engaged in a special program for the gifted.
The most popular tests for assessing academic giftedness are:
a) a general test of basic skills, assessing basic skills in reading, spelling, mathematics, etc.
b) the Iowa test of basic skills, which assesses vocabulary, reading success, language skills;
c) Stanfor test of achievement, which provides an assessment of the child's knowledge and skills in mathematics, natural science, in the understanding of oral speech;
d) The California Achievement Test, which measures reading success, vocabulary, comprehension, math, handwriting, etc.
The most popular tests aimed at identifying creative giftedness include the following:
a) tests of creativity for children, developed by J. Guildford and his collaborators, and aimed at assessing gifted abilities.
b) Torrance test for imaginative creative thinking; designed to assess the creative abilities of children aged 5 years and older;
c) group assessment test S. Pimm;
d) the test of the creative potential of R. Horner and J. Hemenway, which measures the indicators of "originality", "flexibility", "fluency" and "accuracy" of thinking.
Diagnostic methods communication skills are less developed than psychometric methods of identifying intellectual, academic and creative giftedness. Most of the tests are aimed at examining a certain component that is part of the communicative abilities (their verbal, non-verbal, motivational aspects).
A special task for psychodiagnostic examination are attempts to identify certain stages in the development of social intelligence. Thus, R. Selman identifies five main stages of this process ("Egocentrism", "Subjectivism", "Reflectivity", "Reciprocity"). J. Guilford, on the basis of his theoretical model of "the structure of intelligence, created a special battery of tests designed to diagnose" behavioral abilities. "In some cases, sociometric methods are used, as well as various options for methods aimed at identifying organizational abilities. the basis of the theoretical approach developed in the works.
A source: Barkanova O.V. (comp.) Methods for diagnosing the emotional sphere: psychological practice. [series: Library of Actual Psychology]. - Issue. 2 - Krasnoyarsk: Litera-print, 2009 .-- 237 p.
Age: for psychodiagnostic examination of adults (aged 14-18 to 60-65 years) without any restrictions on gender, social, professional, educational, etc. signs.
Purpose: for a quick assessment of the psychoemotional state of an adult at the time of examination.
When developing the methodology, the authors proceeded from the fact that the three main components of the functional psychoemotional state - well-being, activity and mood can be characterized by polar assessments, between which there is a continual sequence of intermediate values. However, there is evidence that the SAN scales are overly generalized. Factor analysis allows us to identify more differentiated scales: “well-being”, “level of tension”, “emotional background”, “motivation” (AB Leonova, 1984). The constructive validity of the SAN was established on the basis of comparison with the results of psychophysiological methods, taking into account the indicators of the critical frequency of flashes, temperature dynamics of the body, and chronoreflexometry. The current validity was established by comparing the data of contrast groups, as well as by comparing the results of the subjects at different times of the working day. The developers of the methodology carried out its standardization based on the material of a survey of a sample of 300 students.
SAN is a map (table) that contains 30 pairs of opposite characteristics, reflecting the studied features of the psychoemotional state (well-being, activity, mood). Each state is represented by 10 pairs of words. On the survey form, there is a rating scale between the polar characteristics. The subject is asked to correlate his state with a certain assessment on the scale (to note the degree of severity of one or another characteristic of his state). When processing the survey results, the scores are recalculated into "raw" scores from 1 to 7. The quantitative score is the sum of the primary scores for individual categories (or their arithmetic mean).
SAN is widely used in assessing the mental state of sick and healthy individuals, psychoemotional response to stress, in identifying individual characteristics and biological rhythms of psychophysiological functions.
Instructions : You are invited to describe your state that you are experiencing at the moment using a table consisting of 30 polar signs. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the degree (strength) of this characteristic.
Processing and interpretation of results
When calculating the extreme severity of the negative pole of the pair is estimated at one point, and the extreme severity of the positive pole of the pair - at seven points. It should be borne in mind that the poles of the scales are constantly changing, but positive states always get high scores, and negative ones - low. The points obtained are grouped according to the key into three categories, and the number of points for each of them is calculated.
State of health - the sum of points on the scales №: 1, 2, 7, 8, 13, 14, 19, 20, 25, 26; Activity - the sum of points on the scales №: 3, 4, 9, 10, 15, 16, 21, 22, 27, 28; Mood - the sum of points on the scale №: 5, 6, 11, 12, 17, 18, 23, 24, 29, 30.
The results obtained for each category are divided by 10. The average score of the scale is 4. Grades exceeding 4 points indicate a favorable state of the subject, ratings below four indicate the opposite.
Normal state scores are in the range of 5-5.5 points. It should be noted that when analyzing the functional state, not only the values of its individual indicators are important, but also their ratio. In particular, in a rested person, the assessments of well-being, activity, and mood are usually approximately equal, and as fatigue increases, the ratio between them changes due to a relative decrease in well-being and activity compared to mood.
SAN Methodology Typical Chart
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Feeling bad |
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I feel weak |
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Active |
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Mobile |
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Sad |
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Bad mood |
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Broken |
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Exhausted |
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Active |
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Unhappy |
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Relaxed |
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Infatuated |
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Excited |
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Sad |
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Exhausted |
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Excited |
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A desire to work |
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Preoccupied |
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Pessimistic |
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Easily fatigued |
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3 2 1 0 1 2 3 |
Influence of emotions on cognitive processes
- Under the influence of emotions, the course of all cognitive processes can change. Emotions can selectively contribute to some cognitive processes and inhibit others.
A person who is in an emotionally neutral state reacts to objects depending on their significance, and the more important this or that factor (object, its property) is for him, the better it is reproduced.
Emotions of moderate and high intensity cause already distinct changes in cognitive processes, in particular, a person develops a strong tendency towards perception, recall, etc. only that which corresponds to the dominant emotion. At the same time, the content of the perceived, mnemonic and mental material strengthens and strengthens the emotion, which in turn further strengthens the tendency to focus on the content that caused this emotion. Therefore, most often, attempts to influence strong emotions with the help of persuasion, explanations and other methods of rational influence are unsuccessful.
One of the ways to get out of the vicious emotional circle is to form a new emotional focus, strong enough to inhibit the old emotion.
One of the main factors determining whether a given person will be more or less influenced by emotions on his cognitive processes is the degree of consolidation of these processes. Therefore, a child is more susceptible to the influence of emotions than, most often, an adult.
Emotional arousal improves the performance of easier tasks and makes more difficult tasks more difficult. But at the same time, positive emotions associated with achieving success usually contribute to an increase, and negative ones associated with failure - a decrease in the level of performance of activities, learning; when success evokes emotions of great strength, then the course of activity is disrupted, but even in the case when success is achieved at the cost of special efforts, fatigue may appear, which can worsen the quality of activity; when failure follows a series of success, it can cause a short-term increase in the level of performance; positive emotion contributes to better, and negative - worse performance of the activity, as a result of which these emotions arose.
Emotions and thinking have the same origins and are closely intertwined in their functioning. However, a feature of a conscious person is that emotions do not determine his behavior. The formation of a decision about a particular action is taken by such a person in the process of carefully weighing all the circumstances and motives. This process usually begins with and ends with an emotional assessment, but the process itself is dominated by thought. But if actions or deeds are performed by a person on the basis of only cold arguments of reason, then they are much less successful than in the case when such actions are supported by emotions.
