Methodology “Study of verbal and logical thinking of juniors”
schoolchildren" (E.F. Zambatsevichene)
Target : identifying the level of development of verbal and logical thinking. Evaluated UUD: logical universal learning activities.
Form of conduct : written survey.
Age : junior schoolchildren 1st subtest is aimed at identifying awareness. The subject's task is to finish
sentence using one of the given words, making a logical choice based on inductive reasoning and awareness. There are 10 tasks in the full version, 5 in the short version.
Tasks of the 1st subtest
“Finish the sentence. Which word out of five matches the given part of the phrase? »
1. The boot always has... (lace, buckle, sole, straps, buttons) (80% of first-graders with normal development give the correct answer to this question).
If the answer is correct, the question is asked: “Why not a lace?” After a correct explanation, the solution is scored 1 point, with an incorrect explanation - 0.5 points. If the answer is incorrect, the child is asked to think and give the correct answer. For the correct answer after the second attempt, 0.5 points are given. If the answer is incorrect, the understanding of the word “always” is clarified. When solving subsequent samples of the 1st subtest, clarifying questions are not asked.
2. Lives in warm regions... (bear, deer, wolf, camel, penguin)
3. In a year... (24 months, 3 months, 12 months, 4 months, 7 months)
4. Winter month...(September, October, February, November, March)
5. Doesn't live in our country... (nightingale, stork, tit, ostrich, starling)
6. A father is older than his son... (rarely, always, often, never, sometimes)
7 . Time of day... (year, month, week, day, Monday)
8. A tree always has... (leaves, flowers, fruits, roots, shadow)
9. Time of year... (August, autumn, Saturday, morning, holidays)
10 . Passenger transport... (combine harvester, dump truck, bus, excavator, diesel locomotive)
2nd subtest. Classification, ability to generalize
“One word out of five is superfluous and should be excluded. What word should be deleted? If the explanation is correct, 1 point is given; if it is incorrect, 0.5 points are given. If the answer is wrong, ask the child to think and answer again. For the correct answer after the second attempt, 0.5 points are given. When presenting the 7th, 8th, 9th, 10th samples, clarifying questions are not asked.
1. Tulip, lily, bean, chamomile, violet (95% of first-graders with normal development give the correct answer).
2. River, lake, sea, bridge, pond
3. Doll, jump rope, sand, ball, spinning top
4. Table, carpet, chair, bed, stool
5. Poplar, birch, hazel, linden, aspen
6. Chicken, rooster, eagle, goose, turkey
7. Circle, triangle, quadrilateral, pointer, square
8. Sasha, Vitya, Stasik, Petrov, Kolya
9. Number, division, addition, subtraction, multiplication
10. Cheerful, fast, sad, tasty, careful
3rd subtest. Inference by analogy
“Choose from the five words written under the line one word that would fit the word “clove” in the same way as the word “vegetable” fits the word “cucumber.” For the correct answer 1 point, for the answer after the second attempt - 0.5 points. No clarifying questions are asked.
1. Cucumber - Vegetable Clove - ? (Weed, dew, garden, flower, earth)
2. Vegetable Garden - Carrot Garden - ? (Fence, mushrooms, apple tree, well, bench)
3. Teacher - Student Doctor - ? (Glasses, hospital, ward, patient, medicine)
4. Flower - Vase Bird - ? (Beak, seagull, nest, feathers, tail)
5. Glove - Hand Boot - ? (Stockings, sole, leather, leg, brush)
6. Dark - Light Wet - ? (Sunny, slippery, dry, warm, cold)
7. Clock - Time Thermometer - ? (Glass, patient, bed, temperature, doctor)
8. Car - Motor Boat - ? (River, lighthouse, sail, wave, shore)
9. Table - Tablecloth Floor - ? (Furniture, carpet, dust, boards, nails)
10 . Chair - Wooden Needle - ? (Sharp, thin, shiny, short, steel)
4th subtest. Generalization
“Find a generalizing concept suitable for these two words. How can this be called together, in one word?” If the answer is incorrect, you are asked to think again. Scores are similar to previous subtests. No clarifying questions are asked.
1. Perch, crucian carp...
2. Broom, shovel...
3. Summer Winter...
4. Cucumber tomato...
5 . Lilac, hazel...
6. Wardrobe, sofa...
7. June July...
8 . Day Night...
9. Elephant, ant...
10 .Tree, flower...
Processing the results
The maximum number of points that can be scored for solving all four subtests is 40 (100% success rate).
The success rate is determined by the formula:
OU = X x 100%: 40,
where X is the sum of points for all tests.
A high level of success - level 4 - is equal to 32 points or more (80-100% GP). Normal - 3rd level - 31.5-26 points (79-65%).
Below average - 2nd level - 25.5-20.0 points (64.9-50%). Low - 1st level - 19.5 and below (49.9% and below).
Among normally developing first-graders, there are no children with levels 1 and 2 of success. For a child 7-8 years old, low success at levels 1 and 2 is due to the presence of deviations in mental development, underdevelopment of speech, as well as social and everyday neglect.
A short version of the methodology (5 samples in each subtest) for first-graders is analyzed as follows: the highest 4th level of success - 25-20 points; normal level - 19.5-17.5 points; below average (2nd level) - 17.5-15 points; low (1st level) - 12 points and below.
Test “Sequential Pictures” (for children 6-10 years old)
Target:
Equipment: A series of 3-5 drawings that tell about an event. The complexity of the set and the number of pictures depend on age: 4-5 pictures for children 5-7 years old, 8-9 pictures for children 8-10 years old.
Sequential pictures
Masha got sick
Petya goes to the store
Vanya at home and at school
Vanya at home and at school (continued)
Vanya at home and at school (end)
Rainy day
Rainy Day (End)
Sly dog
First, the adult invites the child to look at the pictures and asks what they say. The child carefully examines the pictures. Then the adult asks to arrange the pictures so that a coherent story is obtained.
Pictures are laid out in random order on the table in front of the child, after which initial instructions are given. If a 5-6 year old child cannot immediately determine the content of the situation, he can be helped with leading questions: “Who is depicted here? What are they doing?" etc.
Older children are not provided with such preliminary assistance.
After making sure that the children understand the general content of the pictures, the adult invites them to put the pictures in order.
For younger children, you can clarify: “Arrange the pictures so that it is clear which of them this story begins with and which one ends.” During the work process, an adult should not interfere or help children.
After the child finishes arranging the pictures, he is asked to tell the story that resulted from this arrangement, gradually moving from one episode to another.
If a mistake is made in the layout, the child is pointed out to it during the story and told that it cannot be like that. If the child does not correct the mistake himself, the adult should not rearrange the pictures until the end of the story.
Analysis of results
When analyzing the results, first of all, the correct order of the pictures is taken into account, which should correspond to the logic of the narrative development.
For children 5-5.5 years old, not only a logical, but also an everyday sequence can be correct. For example, a child may put a picture in which a mother gives a girl medicine in front of a card in which a doctor examines her, citing the fact that the mother always treats the child herself, and calls the doctor only to write out a certificate.
For children 6-6.5 years old, such an answer is considered incorrect. In case of such mistakes, the adult invites the child to correct himself. Then, to test the child’s learning ability, he is asked to lay out another set of pictures and tell them.
When teaching, first of all, you need to carefully examine each picture with your child, discussing its content. Then they analyze the content of the entire story, come up with a name for it, after which the child is asked to put the pictures in order.
Test “Elimination of the unnecessary” (for children 6-10 years old)
Target: Explore the level of figurative and logical thinking, operations of analysis, generalization and comparison.
Equipment: Cards (12 pcs.) with 4 words (or 4 images), one of which is extra. For children 5-6 years old, pictures are offered, for children 7-10 years old - words.
Each card with images of objects (or with words, if children are 6-7 years old and well developed) is given separately. Thus, during the testing process, children are sequentially presented with all twelve. Each subsequent task is given to the child after his answer to the previous one - regardless of whether he answered correctly or not.
Children aged 7-10 years, as a rule, are presented with all the cards at once, which they gradually analyze.
An adult’s help consists of additional questions like: “Did you think well? Are you sure you chose the right word?”, but not in direct hints. If the child corrects his mistake after such a question, the answer is considered correct.
Analysis of results
Each correct answer is scored 1 point, each incorrect answer is scored 0 points.
Conclusions about the level of development:
- normal - 8-10 points;
Test “Identification of essential features of concepts” (for children 7 - 10 years old)
Target: Explore the level of verbal-logical thinking, operations of analysis and generalization.
Equipment: A card with concept words and other words attached to them, more or less related to these concepts.
First, the adult invites the child to carefully look at the first line with the words: the main thing is “garden” and additional ones in brackets. Of these, the child must choose the two most important ones, and then answer what the garden cannot exist without.
All twelve word combinations are presented to the child simultaneously. The first phrase is read aloud to the child during instruction; if necessary, it can be analyzed in more detail (especially with children 7-7.5 years old).
Then the children read the words “to themselves” and answer out loud.
Children 9-10 years old can simply underline the necessary words without reading them.
Analysis of results
Conclusions about the level of development:
- normal - 8-10 points;
— low level — 5-7 points;
— intellectual defect — less than 5 points.
Test "Verbal proportions" for children 7-10 years old
Target: Explore the level of verbal-logical thinking, operations of analysis and generalization.
Equipment: Cards with two groups of words. The words forming the first pair are related to each other according to a certain analogy. Children need to understand the principle of this analogy and make a pair of words from the second group.
First, the adult invites the child to look at the words. In the right column it says: “cow - calf”. There is a certain connection between these words. And in the left column at the top the word “horse” is written, and at the bottom there are several different words. The adult asks the child to think and choose among them one that would be as connected with the word “horse” as the word “calf” is connected with the word “cow”.
All cards with two groups of words are presented to the children at the same time.
The first card is read aloud during instruction.
If necessary (if it is difficult for the child to answer or the answer is incorrect), the first card can be analyzed in more detail, but the child must find the correct word on his own. For example, an adult can tell you how to construct a portion: “A calf is born to a cow. And who is born to a horse? So find the right word in the bottom line of the proportion.”
The child completes the following tasks independently.
Older children (9-10 years old) may be allowed not to answer out loud, but to underline the desired word.
Analysis of results
For each correct answer the child receives 1 point, for each incorrect answer - 0 points.
Conclusions about the level of development:
- normal - 8-10 points;
— low level — 5-7 points;
— intellectual defect — less than 5 points.
Methodology for determining the level of mental development of children 7-9 years old E.F. Zambitsevichene
When using this technique, a test is used that consists of 4 subtests, including verbal tasks, selected taking into account the program material of primary classes:
1st subtest - study of differentiation of essential features of objects and phenomena from non-essential ones, as well as the test subject’s stock of knowledge;
2nd subtest - study of generalization and abstraction operations, the ability to identify essential features of objects and phenomena;
3rd subtest - study of the ability to establish logical connections and relationships between concepts;
4th subtest - identifying the ability to generalize.
The test is best done individually.
The tasks are read aloud to adults, while the child reads to himself at the same time.
1st subtest
Choose one of the words in brackets that correctly completes the sentence you started.
1. The boot has... (lace, buckle, sole, straps, button).
2. In warm regions lives... (bear, deer, wolf, camel, seal).
3. In a year... (24, 3, 12, 4, 7) months.
4. Month of winter... (September, October, February, November, March).
5. Passenger transport... (combine harvester, bus, excavator, dump truck).
6. The father is older than his son... (often, always, sometimes, rarely, never).
7. Water is always... (clear, cold, liquid, white, tasty).
8. A tree always has... (leaves, flowers, fruits, roots, shadow).
9. City of Russia... (Paris, Moscow, London, Warsaw, Sofia).
2nd subtest
Here, each line contains five words, four of which can be combined into one group and given a name, and one word does not belong to this group. This “extra” word must be found and eliminated.
1. Tulip, lily, bean, chamomile, violet.
2. River, lake, sea, bridge, swamp.
3. Doll, teddy bear, sand, ball, cubes.
4. Kyiv, Kharkov, Moscow, Donetsk, Odessa.
5. Poplar, birch, hazel, linden, aspen.
6. Circle, triangle, quadrilateral, pointer, square.
7. Ivan, Peter, Nesterov, Makar, Andrey.
8. Chicken, rooster, swan, turkey, goose.
9. Number, division, subtraction, addition, multiplication.
10. Cheerful, fast, sad, tasty, careful.
3rd subtest
Read these examples carefully. In them, on the left, the first pair of words is written that are in some kind of connection with each other (for example: forest/trees). On the right - one word above the line (for example: library) and five words below the line (for example: garden, yard, city, theater, books). You need to choose one word from the five below the line that is associated with the word above the line (library) in the same way as was done in the first pair of words (forest/trees). Examples:
forest/trees = library/garden, courtyard, city, theater, books+;
run/stand = scream/be silent+, crawl, make noise, call, cry.
This means that you should establish what connection is between the words on the left, and then establish the same connection between the words on the right side.
4th subtest
These pairs of words can be called one word, for example: trousers, dress - clothes; triangle, square - figure.
Name the general concept for each pair.
1. Broom, shovel - ...
2. Perch, crucian carp - ...
3. Summer, winter - ...
4. Cucumber, tomato - ...
5. Lilac, rose hips - ...
6. Wardrobe, sofa - ...
7. Day, night - ...
8. Elephant, mouse - ...
10. Tree, flower - ...
Analysis of the results (according to L.I. Peresleni)
1st subtest
If the answer to task 1 is correct, the question is asked: “Why not a lace?”
If the explanation is correct, the child is given 1 point, and if the explanation is incorrect, 0.5 points.
If the answer is incorrect, the child is asked to think and give another, correct answer. For the correct answer after the second attempt, 0.5 points are given.
If the answer is again incorrect, the understanding of the word “always” is clarified, which is important for completing tasks 3, 4, 6.
When the child works on subsequent tasks of the 1st subtest, clarifying questions are not asked.
2nd subtest
If the answer to task 1 is correct, the question “why?” is asked. If the explanation is correct, 1 point is given; if it is incorrect, 0.5 points are given.
If the answer is incorrect, the child is asked to think and give another (correct) answer. For the correct answer after the second attempt, 0.5 points are given.
When completing tasks 7, 9, 10, additional questions are not asked, since children of primary school age cannot yet formulate the principle of generalization. In addition, when completing a task, an additional question is not asked because it has been empirically proven that if a child solves this task correctly, then he knows such concepts as “first name” and “last name.”
3rd subtest
For the correct answer - 1 point, for the correct answer after the second attempt - 0.5 points. No clarifying questions are asked.
4th subtest
The scores are the same as for the 3rd subtest. If the answer is incorrect, you are asked to think again. No clarifying questions are asked.
The sum of points for completing individual subtests and for all subtests as a whole is calculated. The maximum number of points a child can score for all subtests is 40 (success rate is 100%).
An increase in the number of such responses may indicate an insufficient level of voluntary attention and impulsive responses.
The success rate (SS) of solving verbal subtests is determined by the formula:
OU = X /40·100%, where X is the sum of points received by the subject.
Based on the analysis of the distribution of individual data, success levels are determined (norm and mental retardation):
- 4th level of success - 32 points or more (80-100% GP);
— 3rd level — 31.5–26 points (79.9–65%);
— 2nd level — 25.5–20 points (64.9–50%);
— 1st level — 19.5 or less (49.9% and below).
Right answers
1st subtest
1. Sole.
2. Camel.
5. Bus.
6. Always.
7. Liquid.
8. Root.
9. Moscow.
2nd subtest
1. Beans.
4. Moscow.
5. Hazel.
6. Pointer.
7. Nesterov.
8. Swan.
10. Delicious.
3rd subtest
1. Dahlia/flower.
2. Doctor/patient.
3. Orchard/apple tree.
4. Bird/nest.
5. Boot/leg.
6. Wet/dry.
7. Thermometer/temperature.
8. Boat/sail.
9. Needle/steel.
10. Floor/carpet.
4th subtest
1. Working tools.
3. Time of year.
6. Furniture.
7. Time of day.
8. Animal.
9. Month of summer.
List of methods for studying thinking
1. A table with images of objects, one of which does not suit certain criteria (size, shape, color, generic category).
2. Tables with tasks to exclude a concept that does not fit the rest.
3. Tables with logical problems and search for patterns.
4. Forms for the “Identification of essential features” method.
5. Forms for the methods “Simple analogies”, “Complex analogies”.
6. Tables with proverbs and sayings.
7. Scene pictures for comparison; tables with a task for comparing words and concepts.
8. A set of plot pictures of varying degrees of complexity (simple, with a hidden meaning, absurd content, a series depicting a sequence of events).
9. Tables with texts of varying complexity (simple descriptive, complex, with conflicting content).
10. A set of cards depicting objects of different generic categories for studying the classification operation.
11.Tables with riddles.
12. Forms with words for studying associations (one of the options is the selection of words that are opposite in meaning).
13.Tables and cards for conducting a “learning experiment” (methodology by A.Ya. Ivanova).
14. Tables with tasks for “schematization” (Wenger’s technique).
Materials from the manual by Zabramnaya S.
METHOD "EXCLUDE THE EXCESS"
The methodology has two options: the first is research on subject matter, the second - on verbal material.
Goal: study of the ability to generalize and abstract, the ability to highlight essential features.
Subject option
Material: a set of cards with four objects on each card.
One by one, these cards are presented to the subject. Of the four objects drawn on each card, he must exclude one object and give the rest one name. When an extra item is excluded, the subject must explain why he excluded that particular item.
Instructions and progress: “Look at these drawings, there are 4 objects drawn here, three of them are similar to each other, and they can be called by the same name, but the fourth object does not fit them. Tell me which one is superfluous and what the other three can be called , if they are combined into one group."
The researcher and the subject solve and analyze the first task. The rest the subject sorts out independently as far as possible. If he experiences difficulties, the researcher asks him a leading question.
The protocol records the card number, the name of the item that the subject excluded, the word or expression with which he designated the other three, explanations, all the questions that were asked to him, and his answers. This option is suitable for studying children and adults.
Interpretation.
A scale for assessing the level of development of the generalization operation.
Number of points Characteristics of problem solving
1 2 5 5 The subject correctly and independently names a generic concept to designate: 1) objects (words) combined into one group; 2) an “extra” object (word).
4 First, he names the generic concept incorrectly, then he corrects the error: 1) to designate objects (words) combined into one group; 2) to designate an “extra” object (word).
2.5 Independently gives a descriptive characteristic of a generic concept to designate: 1) objects (words) combined into one group; 2) an “extra” object (word).
1 The same, but with the help of a researcher to designate: 1) objects (words) combined into one group; 2) an “extra” object (word).
0 Cannot define a generic concept and does not know how to use help to designate: 1) objects (words) combined into one group; 2) an “extra” object (word).
Verbal option
Material: form with printed series of five words.
Instructions and progress: the subject is presented with a form and told: “There are five words written here on each line, four of which can be combined into one group and given a name, and one word does not belong to this group. It must be found and excluded (crossed out) ".
The execution of this test option is identical to the above. Recommended for testing persons over 12 years of age.
Form for verbal version.
1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pliers, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, mast, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, be indignant, be indignant, understand.
16. Success, failure, luck, winning, peace of mind.
17. Brave, courageous, determined, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault.
20. Pencil, pen, drawing pen, felt-tip pen, ink.
METHODOLOGY "EXTRACTING SIGNIFICANT FEATURES"
Purpose: the technique is used to study the characteristics of thinking, the ability to differentiate essential features of objects or phenomena from unimportant, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract.
Material: a form with rows of words printed on it. Each row consists of five words in brackets and one before the brackets.
The test is suitable for examining adolescents and adults. The words in the tasks are selected in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and abandon the easier, more conspicuous, but incorrect method of solution in which private, concrete situational features are highlighted instead of essential ones.
Instructions for children and teenagers: “Here are given a series of words that make up the tasks. In each line there is one word before the brackets, and in brackets there are 5 words to choose from. You need to choose from these five words only two that are most closely related to the word before the brackets is “garden”, and in the brackets the words: “plants, gardener, dog, fence, earth". A garden can exist without a dog, a fence and even without a gardener, but without land and plants there can be no garden. So you have to choose exactly 2 words - “earth” and “plants”.
Instructions for adults: “On each line of the form you will find one word before the brackets, and then five words in brackets. All the words in brackets have some relation to the one before the brackets. Choose only two that are in greatest connection with the word before the brackets.
1. Garden (plants, gardener, dog, fence, land).
2. River (shore, fish, fisherman, mud, water).
3. City (car, buildings, crowd, street, bicycle).
4. Barn (hayloft, horse, roof, livestock, walls).
5. Cube (corners, drawing, side, stone, wood).
6. Division (class, dividend, pencil, divider, paper).
7. Ring (diameter, diamond, hallmark, circumference, gold).
8. Reading (eyes, book, glasses, text, word).
9. Newspaper (true, incident, crossword, paper, editor).
10. Game (cards, players, chips, punishments, rules).
11. War (plane, guns, battles, guns, soldiers).
12. Book (drawings, story, paper, table of contents, text).
14. Earthquake (fire, death, ground vibrations, noise, flood).
15. Library (tables, books, reading room, wardrobe, readers).
16. Forest (soil, mushrooms, hunter, tree, wolf).
17. Sports (medal, orchestra, competition, victory, stadium).
18. Hospital (rooms, injections, doctor, thermometer, patients).
19. Love (roses, feelings, person, date, wedding).
20. Patriotism (city, homeland, friends, family, people).
Answers (key).
1. Plants, soil. 11. Battles, soldiers.
2. Shore, water. 12. Paper, text.
4. Roof, walls 14. Soil vibrations, noise.
5. Corners, side. 15. Books, readers.
6. Dividend, divisor. 16. Soil, tree.
7. Diameter, circumference. 17. Competitions, victory.
8. Eyes, text. 18. Doctor, patients.
9. Paper, editor. 19. Feelings, man.
10. Players, rules. 20. Motherland, people.
This test is usually included in a battery of reasoning tests. In all cases of independent performance of tasks, the test subject’s decisions should be discussed by asking him questions. Often during the discussion, the subject makes additional judgments and corrects mistakes.
All decisions, questions, as well as additional judgments of the subject are recorded in the protocol. The test is intended primarily for individual examination.
Interpretation.
The presence of more erroneous judgments indicates the predominance of a concrete-situational style of thinking over an abstract-logical one. If the subject gives erroneous answers at the beginning, this can be interpreted as haste and impulsiveness. The results are assessed using the table.
Score in Points:
Number of correct answers
Generalizing function of a word
An excellent “charge” for the brain here is the selection of analogies, metaphors, synonyms and antonyms, etc. It is clear that at first such exercises should be carried out exclusively visually. We will consider more complex options, but this does not change the ideology.
"Finish the sentence"
The child is presented with a list of unfinished sentences.
Instructions: “Continue the sentence by choosing the most suitable word.”
A tree always has... (leaves, flowers, fruits, roots).
The boot always has... (laces, sole, zipper, buckle).
The dress always has... (hem, pockets, sleeves, buttons).
A painting always has... (artist, frame, signature).
At a younger age, this exercise should naturally be performed while standing in front of a specific tree or picture, looking at and touching a specific dress (pot, doll, pineapple).
"Classification by visual pattern"
For this exercise, you can use children's lotto.
Lay out the pictures on the table and ask your child to choose all the pictures that match the given one. For example, for an apple, a child will have to match all the pictures that depict fruits (berries and vegetables - depending on the task). Then ask your child to name each picture; Discuss with him why he made such a choice, how these objects are similar and how they differ.
You can select any pictures with objects according to a certain specified general characteristic, for example, by shape (color, texture, temperature, sound) or functional characteristic.
"Sort it into groups"
The child is offered a number of object images, which he must sort into generalized groups: for example, mushrooms and berries, shoes and clothes, animals and flowers. The child must give a name to each resulting group and list (name) all its components.
"Find similarities and differences"
The child is offered pairs of objects (pictures, words) for analysis, in which he must note the common and the different.
For example: nightingale-sparrow, summer-winter, chair-sofa, birch-spruce, airplane-car, hare-rabbit, glasses-binoculars, girl-boy, etc.
"From specific to general"
Explain the following to your child: there are words that denote many similar objects and phenomena. These words are general concepts. For example, "fruit". This word can be used to describe apples, oranges, pears, etc.
But there are words that indicate a smaller number of similar objects, and they are private, specific. For example, "apples". This word refers to all apples (both large and small, green, red, etc.).
Now ask your child to match general concepts to specific ones. You can make a set of cards with corresponding images to help him. It is clear that it would be useful to come up with similar exercises, but from the “From general to specific” series.
“What more?”
The child must answer the question and justify his answer: “Which is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or mammals, words or nouns, squares or rectangles, cakes or sweets?”
“Choose a general concept”
Invite your child to complete the row and name the following concepts in one word: apple, pear - chair, cabinet -
cucumber, cabbage - boot, boot -
doll, ball - cup, plate -
cat, elephant - leg, hand -
flower, tree - perch, pike -
rose, dandelion - March, September -
oak, birch - lantern, lamp -
rain, snow - day, night -
lake, sea - bee, beetle -
“Classification of objects by generalizing word”
For a given generalized concept (for example, dishes, vegetables, furniture, objects made of iron, etc.), the child must choose from a general set of pictures (real objects) those that will correspond to the given concept.
"Superfluous word"
After reading the words (looking at a set of pictures), the child must answer the questions: “Which word is superfluous? Why?” Plate, cup, table, teapot.
Birch, aspen, pine, oak.
Sofa, table, chair, wood.
Pencil, chalk, pencil case, doll.
Earthquake, typhoon, mountain, tornado.
Circle, triangle, trapezoid, square.
Comma, period, dash, conjunction.
“Eliminate the extra sign”
The child is asked to highlight a feature that does not fit all the others and name a factor that combines the remaining words. Examples: Winter, summer, autumn, June, spring.
Red, blue, beautiful, yellow, gray.
Wooden, glass, iron, dilapidated, plastic.
Old, tall, young, elderly, young.
Sweet, salty, bitter, sour, fried.
"Polysemy of words"
Play the game “Look how interesting it is!” Having named any word (noun, adjective, verb), compete to see who can come up with more situations and sentences in which this word “participates”. For example: you can “fly” in a dream, on an airplane or on a hang glider; like a bird (eagle and swift) and like snow (leaf); high, low, fast, etc.
"Homonyms"
Remember with your child and insert instead of the dots in brackets a word that would mean the same as the words outside the brackets.
TEXTILE (...)
STATE OF MATTER (gas)
SPRING (...)
LOCKPICK (key)
INCLINED SURFACE (slope)
ANIMAL (...)
TENDERNESS (affection)
BAY (...)
PART OF THE FACE (lip)
BENCH (...)
SHOP (shop)
Think about how many actions we carry out automatically. If nature does not always stabilize this level of mental life in left-handed people, you will have to do this. Of course, relying on a rich arsenal of external, conscious means significantly increases the number of degrees of freedom for left-handers to achieve a particular goal.
But the same phenomenon indicates the weakness of their adaptive mechanisms, the wear and tear of the nervous system as a whole - after all, everything is “passed through the head”! We see the consequences everywhere in left-handed people, including in childhood: frequent emotional and psychosomatic breakdowns, a tendency to neurosis-like manifestations and increased exhaustion.
In other words, their neuropsychological status can often be described by the formula: “Nose out, tail stuck...”
"Kogan's Board"
a) identifying the fundamental possibility of making a generalization based on two characteristics in a visual way
forms of thinking;
b) determination of the features (ways) of thinking in the process of receiving and processing conditions
tasks, as well as during the practical implementation of the task;
c) identifying children’s personal reactions in the process of completing a task (or behavioral characteristics).
Material: a tablet is presented, drawn into 25 empty squares. They need to be filled with geometric images of different shapes and colors, in accordance with the “stimuli” specified on the graphed tablet. Some and other stimuli (except for the diamond) are well known to younger mentally retarded schoolchildren in their standard verbal designation.
25 cards with geometric images are presented simultaneously. Each of the cards corresponds to one of the given geometric shapes and one of the color stimuli. You need to fill in the empty squares on the tablet with cards. Correct implementation of practical actions to fill in empty squares presupposes the child’s implementation of internal mental actions, consisting of a visual generalization of objects according to 2 characteristics.
Instructions: “Look, here” (show) there are different “figures.” They need to be sorted into “these” empty cells. Watch how we arrange them. We will put “this” figure “here”: look, its shape matches the “circle”, and its color is “red”...”
Then the child is given another figurine: “Where do we put “this” figurine?” If the child solves the problem incorrectly, the explanation is repeated again while simultaneously showing and explaining the required action. And so on - up to 6 presentations.
Criteria for assessing the data obtained:
1. Methods of incorrect reception and processing of information (conditions of the task for each of its
presentation):
Manipulations with figures without any regard to the conditions of the task;
Applying a fshurka to the stimulus sign;
Generalization based on only one feature (shape or color);
Generalization based on two characteristics - with the rapid loss of the principle of generalization that has arisen in consciousness (slipping to generalization based on the first characteristic);
2. Methods of mental and practical actions in the process of correctly completing a task:
Correct decisions are made in detail in an external, visually effective way, using the “trial and error” method; practical actions are exploratory in nature;
Correct actions are carried out in an internal, mental, visual-figurative manner: practical actions are executive in nature;
Fast or slow pace of receiving and processing the conditions of the task (the number of presentations of the task that provide a stable, critical generalization according to 2 visual characteristics).
3.Features of behavior during the task: - interested, - calm,
“monotonous” or “dynamic” (devoid of any emotional coloring or calm
concentration).
Establishing the Sequence of Events
Goal: study the characteristics of the child’s mental activity, the possibility of establishing cause-and-effect and spatio-temporal relationships, analysis of the child’s speech development.
There are series suitable in content for children, as well as series for adults.
Stimulus material: To conduct the study, a series of plot pictures (2-16 pictures) are required, which depict the stages of an event. In the children's version, you can use the plots of fairy tales.
Instructions: The subject is shown a pack of mixed cards and told: “Here, all the pictures depict the same event. We need to figure out where it all started, what happened next and how it ended. Here (the experimenter indicates the place) put the first picture on which the beginning is drawn, here the second, third... and here the last.”
After the subject has laid out all the pictures, the experimenter writes down in the protocol how he laid them out (for example: 5, 4, 1, 2, 3), and only after that asks the subject to tell in order what happened. If he has decomposed incorrectly, he is asked questions, the purpose of which is to help the patient identify the contradiction in his reasoning and identify the mistakes made.
If the second attempt is unsuccessful, then the experimenter himself shows the subject the sequence of events and, having mixed all the cards again, invites him to lay them out again - for the third time or to compose a story reflecting the sequence of events.
Comparison of concepts
Goal: analysis of the development of the comparison operation
Stimulus material:
Group 1 – 2 words belonging to the same category:
Morning - evening Cow - horse
Pilot - tanker Skis - skates
Tram - bus River - lake
Bicycle - motorcycle Dog - cat
2nd group - 2 words that are much more difficult to find in common; they have more differences:
Crow - fish Leo - tiger
Train - plane Deception - mistake
Shoe – pencil Apple – cherry
Lion - dog Crow - sparrow
Group 3 – tasks for comparing and distinguishing objects in conditions of conflict (where the differences are much more pronounced than the similarities):
Milk - water Gold - silver
Sleigh - cart Sparrow - chicken
Oak - birch Fairy tale - song
Painting - portrait of Rider - horse
Cat - apple Hunger - thirst
Instructions: say what they have in common and how they differ (you must name as many similarities and differences as possible).
Note: if necessary, the experimenter constantly stimulates the subject to search for as many similarities and differences as possible between the words of the pair “How else are they similar?”, “How else?”, “How else are they different from each other?”
Analysis: quantitative processing consists of the number of similarities and differences highlighted by the subjects in each pair.
High level of development of the comparison operation - if more than 20 features are named.
Average level – 10-15 traits.
Low level – less than 10 traits.
It is important to take into account which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.
For preschoolers, the tasks of the 2nd and 3rd groups will be especially difficult. For younger schoolchildren, the operation of generalization often takes the form of isolating common features, behind which lies a visual comparison or isolating objects into a common visual situation; tasks of the 3rd category are difficult for them. A mentally retarded child will not be able to complete the task of distracting a sign and introducing objects into one category, but will always replace such a response either with an indication of the difference or with an introduction to some visual situation.
Interpretation of proverbs
Age of subjects: the technique can be used both in the study of adolescents and adults.
Validity of the methodology: study of the level, purposefulness of thinking, the ability to understand and operate with the figurative meaning of the text, differentiation and purposefulness of judgments, the degree of their depth, the level of development of speech processes.
Stimulus material: a set of proverbs and metaphors.
Examination procedure and instructions: the subject is given several metaphors and proverbs and asked to explain their abstract figurative meaning.
Evaluating the results: The results can be evaluated using Table 1:
Score in points 9 8 7 6 5 4 3 2 1
Number of correct answers 20 19 18 15-17 13-15 10-12 7-8 5-6 4
TABLE 1
You can use this test in another version, asking the test subject to compare phrases with each other and find among them similar or opposite in meaning. This will allow us to diagnose the level of formation of associative processes and flexibility of thinking.
Variants of presented proverbs and metaphors.
1. Strike while the iron is hot. 2. Don’t sit in your own sleigh. 3. There is no smoke without fire. 4. All that glitters is not gold. 5. The forest is being cut down - the chips are flying. 6. You can’t hide an awl in a bag. 7. There are devils in still waters. 8. If you love to ride, you also love to carry sleds. 9. What goes around comes around. 10. Not everything is Maslenitsa for the cat. 11. Chickens are counted in the fall. 12. There is no point in blaming the mirror if your face is crooked. 13. The hut is not red in its corners, but red in its pies. 14. If you drive more quietly, you will go further. 15. I picked up the tug - don’t say it’s not strong. 16. Measure seven times - cut once. 17. They meet you by their clothes, they see them off by their intelligence. 18. The hat doesn’t suit Senka. 19. As it comes back, so will it respond. 20. The spool is small, but expensive. 21. The grave will correct the hunchback. 22. One in the field is not a warrior. 23. Be deceitful. 24. The cat cried. 25. The voice of one crying in the wilderness. 26. The gut is thin. 27. Two boots - a pair. 28. Get it into your head. 29. Garden head. 30. My tongue is my enemy. 31. Make a fool pray to God - he will break his forehead. 32. Well done among the sheep. 33. Goosebumps. 34. One with a bipod, seven with a spoon. 35. Like a blow to the head. 36. A mosquito will not undermine your nose. 37. The fifth wheel in the cart. 38. Further into the forest - more firewood. 39. Like a bolt from the blue. 40. Chickens don’t eat money. 41. The soul sank into the heels. 42. Throw a shadow on the fence. 43. Pound water in a mortar. 44. Let the goat into the garden. 45. I ate little porridge. 46. Storm in a tea saucer. 47. The game is not worth the candle. 48. I would be glad to go to heaven, but sins are not allowed. 49. The forbidden fruit is sweet. 50. At least there’s a stake on your head. 51. If you are afraid of wolves, do not go into the forest. 52. Gave my soul to God. 53. Birds of a feather.
Methodology “Number series”
Goal: study of the logical aspect of mathematical thinking.
Age: Any
Test instructions
Children's version: “Carefully read each row of numbers and in two empty cells write two numbers that will continue this number series.”
Example 2 4 6 8 10 12 14 16
№2 5 10 15 20 25 30
№4 9 9 7 7 5 5
№5 3 6 9 12 15 18
№6 8 2 6 2 4 2
№7 5 9 12 13 16 17
№8 27 27 23 23 19 19
№9 8 9 12 13 16 17
№10 1 2 4 8 16 32
№11 22 19 17 14 12 9
№12 4 5 7 10 14 19
№13 12 14 13 15 14 16
№14 24 23 21 20 18 17
№15 16 8 4 2 1 1/2
№16 18 14 17 13 16 12
№17 12 13 11 14 10 15
№18 2 5 10 17 26 37
№19 21 18 16 15 12 10
№20 3 6 8 16 18 36
Adult version: “You are presented with 7 number series. You must find the patterns in the construction of each row and enter the missing numbers instead of the dashes “-”. Time to complete the work is 5 minutes.”
Test material
№1 24 21 19 8 15 13 - - 7
№2 1 4 9 16 - - 49 64 81 100
№3 16 17 15 1 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 - -
Key to the test
Children's version
№1. 9 10 №11. 7 4
№2. 35 40 №12. 25 32
№3. 2 1 №13. 15 17
№4. 3 3 №14. 15 14
№5. 21 24 №15. 1/4 1/8
№6. 2 2 №16. 15 11
№7. 29 33 №17. 9 16
№8. 15 15 №18. 50 65
№9. 20 21 №19. 9 6
№10. 64 128 №20. 38 76
Adult version
№1. 12 9 №5. 13
№2. 25 36 №6. 44 46
№3. 13 20 №7. 10 4
Interpretation of test results
If a subject finds it difficult to solve such problems, this may mean that he does not analyze digital material well, does not see hidden patterns in it, and therefore cannot use them, therefore, his logical thinking in mathematics is poorly developed.
Object of study: 2nd and 3rd grade students of school No. 534.
Subject of research: verbal and logical thinking of 2nd and 3rd grade students.
Research hypothesis:
3rd grade students are superior to 2nd grade students in the level of development of verbal and logical thinking;
Research objectives:
Determine the level of development of verbal and logical thinking of 2nd and 3rd grade students;
To identify the features of verbal and logical thinking of 2nd and 3rd grade students.
Research methodology
The research methodology includes the test “Study of verbal and logical thinking of children aged 7-10 years” (E.F. Zambatsevichene).
Only one test was used for the study, since it includes 4 subtests, which are aimed at studying various operations of thinking (1st subtest - to identify awareness; 2nd subtest - to classify; 3rd subtest - to study logical thinking, inference by analogy; 4th subtest - on the formation of generalization) and allows you to fairly fully examine the level of verbal-logical thinking in children 7-10 years of age.
Test Description
The original version of this technique - R. Amthauer's test of the structure of intelligence (1953) consists of 9 subtests, used as a group test from the age of 12 without restrictions.
E.F. Zambaciavičienė developed verbal subtests (based on the principle used by R. Amthauer), suitable for examining primary schoolchildren. The methodology she proposes includes 4 subtests of 10 samples each. E.F. Zambatsevichene not only fully cites verbal tasks, the method of their quantitative assessment, but also the results obtained from examining various samples of children studying in mass and special programs in Lithuanian schools. Experimental testing of the proposed E.F. Zambatsyevichene subtests on normally developing primary schoolchildren and testing their suitability for identifying the characteristics of verbal and logical thinking of children with mental retardation (L.I. Peresleni, E.M. Mastryukova, 1986; L.F. Chuprov, 1987, 1988 ), made it possible to create on their basis two modified versions of the technique - full or basic (L.I. Peresleni, E.M. Mastryukova, L.F. Chuprov, 1989) and short for express diagnostics (L.I. Peresleni, E.M. Mastryukova, L.F. Chuprov, 1989).
Brief description of subtests.
The 1st subtest is aimed at identifying awareness.
The tasks that make up this subtest are similar to those used in the “Identification of Essential Features” technique. A qualitative analysis of the results of completing tasks reveals the test subject’s ability to differentiate essential features of objects and phenomena from unimportant and secondary ones, “uncriticality and lack of direction of thinking... weakness of abstraction.” The test taker's task is to complete the sentence with one of the given words, making a logical choice based on inductive reasoning and a sense of language. There are 10 tasks in the full version, and five in the short version. The same ratio of samples in the 3rd and 4th subtests.
2nd subtest - on the formation of logical action (classification), the ability to abstract.
Similar tasks are used in domestic psychodiagnostics and pathopsychology in the “Elimination of unnecessary concepts” technique. With a qualitative analysis of the results of completing tasks, it becomes possible to determine whether the child can be distracted from random and secondary signs, from the usual relationships between objects, and about his ability to use such a mental technique as classification. Number of tasks - 10.
3rd subtest - on the formation of the logical action of “inference” (by solving analogies).
The tasks are aimed at studying the ability to make inferences by analogy. To complete them, the subject must be able to establish logical connections and relationships between concepts. This task determines whether the subject can consistently maintain a given method of reasoning when solving a long series of diverse problems. Since analogies in different tasks are constructed according to different principles and the presence of inertia in the subject’s mental processes makes it much more difficult for him to complete the task - in the subsequent task he tries to identify analogies according to the principle of the previous task.
4th subtest - on the formation of generalizing concepts (subsuming two concepts under a general category - generalization)
The tasks are aimed at identifying a generic characteristic. In this case, not only the properties of an object or phenomenon are analyzed, but also certain relationships between objects are established, which is ensured by a mental process of a more complex level than comparison. The definition of objects can be accurate when the generic concept and specific difference are indicated, or correct, but not accurate enough when only the generic attribute is indicated. A definition at a lower level is considered when the presence of an object is indicated, and an insufficient definition when visual signs are noted - shape, color.
Generalization (definition of objects) is based on identifying a generic characteristic and comparing them. In this case, not only the properties of the object of the phenomenon are analyzed, but also certain relationships are established between objects, which is ensured by a mental process of a more complex level than comparison. Identification of objects has several levels of accuracy. It may be accurate when the genus and species difference are indicated, or correct, but not accurate enough when only the genus is indicated. A definition at a lower level is considered when the presence of an object is indicated, and an insufficient definition is when visual signs are noted - shape, color.
Instructions
The technique is designed to examine a child from 7 to 10 years of age.
The examination is individual; time is not limited. The tests are read aloud by the experimenter, and the child reads simultaneously to himself.
After reading the first task of the 1st subtest, the child is asked: “Which of the five words matches the given part of the phrase?” If the answer is correct, the question is asked: - “Why not a lace?” After a correct explanation, the solution is scored 1 point, if incorrect - 0.5 points. If the answer is incorrect, help is used in which the child is asked to think and give another, correct answer (stimulating help). For a correct answer after the second attempt, the result is scored 0.5 points. If the answer is incorrect, they find out the understanding of the word “always”, which is important for solving samples 6 and 8 of the same subtest. When solving the second and subsequent samples of the 1st subtest, clarifying questions are not asked.
After reading the first task of the 2nd subtest, the experimenter reports that one word out of five is superfluous, it must be excluded and asks: “Which word should be excluded?” If the answer is correct, the question is asked: - “Why?” If the explanation is correct, the result is scored 1 point, if it is incorrect - 0.5 points. If the answer after the first attempt is incorrect, help similar to that described above is used. For the correct answer after the second attempt - 0.5 points. When the 7th, 9th, 10th tests are presented, additional questions are not asked, since children of primary school age cannot yet formulate the principle of generalization used to solve these tests. When presenting sample 8 of the 2nd subtest, an additional question is also not asked, since it has been empirically found that if a child solves this sample correctly, then he knows such concepts as “first name” and “surname”.
After reading the first task of the 3rd subtest, the child is asked to choose from five words written under the line one that would fit the word “clove” in the same way as the word “vegetable” fits the word “cucumber”. For the correct answer - 1 point, for the answer after the second attempt - 0.5 points.
After reading the words of the first task of the 4th subtest, the child is asked to name a generalizing concept suitable for these two words: “How to call this in one word?” If the answer is incorrect, you are asked to think again. Estimates are similar to those given above. When solving the 3rd and 4th subtests, clarifying questions are not asked.
Processing the results
When processing the research results, the sum of points received for completing individual subtests and the total score for the four subtests as a whole are calculated for each child. The maximum number of points that a subject can score for solving all tasks of 4 subtests is 40 (100% success rate), in addition, it is advisable to separately calculate the total total score for completing tests on the second attempt (after incentive assistance). An increase in the number of correct answers after the experimenter invites the child to think more may indicate an insufficient level of voluntary attention and impulsive responses. The total score for the second attempt is an additional indicator useful for deciding which group of children with mental retardation the subject belongs to. It should be noted that success in solving analogy tasks correlates with mental development.
Based on the analysis of the distribution of individual data (taking into account standard deviations), the following levels of success were selected, which most differentiated the studied samples (normally developing children and students with mental retardation):
Level 4 success - 32 points or more (88-100% success rate);
Level 3 - 31.5-26 points (79.9-65%);
Level 2 - 25.5-20 points (64.9-50%);
Level 1 - 19.5 points or less (49.9% and below).
Assignment form for the method
1 subtest
The boot always has...
lace, buckle, sole, straps, buttons
Lives in warm regions...
bear, deer, wolf, camel, penguin
24 months, 3 months, 12 months, 4 months, 7 months.
Month of winter...
September, October, February, November, March
Doesn't live in our country...
nightingale, stork, tit, ostrich, starling
Father is older than his son...
often, always, never, rarely, sometimes
Times of Day …
year, month, week, day, Monday
A tree always has...
leaves, flowers, fruits, root, shadow
Season …
August, autumn, Saturday, morning, holidays
10. Passenger transport...
combine, dump truck, bus, excavator, diesel locomotive
2 subtest
Tulip, lily, bean, chamomile, violet
River, lake, sea, bridge, pond
Doll, jumping rope, sand, ball, spinning top
Table, carpet, chair, bed, stool
Poplar, birch, hazel, linden, aspen
Chicken, rooster, eagle, goose, turkey
Circle, triangle, quadrilateral, pointer, square
Sasha, Vitya, Stasik, Nesterov, Kolya
Number, division, addition, subtraction, multiplication
10. Cheerful, fast, sad, tasty, careful
3 subtest
1. Cucumber Carnation
_____________ ________________________________________
vegetable weed, dew, garden, flower, earth
2. Vegetable garden Garden
carrot fence, mushrooms, apple tree, well, bench
3. Teacher Doctor
_____________ _________________________________________
student glasses, hospital, ward, patient, medicine
4. Flower Bird
_____________ _________________________________________
vase beak, seagull, nest, feathers, tail
5. Boot Glove
_____________ _________________________________________
hand stockings, sole, leather, leg, brush
6. Dark Wet
_____________ _________________________________________
light sunny, slippery, dry, warm, cold
7. Clock Thermometer
____________ _________________________________________
time glass, patient, bed, temperature, doctor
8. Machine Boat
_____________ _________________________________________
motor river, lighthouse, sail, wave, shore
9. Table Floor
_____________ _________________________________________
furniture tablecloth, carpet, dust, boards, nails
10. Needle Chair
_____________ _________________________________________
wooden sharp, thin, shiny, short, steel
4 subtest
Perch, crucian carp...
Broom, shovel...
Summer Winter …
Cucumber tomato …
Lilac, hazel...
Wardrobe, sofa...
June July …
Day Night …
Elephant, ant...
10. Tree, flower...
Carrying out “methods for studying verbal-logical thinking.”
Target: identifying the level of development of verbal and logical thinking of children 7-10 years old
Students of the 2nd and 3rd grades of Moscow school No. 534 took part in the psychodiagnostic examination.
Results obtained during examination of class 2A.
23 subjects took part in the examination.
5 subjects (22%) have level 4 success;
16 subjects (70%) have level 3 success;
Subtests 3 and 4 (inference by analogy and generalization) caused the greatest difficulties for the subjects.
Results obtained during examination of class 3A.
25 subjects took part in the examination.
5 subjects (20%) have level 4 success;
18 subjects (72%) have level 3 success;
2 subjects (8%) have level 2 success.
The subjects had the greatest difficulties when performing subtest 3 (inference by analogy).
conclusions: 92% of subjects have the 3rd and 4th level of success;
8% of subjects have the 2nd level of success.
conclusions: 92% of subjects completed the task well and have
3 and 4 levels of success;
8% of subjects did not cope well enough
with the task and have level 2 success.
09.12.2013 11:04
Methodology for studying verbal-logical thinking
The technique was developed by E. F. Zambatsevichene based on the test of the structure of intelligence
R. Amthauer.
Target: study of the level of development and characteristics of conceptual thinking, the formation of the most important logical operations.
Assessed Universal Learning Activities - cognitive logical:
1. Analysis of objects highlighting essential and non-essential features.
2. Logical actions of comparison, classification according to specified criteria.
3. Formation of logical action “inference”, skillsestablish analogies.
4. Formation of the ability to generalize, generalize and derive commonality for a series or class of individual objects based on identifying an essential connection.
Equipment: questionnaire, including four verbal subtests.
Nature of presentation – possible group, possible individual presentation.
Description of the technique : the methodology includes4 subtests, including 40 verbal tasks (10 tasks each), selected taking into account the program material of primary classes.
Part first subtest includes tasks aimed at identifying awareness, requiring subjects to differentiate the essential features of objects or phenomena from unimportant, secondary ones. Based on the results of completing some tasks of the subtest, one can judge the test taker’s stock of knowledge.
Second subtestdirected to identify the maturity of a logical action (classification), the ability to abstract; consists of tasks that are a verbal version of eliminating the “fifth extra.”
Third subtest- tasks on the formation of the logical action of “inference” (by solving analogies). To complete them, the subject must be able to establish logical connections and relationships between concepts.
Fourth subtestdirected on the formation of generalizing concepts (subsuming two concepts under a common category - generalization), identifying the ability to generalize (the test taker must name a concept that combines two words included in each subtest task).
Instructions and operating procedures . Before presenting the control ten tasks of each subtest, it is necessary to give several training ones in order to introduce children to the task and help them understand the essence of the upcoming intellectual work. While performing test tasks, the text can be read both by the examiner himself and by the children to themselves. A combined presentation of instructions is also possible (first the examiner reads it, then the children read it again to themselves). The third subtest usually causes the greatest difficulties for schoolchildren. The instructions for it must be explained using a variety of training exercises.
Procedure, registration, and analysis of results .
Instructions for all subtests:
I subtest " Continue the sentence with one of the words in brackets. To do this, highlight it.”(Which word of all the ones I name is most suitable? Underline the correct answer).
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exercise |
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II subtest “One word out of five is superfluous, it does not fit with all the others. Listen carefully, which word is superfluous? Underline the correct answer.”
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exercise |
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III subtest “The word “nest” fits the word “bird”, tell me which word fits the word “dog” in the same way as the word “nest” fits the word “bird”. Why? Now you need to choose a pair for other words. Which the word fits the word "dahlia" in the same way as the word "vegetable" fits the word "cucumber". Choose from those that I will name for you. So, a cucumber is a vegetable, and a dahlia is... Underline the correct answer."
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exercise |
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Cucumber |
Dahlia |
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Vegetable |
weed, dew, garden, flower, Earth |
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Teacher |
Doctor |
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Student |
glasses, patients, ward, sick, thermometer |
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Garden |
Garden |
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Carrot |
fence, mushrooms, Apple tree, well, bench |
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Flower |
Bird |
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Vase |
beak, seagull, nest, egg, feathers |
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Glove |
Boot |
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Hand |
stockings, soles, leather, leg, brush |
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Dark |
Wet |
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Light |
sunny, slippery, dry, warm, cold |
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Watch |
Thermometer |
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Time |
glass, temperature, bed, patient, doctor |
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Car |
Boat |
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Motor |
river, sailor, sail,wave, shore |
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Chair |
Needle |
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wood |
sharp, thin, shiny, short, steel |
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Table |
Floor |
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Tablecloth |
furniture, carpet, dust, board, nails |
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IV subtest “What general word can be called...?
Write down the correct answer."
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Exercise |
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1. Broom, shovel (tools) |
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2. Perch, crucian carp (fish) |
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3. Summer, winter (seasons) |
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4. Cucumber, tomato (vegetables) |
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5. Lilac, rose hips (shrubs) |
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6. Wardrobe, sofa (furniture) |
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7. Day, night (time of day) |
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8. Elephant, ant (animals) |
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10. Tree, flower (plants) |
Processing the results . The score for each task is obtained by summing all correct answers for a given subtest.
The overall score is compared with the maximum possible score for this test as a whole (it is 40 points), and in accordance with it the level of development of verbal and logical thinking of schoolchildren is established:
40b. - 30b. (100%-75%) - high level of development;
29-20b. (74%-50%) - average level of development;
19 b. and less (49%-25%) - low level of development
A detailed analysis of individual data is possible in a general summary table, which records not only the points scored, but the numbers of tasks that the student failed to complete (see Appendix).
It is also possible to use summary tables for the class, which indicate the number of students with different levels of development of verbal and logical thinking (see Appendix).
Qualitative data analysis is carried out in the following areas:
- the prevailing level of development of conceptual thinking in the classroom.
- the presence of individual results that differ significantly from the class average.
- the most well-developed components of verbal-logical thinking in the class (logical operations).
- the most poorly developed components of verbal-logical thinking in the class (logical operations).
- students' vocabulary and its features.
Presentation and analysis of individual data .
As a rule, in the first subtest, many students in grades 2-3 make mistakes in tasks 7-10, since they require not only mastery of a certain logical operation, but also specific subject knowledge. If, in addition to these, the student performed poorly on the remaining tasks of the subtest, we can talk not only about low vocabulary, but also about an unformed operation of identifying essential features.
In the second subtest, difficulties often arise when completing tasks 4, 5, 8, 10 (for the reasons stated above).
The most informative precisely from the point of view
mastery of the generalization operation and
comparisons are the remaining tasks.
The third subtest in practice often turns out to be the most difficult for younger students. This is due both to the rather unusual form of constructing tasks and to the demands on intellectual activity that they make. This subtest is informative both from the point of view of the development of conceptual thinking and from the point of view of understanding instructions, skills in various intellectual activities, and the presence of experience of this kind of intellectual extracurricular activity.
When completing tasks of the fourth subtest, children often make mistakes in tasks 5, 7, 8, which require not only generalization skills, subsuming phenomena or objects under a concept, but also specific knowledge of the world around them. They are also informative from the point of view of the child’s stock of knowledge.
In general, individual data analysis should make it possible to identify children with a general low level of development of conceptual thinking or its individual components.
Presentation and analysis of group data . Analysis of the results obtained for the class as a whole is extremely important for building an effective pedagogical process. First of all, the results are recorded in the following summary tables:
Application
|
School surnames nicknames |
1 subtest Vide existence veins new prize nakov |
2 subtest Classy fication |
3 subtest Analogies |
4 subtest Generalization |
General point |
Uro ven develop Tia |
|||||
|
Rear no. nia |
Sum ma ball fishing |
butt nia |
Sum ma ball fishing |
butt nia |
Sum ma ball fishing |
butt nia |
Sum ma ball fishing |
||||
The table records which tasks the student failed to complete.
(in the column “Task No.”).
Application
|
High level of development |
Average level of development |
Low level of development |
|
|
Number of students |
This table records the number of students in the class who have different levels of development of verbal and logical thinking.
Qualitative data analysis is carried out in the following areas:
The predominant level of development of verbal and logical thinking in the classroom;
The presence of individual results that differ significantly from the class average;
The most well developed components of verbal-logical thinking (logical operations);
The most poorly developed components of verbal and logical thinking;
Students' vocabulary and its features;
Interest in intellectual activities that differ from accepted educational forms