List of techniques for the study of attention
1. Forms of "Correction tests" (methods of Bourdon, Pieron-Ruser, Wexler coding).
2. Table for counting multi-colored circles in the sectors of the circle (Rybakov's method).
3. Tables for the simultaneous counting of figures of two types (00 + 0 + 00 ...) (Rybakov's method).
4. Schulte tables (5 tables with randomly arranged numbers from 1 to 25).
5. Tables showing objects with missing details (from Veksler's method).
6. Forms for the method "Account according to Kraepelin".
7. Blanks for the Münsterberg method.
8. Materials from the manual Zabramnaya S.
GORBOV'S METHOD
Purpose: assessment of switching and distribution of attention.
Test Description
The study is carried out using special forms, on which there are 25 red and 24 black numbers. The subject must first find the black numbers in ascending order, then the red numbers in descending order.
The third task is to alternately search for black numbers in ascending order and red numbers in descending order. The main indicator is the execution time.
The first two tasks are performed using one form, the third task - on another form.
Instructions for the test
For adults: “There are 25 red and 24 black numbers on your form. You must find the black numbers in ascending order (from 1 to 24) and then the red numbers in descending order (from 25 to 1). Each time you find the number you need, write down the letter corresponding to that number.
The execution time of the task is fixed.
Second instruction: “Take the second form. Now you have to look for red numbers in descending order and black numbers in ascending order at the same time, alternately. For example: red number 25, black number 1, red number 24, black number 2 and so on.
The letters corresponding to the red numbers are written in one row (top), and the corresponding black numbers are written in the other (bottom), thus two rows of letters are obtained.
Children's version: “On this table, the red numbers from 1 to 24 and the black numbers from 1 to 25 are not in order. You must show and name black numbers in ascending order, and red numbers in descending order at the same time, in turn: 1 - black, 24 - red, 2 - black, 23 - red and so on.
Handling test results
The execution time of each series and errors are taken into account. The time for completing the third task is not equal to the sum of the times spent on completing the first and second, since part of the time is spent on switching attention and promptly keeping the numbers just named in the head. The difference between the two time indicators will be the time to switch attention from one series of numbers to another. The smaller this difference, the better the switching of attention.
Types of errors: skipping a number, repeating the same number twice, and so on.
The children's version of the red-black table can be used after the subject was offered the Schulte tables, since this makes it possible to compare the results of the two methods with each other. .
Data processing in the children's version is similar to the processing of the adult version. For comparison, the average time for completing tasks in the Schulte method and the fixed time for working with the Gorbov table are taken. The difference between the two times will be the switching time of attention.
Corrective samples
Purpose: to study the stability of attention, the possibilities of its switching, the study of the characteristics of the pace of activity, the ability to work into a task, the manifestations of signs of fatigue and satiety, the influence of various types of motivation on the productivity of activity.
Age: from 7 years of age.
Stimulus material: alphabetic, graphic versions of forms.
Procedure: when working with a correction test, the child is asked to identify and cross out in a certain way elements (specific letters, a certain type or specifically oriented graphic objects, etc.), the number of which varies according to the child’s age and special purposes research. So, the letter correction test is very indicative in the study of children with optical-spatial dysgraphia, including in the dynamic plan - as an assessment of the effectiveness of corrective measures. Graphic proofreading tests are more adequate when working with preschool children.
Analyzed indicators:
Tempo characteristics of activity (speed of "execution" of lines, its changes);
The number of errors and their nature (errors of spatial, optical type, etc.);
The dynamics of the distribution of errors depending on the stage of work, its pace and spatial arrangement on the sheet;
The presence of factors of satiety or fatigue;
The leading type of motivation of the child.
Analysis of the results: by the number of correctly identified elements, one can determine the degree of stability of attention, its active volume, the possibility of distributing attention (in accordance with the number of elements necessary for selection). The distribution of errors on the proof sheet makes it possible to assess the features of attention. If the errors noticeably increase towards the end of the work, then this may indicate a weakening of attention due to satiety or fatigue (decrease in working capacity), but if the errors are distributed fairly evenly, this rather indicates a decrease in the stability of attention, the difficulties of its arbitrary concentration. The undulating appearance and disappearance of errors most often indicates fluctuations or fluctuations in attention. In the presence of accidental or special interference during the performance of the task, conclusions can be drawn about the stability of attention, the noise immunity of the child.
Methodology "Schulte Tables"
Determination of the stability of attention and the dynamics of performance. Used to examine people of different ages.
Test Description
The subject is alternately offered five tables on which numbers from 1 to 25 are randomly located. The subject finds, shows and names the numbers in ascending order. The test is repeated with five different tables.
Instructions for the test
The subject is presented with the first table: "On this table, the numbers from 1 to 25 are not in order." Then the table is closed and continued: “Show and name all the numbers in order from 1 to 25. Try to do this as quickly and without errors as possible.” The table is opened and, simultaneously with the start of the task, the stopwatch is turned on. The second, third and subsequent tables are presented without any instructions.
Processing and interpretation of test results
The main indicator is the execution time, as well as the number of errors separately for each table. Based on the results of each table, a "curve of exhaustion (fatigue)" can be constructed, reflecting the stability of attention and working capacity in dynamics.
Using this test, you can also calculate such indicators as (according to A.Yu. Kozyreva):
work efficiency (ER),
degree of workability (VR),
mental stability (PU).
Work efficiency (ER) is calculated by the formula:
ER \u003d (T1 + T2 + T3 + T4 + T5) / 5, where
Ti - time of work with the i-th table.
Evaluation of ER (in seconds) is made taking into account the age of the subject.
Age 5 points 4 points 3 points 2 points 1 point
10 years 45 and under 46-55 56-65 66-75 76 and over
11 years 35 and under 36-45 46-55 56-65 66 and over
12 years 30 and under 31-35 36-45 46-55 56 and over
The degree of workability (VR) is calculated by the formula:
BP = T1 / ER
The result is less than 1.0 - an indicator of good workability, respectively, the higher this indicator is 1.0, the more the subject needs to prepare for the main work.
Mental stability (endurance) is calculated by the formula:
PU = T4 / ER
A result indicator less than 1.0 indicates good mental stability, respectively, the higher this indicator, the worse the mental stability of the subject to perform tasks.
Pieron-Ruser Method
Purpose: used to study and evaluate such parameters of attention as its stability, the ability to switch, distribution, as well as the characteristics of the pace of activity, workability in the task, the manifestation of signs of fatigue and satiety. In its classical version of the presentation, the technique fully realizes the possibility of revealing the level of formation of arbitrary regulation of mental functions (programming one's own activity and its control, retaining instructions, distributing attention according to a number of signs). The technique also gives an idea of the speed and quality of the formation of a simple program of activity, the assimilation of a new mode of action, the degree of development of elementary graphic skills, hand-eye coordination.
Stimulus material: a blank of the technique with the image of geometric figures (4 types of figures) located at the same distance from each other in a 10x10 square matrix. A simple pencil of medium softness (TM).
Age range of application: the technique can be used in work with children 5-8 years old.
The procedure for conducting and recording the results
A blank form of the methodology is placed in front of the child. The psychologist, filling in the blank figures of the sample (in the upper left part of the form), says:
Instruction. “Look, in this box I will put a dot, in a triangle - such a dash (vertical), I will leave the circle clean, I won’t draw anything in it, but in a rhombus - such a dash (horizontal). You will fill in all the other figures yourself, just as I showed you ”(repeat once again where and what to draw - orally). Sometimes it makes sense to add that the figures in the form must be filled in all in a row, without choosing the same ones.
The sample on the sheet remains open until the end of the child's work.
Depending on the age of the child and the objectives of the study, the symbols (dot, dash, vertical line) can be placed in one, two or three figures. The fourth figure should always remain "empty". It is important that the labels in the figures are not "homologous" to the shape of the figure. This technique can be used in a situation of group diagnostics.
Children up to 5.5-6.5 years of age can reduce the amount of the proposed task, for example, up to 6-7 lines (60-70 figures). The analysis of the results of the implementation of the methodology remains the same.
After the child has started to work, the psychologist turns on the stopwatch and records the number of figures on the form filled in by the child every 30 seconds or 1 minute, for example, making marks in the form of dots or dashes directly on the form. It is better to warn about such registration of the child in advance.
It is advisable to note, at least approximately, from what moment the child begins to work from memory, that is, without relying on a look at the sample.
The protocol must indicate how the child fills in the figures: diligently, accurately or impulsively; How does this affect the pace of work? what motivation was the most effective for the child.
Analyzed indicators
The ability to retain instructions (programs, activity algorithms); purposefulness of activity;
Attention parameters (stability, distribution and switching);
The number of correctly filled figures in relation to their total number (correctness index);
The number of completed figures for each minute (the dynamics of changes in the pace of activity);
The number of errors for the recorded periods of time (the dynamics of changes in the number of errors);
The distribution of errors (and their number) in different parts of the sheet - in this case, both the nature of the distribution of errors in the blank space (in the upper and lower parts of the blank, in the right and left), and the features of the performance dynamics and its influence on number of errors;
The nature of the necessary motivation for activity (achievement motivation, competitive, gaming, etc.).
Methodology of T. E. Rybakova
Purpose: to study the level of distribution of attention.
Age: primary school age.
Stimulus material: a form consisting of alternating circles and crosses (each card has 7 circles and 5 crosses, a total of 42 circles and 30 crosses), a stopwatch.
The order of the study: the subject is presented with a form and asked to count aloud, without stopping (without the help of a finger), horizontally the number of circles and crosses separately.
Processing and analysis of the results: the experimenter notes the time it takes for the subject to count the elements, fixes all the stops of the subject and those moments when he starts to lose count. Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of distribution of attention in the subject.
Account according to E. Kraepelin
(modified by R. Schulte)
Purpose: to study the working capacity (exercise), identify the parameters of fatigue and workability in a certain type of action.
A prerequisite for using the technique is the child's ability to perform counting operations in the mind within 20, which imposes requirements not only on the age of the child, but also on his knowledge of the program material.
According to the results of the child's activity, various curves can be constructed, reflecting the characteristics of working capacity, indicating the presence of exhaustion or satiety, especially attention.
Conducting procedure: the child is asked to add (or subtract, depending on the sign in front of the line) two numbers in his mind and tell the psychologist only the result obtained (respectively, the sum or difference between the upper and lower numbers). The child is warned in advance that the specialist will make his notes on the sheet (they are set every 30 seconds (or every minute) in the place where the child is currently stopped).
Analyzed indicators
Availability of full retention of the instruction (program, task execution algorithm);
Parameters of attention (stability of attention, the possibility of its switching);
The pace of work;
The difference between the rate of adding numbers and the rate of their subtraction;
The presence of exhaustion or satiety of activity (differentiation of these processes);
Determination of the period of workability into activity (according to the assessment of the time characteristics of performance).
Correction test
(Bourdon test)
Purpose: to study the degree of concentration and stability of attention.
Description of the test: the examination is carried out using special forms with rows of randomly arranged letters (numbers, figures, newspaper text can be used instead of forms). The subject examines the text or form row by row and crosses out certain letters or signs indicated in the instructions.
Instructions for the text: “On the form with letters, cross out, looking row by row, all the letters“ E ”. Every 60 seconds, at my command, mark with a vertical line how many characters you have already viewed (have managed to view).
Note: other options for carrying out the technique are possible: cross out letter combinations or cross out one letter and underline the other.
Stimulus material: forms with letters (numbers, figures, houses and leaves).
Processing test results: test results are evaluated by the number of missing uncrossed characters, by the time it took to complete, or by the number of characters viewed. An important indicator is the characteristics of the quality and pace of execution (expressed by the number of lines processed and the number of errors missed for each 60-second interval of work).
Attention concentration is evaluated by the formula:
K=S*S/P, where
C - the number of table rows viewed by the subject,
P - the number of errors (omissions or erroneous strikethroughs of extra characters).
An error is the omission of those letters that should be crossed out, as well as incorrect strikethrough.
Sustainability of attention is assessed by the change in browsing speed throughout the task.
The results are calculated for every 60 seconds using the formula:
A is the pace of execution,
S - the number of letters in the scanned part of the correction table,
t is the execution time.
According to the results of the implementation of the methodology for each interval, an "exhaustion curve" can be built, reflecting the stability of attention and performance in dynamics.
The indicator of attention switching is calculated by the formula:
С=(S0/S) * 100, where
S0 - the number of erroneously processed lines,
S is the total number of rows in the part of the table worked out by the subject.
When assessing the switching of attention, the subject receives an instruction to cross out different letters in the even and odd lines of the correction table.
Scale of subjective well-being -
Methodology for studying the ability of attention F.E. Rybakova*
To study the ability of attention is Table. 9 - a circle divided into five equal parts. In each sector of the circle, circles are scattered in disorder in such a way that in each subsequent part of the circle the number of circles increases by 1.5 times compared to the previous one. Thus, in the first sector of the circle (white) there are 12 circles, in the second (green) – 18, in the third (blue) - 28, in the fourth (red) - 42, in the fifth (black) - 63. The subject is asked to count aloud, without the help of a finger, the number of circles, first in the first sector of the circle, then in the second, then in the third, etc. Since the number of circles in each following the first sector becomes more and more, counting them requires more and more attention and usually not everyone succeeds in counting to the end. When calculating the results of the experiment, attention is paid to: 1) how long it took the subject to count the circles in each sector, 2) how correctly the count itself occurred, and, finally, 3) to which sector the count was brought up without error. The number of the sector, to which the count of the circles has been brought up unmistakably, will serve as an indicator of the degree of tension of attention in this subject. For example, the subject correctly counted the number of circles in the first segment, in the second, in the third, but in the fourth he got confused,– consequently, the number 3 serves as an indicator of the degree of tension of attention for him. In the usual setting of the experiment, most normal people keep count correctly up to the fourth segment (inclusive), while people with frustrated attention (for example, mentally ill people) get confused already when counting the first segment.
(F.E. Rybakov "Atlas for the experimental psychological study of personality." - M., 1910) **
* Original F.E. table Rybakova has a diameter of 22 cm.
** Author's note: “The work of Galton, Münsterberg, Bourdon, Ebbinghaus, Kohn, Binet and Henri, Kraepelin, Nechaev, Bernstein, the St. tab. 34-37 ... and tab. 40-41
“The degree of concentration of the excitatory process in the visual and motor analyzers is mainly studied, with a count associated with small oculomotor reactions (remembering which circles have already been counted is also important, that is, the strength of the temporary connections formed, and other points, first of all, the safety of the count, the functions of the second signal system).
The patient is asked to count green circles in one sector (18) without the help of fingers, then blue circles in another sector (28). If he quickly and correctly counted the circles in the first two sectors, you can invite him to count the red circles (42). If, however, there are difficulties in counting the green circles, they suggest counting the circles in the first sector. When evaluating answers, it is necessary to consider whether and how the problem is solved correctly.
Patients with severe symptoms of asthenia ( toxicoinfectious, of organic or other origin) count with difficulty, need prompting, repetition of instructions, often resort to the help of fingers, covering the counted circles with them. Patients in a manic state quickly solve the problem, but often, due to the instability of attention, they make mistakes.
(Atlas for experimental study of deviations in human mental activity.
Ed. I.A. Poleshchuk, A.E. Vidrenko. - 2nd edition, Kyiv, 1979, p. 8)
Tests for schoolchildren. Diagnostics of junior schoolchildren.
The study of the personality of younger students.
- Technique “If you were a magician. If you had a magic wand"
- Technique "Flower-Semitsvetik"
- Method "Joys and sorrows" (method of unfinished sentences)
- Methodology "Who to be?"
- Method "My hero"
- Methodology "Choice"
- Methodology “Scheduling for a week” S.Ya.Rubinshtein modified by V.F.Morgun
- Methodology “Unfinished sentences” by M. Newtten modified by A. B. Orlov
Diagnosis of temperament of younger schoolchildren.
The study of self-esteem of younger students:
Diagnostics of cognitive processes of younger schoolchildren.
Attention:
- Technique “Studying Attention Switching”
- Evaluation of the stability of attention by the method of correction test
- The study of the features of the distribution of attention (method of T.E. Rybakov)
Memory:
- Technique “Determining the type of memory”
- Methodology “Study of logical and mechanical memory”
Thinking:
- Technique “Simple analogies”
- Methodology "Exclusion of excess"
- Methodology “Studying the speed of thinking”
- Methodology “Study of self-regulation”
Imagination:
- Technique "Finishing shapes"
Personality
1. Technique “If you were a magician. If you had a magic wand"
Purpose: to study the desires of younger students.
Research order. The children are invited to name three wishes that they would like to fulfill. It is better not to offer the choice of one desire, since it is still very difficult for younger students to choose the most important desire.
The analysis of responses can be performed according to the following scheme: for oneself, for others. The answers of the second group can be specified: for relatives, for people in general.
2. Method "Flower-seven-flower"
Purpose: diagnosis of the desires of children.
Equipment: paper flower.
Research order. Children read (remember) V. Kataev's fairy tale "Flower-Semitsvetik". It is possible to view a cartoon or filmstrip. Each is given a seven-flower flower made of paper, on the petals of which they write down their desires. Children can give petals with desires to those to whom they are addressed.
Processing of the results can take place according to the following scheme: write out desires, summing up those that are repeated or close in meaning; group: material (things, toys, etc.), moral (have animals and take care of them), cognitive (learn something, become someone), destructive (break, throw away, etc.).
3. Methodology "Joys and sorrows"
(method of unfinished sentences)
Purpose: revealing the nature, content of the experiences of younger students. Research order. The following methods are possible:
1. The guys are invited to complete two sentences: “I am most happy when ...”, “Most of all I am upset when ...”.
2. A sheet of paper is divided in half. Each part has a symbol: a sun and a cloud. Children in the corresponding part of the sheet draw their joys and sorrows.
3. Children each receive a chamomile petal made of paper. On one side they write about their joys, on the other - about grief. At the end of the work, the petals are collected in a chamomile.
4. It is proposed to answer the question: “What do you think pleases and what upsets your parents, teachers?”
When analyzing the answers, one can highlight the joys and sorrows associated with one's own life, with the life of the team (group, class, circle, etc.). The results obtained will give an idea of the core integral properties of the child's personality, which are expressed in the unity of knowledge, relationships, dominant motives of behavior and actions.
4. Methodology "Who to be?"
Purpose: to reveal the interest of children in professions, various jobs, the motives for their choice.
Research order. The guys are invited to: a) draw who they would like to become in the future, make a signature under the picture; b) write a mini-story "Who do I want to become and why?"; c) write a story on the topic: "My mom (dad) is at work."
The processing of the received materials may include the classification of professions, the classification of the motives for their choice, the comparison of drawings, answers, written works, the identification of the influence of parents on the choice of profession.
5. Method "My hero"
Purpose: to determine those samples that the child has that he wants to imitate.
Research order. This technique can be carried out in several versions.
1. Children are asked questions (orally, in writing):
Who would you like to be like now and when you grow up?
Are there guys in the class that you would like to be like? Why?
Which of your friends, heroes of books, cartoons would you like to be like? Why?
2. Invite the children to choose who they wanted to be like: dad, mom, brother, sister, teacher, comrade, acquaintance, neighbor.
3. Composition-story (fairy tale) "I want to be like ...".
Processing of results. When analyzing the results, pay attention not only to who becomes an example to follow, but also why this choice was made by the student.
6.Methodology "Choice"
Purpose: identifying the direction of needs.
Test subject instructions. “Imagine that you have earned (you were given) ... rubles. Think about what you would spend this money on?
Processing of results. The analysis determines the dominance of spiritual or material, individual or social needs.
7. Methodology "Scheduling for the week" (S.Ya.Rubinshtein, modified by V.F.Morgun)
Purpose: diagnosis of the student's attitude to specific subjects and to teaching in general.
Equipment: a sheet of paper divided into seven parts, where the days of the week are signed.
Test subject instructions. Let's imagine that you and I are in the school of the future. This is a school where children can make their own schedule of lessons. Before you is a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. Any lessons can be written. This will be the schedule for the week for our school of the future.
Processing and analysis of results. The experimenter has a real class timetable. This schedule is compared with the schedule of the "school of the future", compiled by each student. At the same time, those subjects are singled out, the number of which the subject has more or less than in the real schedule, and the percentage of discrepancy is calculated, which makes it possible to diagnose the student's attitude to learning in general, and especially to individual subjects.
8. Methodology "Unfinished sentences"
Purpose: diagnosis of learning motivation.
Research order. The experimenter reads out the beginning of the sentence and writes down the end of the sentence that the student says.
The technique is used in grades 2-3 with each student individually.
Test subject instructions. Now I will read you the beginning of the sentence, and you, as soon as possible, come up with a continuation to it.
1. I think a good student is someone who...
2. I think a bad student is someone who...
3. Most of all I love it when a teacher...
4. Most of all I don't like it when a teacher...
5. Most of all I like the school because ...
6. I don't like school but...
7. I am happy when at school ...
8. I'm afraid when at school...
9. I would like the school to...
10. I don't want school to...
11. When I was little, I thought that at school...
12. If I'm inattentive in class, I...
13. When I don't understand something in class, I...
14. When something is not clear to me when doing homework, I ...
15. I can always check if I'm right...
16. I can never check if I'm right...
17. If I need to remember something, I ...
18. When something is interesting to me in the lesson, I ...
19. I always wonder when in class...
20. I'm always not interested when in the classroom ...
21. If we don't get homework, I...
22. If I don't know how to solve a problem, I...
23. If I don't know how to write a word, I...
24. I understand better when in class...
25. I would like that at school always ...
Processing and analysis of results. Initially, each sentence ending is evaluated from the point of view of the student's expression of a positive or negative attitude towards one of the four indicators of learning motivation (1 - the type of personally significant student activity (learning, play, work, etc.); 2 - personally significant subjects for the student ( teacher, classmates, parents influencing the student's attitude to learning); 3 - a sign of the student's attitude to learning (positive, negative, neutral), the ratio of social and cognitive motives of learning in the hierarchy; 4 - the student's attitude to specific academic subjects and their content) . If the end of a sentence does not contain a pronounced emotional relationship to indicators of learning motivation, then it is not taken into account in the analysis. Next, the sum of positive and the sum of negative assessments of this indicator of learning motivation is calculated. They are compared with each other, and the final conclusion is made to the submitted indicator.
Temperament
Studying the temperament of a schoolchild by observation
Purpose: to determine the characteristics of the temperament of a younger student.
Observation plan
1. How it behaves in a situation where it is necessary to act quickly:
a) easy to get started;
b) acts with passion;
c) acts calmly, without unnecessary words;
d) acts timidly, uncertainly.
2. How does he react to the teacher's remarks:
a) says that he will not do this again, but after a while he does the same thing again;
b) is indignant at being reprimanded;
c) listens and reacts calmly;
d) is silent, but offended.
3. As he speaks with his comrades when discussing issues that are of great concern to him:
a) quickly, with fervor, but listens to the statements of others;
b) quickly, with passion, but does not listen to others;
c) slowly, calmly, but surely;
d) with great excitement and doubt.
4. How does one behave in a situation when it is necessary to hand over a test, but it is not finished; or the control is passed, but it turns out that a mistake was made:
a) easily reacts to the created situation;
b) in a hurry to finish the work, indignant about mistakes;
c) decides calmly until the teacher takes his work, says little about mistakes;
d) submits the work without talking, but expresses uncertainty, doubts about the correctness of the decision.
5. How does one behave when solving a difficult problem if it does not work right away:
a) quits, then continues to work again;
b) decides stubbornly and persistently, but from time to time sharply expresses indignation;
d) shows uncertainty, confusion.
6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class asset suggests that he stay at school to complete some task:
a) quickly agrees;
b) is indignant;
c) stays, does not say a word;
d) is insecure.
7. How he behaves in an unfamiliar environment:
a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;
b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;
c) calmly looks at what is happening around, is not in a hurry with decisions;
d) timidly gets acquainted with the situation, makes decisions uncertainly. For observation according to this plan, it is advisable to use the scheme (Table 1), marking the corresponding reactions for each item of the plan with a “+” sign.
Table 1. Scheme for monitoring the temperament of a schoolchild
Option reactions | Observation Plan Items |
||||||
The reactions of each item of the plan correspond to temperaments:
a) sanguine;
b) choleric;
c) phlegmatic;
d) melancholy.
Data processing. The number of "+" signs in the lines corresponding to the items is counted. The largest number of "+" signs in one of the items will indicate the approximate temperament of the subject. Since "pure" temperaments do not exist, according to this scheme, it is possible to establish those features of other temperaments that are to a certain extent inherent in the subjects.
Self-esteem
Modification of the Dembo-Rubinstein technique
Purpose: study of student self-esteem.
Equipment: a form made of checkered paper, on which seven parallel vertical lines 10 cm long are drawn, each with a dot in the middle. The lines are signed in accordance with the scaled qualities: “growth”, “kindness”, “mind”, “justice”, “courage”, “honesty”, “good friend” (the list of qualities can be changed).
Operating procedure. The child is presented with a form. Instruction to the subject: “Imagine that all the students of our class are located along this line according to ... (name of quality). At the top is the most ... (maximum quality), at the bottom - the most ... (minimum quality). Where would you place yourself? Mark with a dash.
After self-assessment of all qualities, a conversation is held with the child in order to clarify the meaning that he puts into each of the names of the quality (except for growth), to find out what he lacks in order to place himself at the very top of the line for a certain quality. The child's responses are recorded. In a conversation, thus, the cognitive component of self-esteem is clarified.
Data processing. The scale is divided into twenty parts (cells) in such a way that the middle is between the tenth and eleventh. The mark placed on the scale is assigned the numerical value of the corresponding cell. The level of self-esteem is presented from +1 to -1. The emotional component of self-esteem is determined by its height, reflecting the degree of self-satisfaction.
In the area of positive values, three levels of satisfaction are distinguished (0.3 - low; 0.3-0.6 - medium; 0.6-1.0 - high). The level of dissatisfaction with oneself is in the area of negative values. The growth scale is not taken into account, it is needed only to explain to the child what the experimenter wants from him. The scores on all other scales are summed up and divided by six. This is the average level of self-esteem of this student.
cognitive processes
Attention
1. Technique "Studying the switching of attention"
Purpose: to study and evaluate the ability to switch attention.
Equipment: a table with black and red numbers from 1 to 12, written out of order; stopwatch.
Research order. At the signal of the researcher, the subject must name and show the numbers: a) black from 1 to 12; b) red color from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is fixed with a stopwatch.
Processing and analysis of results. The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.
2. Assessment of the stability of attention by the method of correction test
Purpose: to study the stability of students' attention.
Equipment: standard test form "Correction test", stopwatch.
Research order. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined. The subject must sit at the table in a comfortable position for this task. The examiner gives him the “Correction Test” form and explains the essence according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently considering each line, look for the letters "k" and "r" and cross them out. The task must be completed quickly and accurately. The subject begins to work at the command of the experimenter. Ten minutes later, the last letter considered is noted.
Processing and analysis of results. The results in the proofreading form of the subject are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during the work, the number of letters that needed to be crossed out are counted. Attention productivity is calculated, equal to the number of letters viewed in ten minutes and the accuracy calculated by the formula
K \u003d m / n x 100%, where K is the accuracy, n is the number of letters that needed to be crossed out, m is the number of letters correctly crossed out during the work.
3. Study of the distribution of attention
(method of T.E. Rybakov)
Equipment: a form consisting of alternating circles and crosses (each line has seven circles and five crosses, a total of 42 circles and 30 crosses), a stopwatch.
Research order. The subject is presented with a form and asked to count aloud, without stopping (without the help of a finger), horizontally the number of circles and crosses separately.
Processing and analysis of results. The experimenter notices the time it takes for the subject to count the elements, fixes all the stops of the subject and those moments when he begins to lose count. Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of distribution of attention in the subject.
Memory
1. Method "Determining the type of memory"
Purpose: to determine the predominant type of memory.
Equipment: four rows of words written on separate cards; stopwatch.
For memorization by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot.
For memorization with visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck.
For memorization with motor-auditory perception: steamboat, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.
For memorization with combined perception: train, cherry, notebook, autumn, floor lamp, meadow, thunderstorm, mushroom, cup, chicken.
Research order. The student is told that a series of words will be read to him, which he must try to remember and, at the command of the experimenter, write down.
The first row of words is read. The interval between words when reading is 3 seconds; the student should write them down after a 10-second break after the end of reading the entire row; then rest 10 minutes.
The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper. Then write down the memorized words on a piece of paper. Rest 10 minutes.
The experimenter shows the student the words of the fourth row, reads them to him. The subject repeats each word in a whisper. Then write down the memorized words on a piece of paper. Rest 10 minutes.
Processing and analysis of results. The predominant type of memory of the subject can be concluded by calculating the coefficient of the type of memory (C). C \u003d a / 10, where a is the number of correctly reproduced words. The type of memory is determined by which of the rows had a greater reproduction of words. The closer the coefficient of the memory type is to one, the better developed the given type of memory is in the subject.
2. Methodology "Study of logical and mechanical memory"
Purpose: study of logical and mechanical memory by memorizing two rows of words.
Equipment: two rows of words (there is a semantic connection between the words in the first row, there is no semantic connection in the second row), a stopwatch.
Research order. The student is told that pairs of words will be read, which he must remember.
The experimenter reads to the subject ten pairs of words of the first row (the interval between the pair is five seconds). After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the memorized words of the right half of the row. Similar work is carried out with the words of the second row.
Processing and analysis of results. The results of the study are recorded in the following table.
Table 2. Volume of semantic and mechanical memory
Volume of semantic memory | Mechanical memory capacity |
||||
Quantity words of the first row (BUT) | Coefficient semantic memory C=B/A | Quantity words of the second row (BUT) | Number of memorized words (B) | Coefficient mechanical memory C=B/A |
|
Thinking
1. Method "Simple analogies"
Purpose: to study the logic and flexibility of thinking. Equipment: a form in which two rows of words are printed according to the model.
1. Run To stand 2. Steam locomotive wagons 3. Leg Boot 4. Cows Herd 5. Raspberry Berry 6. Rye Field 7. Theater Viewer 8. Steamboat jetty 9. Currant Berry 10. Illness Treat 11. House floors | Scream__ a) be silent, b) crawl, c) make noise, d) call, e) stable Horse__ a) groom, b) horse, c) oats, d) cart, e) stable Eyes__________________________________ a) head, b) glasses, c) tears, d) eyesight, e) nose Trees ________________________________ a) forest, b) sheep, c) hunter, d) flock, e) predator Maths ____________________________ a) a book, b) a table, c) a desk, d) notebooks, e) chalk Apple tree ________________________________ a) a gardener, b) a fence, c) apples, d) a garden, e) leaves Library _____________________________ a) shelves, b) books, c) reader, d) library techer, e) watchman Train _________________________________ a) rails, b) station, c) land, d) passenger, e) sleepers Pot ______________________________ a) stove, b) soup, c) spoon, d) dishes, e) cook Television ______________________________ a) turn on, b) install, c) repair, d) apartment, e) master Ladder _______________________________ a) residents, b) steps, c) stone, d) big, e) rise |
Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.
Processing and analysis of results. Eight to ten correct answers testify to a high level of thinking logic, 6-7 answers to a good one, 4-5 answers to a sufficient level, and less than 5 answers to a low level.
2. Method "Exclusion of unnecessary"
Purpose: to study the ability to generalize. Equipment: sheet with twelve rows of words like:
1. Lamp, lantern, sun, candle.
2. Boots, boots, laces, felt boots.
3. Dog, horse, cow, elk.
4. Table, chair, floor, bed.
5. Sweet, bitter, sour, hot.
6. Glasses, eyes, nose, ears.
7. Tractor, harvester, car, sled.
8. Moscow, Kyiv, Volga, Minsk.
9. Noise, whistle, thunder, hail.
10. Soup, jelly, saucepan, potatoes.
11. Birch, pine, oak, rose.
12. Apricot, peach, tomato, orange.
Research order. The student needs to find in each row of words one that does not fit, is superfluous, and explain why. Processing and analysis of results.
1. Determine the number of correct answers (highlighting an extra word).
2. Determine how many rows are summarized using two generic concepts (the extra "pot" is dishes, and the rest is food).
3. Find out how many series are generalized using one generic concept.
4. Determine what mistakes were made, especially in terms of using non-essential properties (colors, sizes, etc.) to generalize.
The key to evaluating results. High level - 7-12 rows summarizedgeneric concepts; good - 5-6 rows with two, and the rest with one; medium -7-12 rows with one generic concept; low - 1-6 rows with one generic concept.
3. Methodology "Studying the speed of thinking"
Purpose: determination of the speed of thinking.
Equipment: a set of words with missing letters, a stopwatch.
Words:
p-ra | d-r-in | p-i-a | p-s-o |
mr | s-m-k | r-ba | is he- |
p-le | k-m-n | fnsh | w-o-ok |
k-sa | p-s-k | x-kk-th | k-sh-a |
t-lo | s-no | y-and-spruce | sh-sh-a |
r-ba | Sol | to-r-tsa | p-r-g |
r-ka | sh-o-a | b-r-for | w-p-a |
p-la | to-and-a | p-e-d | b-r-b-n |
s-lo | s-l-tse | s-eg | to-n-i |
m-re | d-s-a | v-s-a | d-r-in- |
Research order. The following words are missing letters. Each dash corresponds to one letter. In three minutes, you need to form as many singular nouns as possible.
Processing and analysis of results:
25-30 words - high speed of thinking;
20-24 words - good thinking speed;
15-19 words - average speed of thinking;
10-14 words - below average;
up to 10 words - inert thinking.
These criteria should be used when evaluating students in grades 2-4, first-graders can be examined from the second half of the year and start counting from the third level:
19-16 words - high level of thinking;
10-15 words - good;
5-9 words - medium;
up to 5 words - low.
4. Methodology "Study of self-regulation"
Purpose: determination of the level of formation of self-regulation in intellectual activity.
Equipment: sample with the image of sticks and dashes ( I-II-II1-1) on a notebook sheet in a ruler, a simple pencil.
Research order. The subject is offered for 15 minutes on a notebook sheet to write sticks and dashes in a ruler as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer characters from one line to another, write not on every line, but one after the other. In the protocol, the experimenter fixes how the task is accepted and performed - completely, partially or not accepted, not performed at all. It also fixes the quality of self-control in the course of performing the task (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control in evaluating the results of activities (it tries to thoroughly check and checks, is limited to a quick look, does not review the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.
Processing and analysis of results. The level of formation of self-regulation in intellectual activity is determined. It is one of the components of the general ability to learn.
1 level . The child accepts the task completely, in all components, keeps the goal until the end of the lesson; works with concentration, without being distracted, at approximately the same pace; works mostly accurately, if it makes individual errors, then during the check it notices and independently eliminates them; is not in a hurry to hand over the work immediately, but once again checks what is written, makes corrections if necessary, does everything possible so that the work is not only done correctly, but also looks neat and beautiful.
2 level . The child accepts the task completely, keeps the goal until the end of the lesson; makes a few mistakes in the course of work, but does not notice and does not independently eliminate them; does not eliminate errors and in the time specially allotted for checking at the end of the lesson, is limited to a cursory review of what was written, he does not care about the quality of the design of the work, although he has a general desire to get a good result.
3 level . The child accepts the goal of the task in part and cannot keep it in its entirety until the end of the lesson; therefore writes signs randomly; in the process of work, he makes mistakes not only because of inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either in the course of work or at the end of the lesson; at the end of the work does not show a desire to improve its quality; completely indifferent to the result.
4th level . The child accepts a very small part of the goal, but loses it almost immediately; writes characters in random order; does not notice and does not correct mistakes, does not use the time allotted for checking the fulfillment of knowledge at the end of the lesson; at the end immediately leaves the work without attention; indifferent to the quality of the work performed.
5th level . The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set for him; at best, he catches from the instructions only that he needs to act with a pencil and paper, tries to do this by writing or painting the sheet as he will, without recognizing either margins or lines; there is no need to even talk about self-regulation at the final stage of the lesson.
Imagination
Technique "Finishing figures"
Purpose: to study the originality of solving problems on the imagination.
Equipment: a set of twenty cards with figures drawn on them: an outline drawing of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric shapes (circle, square, triangle, etc. ), colored pencils, paper.
Research order. The student needs to finish each of their figures so that a beautiful picture is obtained.
Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in any of the children in the group. The same drawings are those in which different reference figures turned into the same element of the drawing. The calculated coefficient of originality is correlated with one of the six types of problem solving on the imagination.
Zero type . It is characterized by the fact that the child has not yet accepted the task of building an image of the imagination using a given element. He does not finish drawing it, but draws something of his own side by side (free fantasy).
1 type - the child draws the figure on the card in such a way that an image of a separate object (tree) is obtained, but the image is contour, schematic, devoid of details.
type 2 - a separate object is also depicted, but with various details.
3 type - depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).
4 type - the child depicts several objects according to an imaginary plot (a girl walks with a dog).
5 type - the given figure is used qualitatively in a new way. If in types 1-4 it acts as the main part of the picture that the child drew (circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but a pencil lead with which the boy draws a picture) .
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