Methods of pathopsychological diagnostics of perception. Perception study techniques (Perception of space, time and motion. (Can be added)) Spatial perception technique of matching cutouts

Scientific - cognitive

Explanatory

The program is designed for 2 hours a week. Classes are focused on the interests and capabilities of children, and offer maximum flexibility in content. The content of classes is selected based on the needs of studying topics in a compulsory program in subjects, taking into account the peculiarities of the cognitive interests and capabilities of children. Therefore, the structure of the program is represented by three blocks: a block for the development of horizons (Russian language, mathematics, the world, literary reading), a block for the development of intellectual abilities, a block for the development of the creative potential of a child's personality. In the classroom, children acquire thinking and research skills. Children learn:

analyze compare consider the problem from different angles prove check conduct a dialogue work in small groups, in pairs make a plan to collect information

In the first year, the development of perception, memory, attention, thinking, imagination, creativity took place mainly in the play activities of children. Play is the main activity of children in their first year of school.

In the future, classes are aimed at developing the skills and abilities of independent acquisition of knowledge based on work with popular science, educational and reference literature. Students are involved in research, creative and project activities. Analytical and critical thinking of students is formed in the process of creative search and research.

Objectives of the work

creation of favorable conditions for the development of children in the interests of the individual, society and the state;

· Identification and support of capable and gifted children, disclosure of their individuality, development of a holistic worldview, creative and systemic thinking.

Tasks

Providing an opportunity to improve abilities in joint activities with peers, through independent work:

· Holding various extracurricular contests, intellectual games, Olympiads, allowing students to show their abilities:

· The establishment of cooperation between children, parents and teachers in the development of creative abilities of students.

Expected Result

Graduate primary school possessing

Sustained attention,

Developed imagination,

The ability to research and analyze information,

Pathopsychological diagnostics of impaired perception includes methods for studying illusions and hallucinations, methods for diagnosing impairments visual perception, auditory perception, tactile and kinesthetic perception, as well as the perception of space.
Research methods for illusions and hallucinations
Investigation of sensory excitability. It includes an invitation to the subject to peer at the drawings "moving squares" and "wavy background", consisting of squares and lines located in a certain order and perspective, intersecting geometric figures... Next, it is proposed to count the number of squares in each row or obscurely drawn figures. Subjective sensations arising during the experiment, as well as possible illusory stereoscopic deception are evaluated.
Aschafenburg samples. The subject is invited to talk on the phone, which is previously disconnected from the network.
Reichardt's samples. The subject is presented with a blank sheet of paper and asked to consider what is drawn on it.
Lipman samples. After pressing on the eyelids, the subject is asked to say what he sees.
Analysis of perceptual disturbances in the patient's complaints and his behavior during a conversation and other activities.
Diagnosis of visual impairment
Tests for recognition of real three-dimensional objects.
Recognition tests for photographs and realistic images.
Tests for recognition of unfinished objects.
Tests for recognition of contour images.
Tests for recognition of crossed-out images.
Tests for recognition of conflicting images.
Technique "Cutouts". The table above shows figures with cutouts, and at the bottom, on its second half, figures with additions to these cutouts. If you combine the two corresponding shapes (top and bottom), you get a circle. It is necessary to find the corresponding pairs of figures and designate them with numbers.
Methodology "Progressive matrices of Raven". Raven's test is not considered a purely "intellectual" test, such a test of "general intelligence", which include, for example, the Wechsler scale. When solving tasks using Raven's tables great importance has a concentration of active attention and perception.
Projective technique TAT. Directly or indirectly, with its help, it is possible to identify violations of visual perception, defects in semantic perception.
Diagnosis of impaired auditory perception
Tests for recognition of melodies.
Household noise recognition tests.
Tests for the assessment and reproduction of rhythms.
Diagnosis of impaired tactile and kinesthetic perception
Tests for recognizing objects by touch.
Assessment of posture and body position.
Finger pose reproduction tests.
Diagnosis of impaired space perception
Orientation tests in the right and left.
Indoor orientation tests.
Samples for orientation in the city.
Orientation tests in geographical maps.
Samples for orientation in diagrams and drawings.
Compasses technique. The table schematically shows 5 compasses in each line. It is necessary relative to one point of reference of the cardinal points, mentally reproducing the rest of the cardinal points, to determine where the arrow points.

More related news.

Perception is a holistic reflection of reality (objects, situations of events and phenomena), arising from the direct influence of physical stimuli on the receptor surfaces of the sense organs. Perception is not a sum of sensations, but a qualitatively new level of sensory cognition. No perception can be neither truly understood nor adequately described outside the relation to an objective object, to a certain participant or moment of objective reality. Perception is not only associated with action, with activity, but it is itself a specific cognitive activity of juxtaposition, correlating the sensory qualities of an object that arise in it. Perception is a form of cognition of reality.

The sensory data arising in the process of perception and the visual image formed in this process immediately acquire objective meaning, i.e. refer to a specific subject. This subject is defined by the concept fixed in the word; in the meaning of the word, signs and properties are recorded that were revealed in the subject as a result of social practice and social experience. Comparison, collation, verification of the image that appears in the individual consciousness with the object, the content-properties, the features of which, revealed by social experience, fixed in the meaning of the designated word of it, constitute an essential link of perception as cognitive activities... Consider further such characteristics of perception as the perception of space, time and movement.

Perception of space- this is the perception of the shape, size, volume of objects, the distance between them, their mutual arrangement, distance and direction in which they are located.

At the turn of the 18-19th centuries, researchers paid a lot of attention to this problem. All views on the problem of perception can be "reduced to two main ones: the position of nativists and the position of geneticists. The first spoke about the innate perception of space (the innateness of apparatuses for perception), the second argued that the perception of space is a product of development, personal experience. Add authors (Who exactly? )

The perception of space is a complex formation in which heterogeneous components are intertwined in close unity. It is necessary to distinguish between extension and space proper. Extension is externality, which is given directly, primarily, together with the sensory qualities of sensations. And even further, as a result of a more or less long-term development, the perception of space is formed, in which real spatial properties and relations of objects get more and more differentiated and adequate reflection.

The perception of three-dimensional space is based on the function of a special vestibular apparatus located in the inner ear. This apparatus has the character of 3 curved semicircular tubes located in the vertical, horizontal and sagittal planes, filled with fluid. When a person changes the position of the head, the fluid filling the canals changes its position, irritating the hair cells, and their excitement causes changes in the sense of stability of the body (static sensations). This apparatus, which subtly reacts to the reflection of the 3 main planes of space, is its specific receptor.

It is closely related to the apparatus of the oculomotor muscles, and each change in the vestibular apparatus causes reflex changes in the position of the eyes; with rapid and prolonged changes in the position of the body in space, pulsating eye movements occur, called nystagmus, and with a prolonged rhythmic change of visual stimuli (for example, arising when driving a car along an alley with constantly flickering trees or with a long look at a rotating drum with frequent transverse stripes), a state of instability occurs, accompanied by nausea. Such a close mutual connection between the vestibular and oculomotor apparatus, which causes optico-vestibular reflexes, is an essential component in the system of space perception.

The second essential apparatus providing the perception of space and, above all, depth, is the apparatus of binocular visual perception and the sensation of muscular efforts from the convergence of the eyes. It is well known that the depth (distance) of objects is especially well perceived when observing an object with both eyes. For a clear perception of objects, it is necessary that their image falls on the corresponding (corresponding) points of the retina, and this is impossible without the convergence of both eyes. If the convergence of the eyes occurs a slight disparity images, there is a sense of the distance of the object or stereoscopic effect... With a greater disparity of the points of the retina of both eyes, on which the image falls, double vision of the object occurs. Thus, impulses, due to the relative tension of the eye muscles, which provide convergence and displacement of the image on both retinas, are the second important component for the perception of space. ( Expand concepts)

The third important component of the perception of space is the laws of structural perception, described by Gestalt psychologists. Added to them is the last condition - the influence of a well-established previous experience, which can significantly affect the perception of depth, and in some cases - lead to the emergence of illusions.

So a complex set of devices, which underlies the perception of space, naturally requires an equally complex organization of devices that carry out the central regulation of spatial perception. Such a central apparatus is the tertiary zones of the cerebral cortex, or "overlap zones", which combine the work of the visual, tactile-kinesthetic and vestibular analyzers. (Expand the concept of an analyzer)

The perception of magnitude is associated with the eye, i.e. the ability to compare spatial forms located in 3 dimensions.

The perception of the planar shape depends on the clarity of the image obtained on the retina, i.e. from visual acuity. Past experience and representations play an essential role in the constancy of the perception of form. In the perception of a three-dimensional form, deep sensations play an essential role.

Experiments. Ames's experiments on the study of the perception of space are very indicative. For example, the famous Ames room and the experiment on depth perception. The subject looks at the room with one eye through the hole. He is invited to touch through another hole with a long pointer to the far right corner of the ceiling. He can't reach. Then to the far left corner of the ceiling: this time the corner is too close to his surprise than he expected. This is because he looks with one eye.

Let's look at two more experiments. First experiment with balloons... Two balloons, not fully inflated, are lit in the dark. The subject looks at them from 6 meters. At the same time, the bellows abruptly inflate one balloon and deflate the other. It seems that the first ball is rapidly approaching, and the second is receding. You can also create the impression of a change in the relative distance to the balls by increasing the illumination of one of them and decreasing the illumination of the other. It is the increase in the illumination of the object that creates the illusion of its approach. Why is not clear.

And the last experiment. The observer set the size of the light spot so that it resembled a table tennis ball at a distance set by a special mark. In the second series, the observer had to perform a similar task, equating the spot with a billiard ball. In both series, the spot sizes were found to exactly match the sizes of the retinal projections of both balls. (Who set up these experiments)

The excisions described above lead to an important generalization: the less the process of perception is determined by stimuli, the less stable it is and the more it is influenced by factors associated with the observer. This is what underlies such factors as the influence of poverty on the estimation of the size of the coin.

Perception of movement- This is a reflection in time of changes in the position of objects or the observer himself in space. The nature of this process has not yet been fully understood. Some role in the perception of movement is played by the movement of the eyes, which has to be done in order to follow a moving object. In the perception of movement, an undoubtedly significant role is played by indirect signs that create an indirect impression of movement. Comprehending the situation on the basis of indirect signs also plays an important role in the perception of movement.

Theories of motion fall into two groups. The first derives the perception of movement from the elementary, consecutive visual sensations of separate points through which the movement passes, and asserts that the perception of movement arises from the fusion of these elementary visual sensations (Wundt). Theories of the second group argue that the perception of movement has a specific quality that cannot be reduced to such elementary sensations (M. Wertheimer). According to this point of view, the perception of movement can arise even in the absence of an object that moves (phi-phenomenon) - reveal stroboscopic effect.

Our eyes can provide information about movement in two different ways. When the eye remains stationary, the image of a moving object moves along the retinal receptors and triggers rapidly changing signals in them. When the eye itself follows a moving object, its image remains stationary relative to the retina, so that it cannot be a signal of movement, but we still see movement. We see the world as constant because the two systems inhibit each other during normal eye movements. The movement speed can be perceived independently of the timing.

Perception of time- reflection of the objective duration, speed and sequence of the phenomena of reality. In the perception of time, we distinguish: 1) the direct sensation of duration, constituting its sensory basis, due mainly to visceral sensitivity; 2) the actual perception of time. In the perception of time, one must distinguish between duration and time proper. In the actual perception of time, we distinguish: a) the perception of time duration; b) perception of time sequence. The perception of time is based on a rhythmic change of excitement and inhibition. But the perception of time is also conditioned by the content that fills and dismembers it: time is inseparable from real processes occurring in time.

Small periods of time after their expiration are usually more or less strongly overestimated, large ones are underestimated. These data can be generalized into the law of a filled time interval: the more filled and, therefore, divided into small intervals is a time interval, the longer it seems. This law determines the regularity of the deviation of the psychological time of the memory of the past from the objective time.

For the time of experiencing the present, the opposite is true. If the past time in memory seems to us the more long, the richer it was in events, and the shorter, the more empty it was, then with regard to the current time it is the other way around: the poorer it is in events and the more monotonous its course, the longer it is in experience; the richer and more meaningful its filling, the more imperceptibly it flows, the shorter its duration seems.

As the attitude towards the future comes to the fore in the experienced time, the patterns that determine the experienced duration change again. The waiting time for a desired event in direct experience is painfully lengthened, for an undesirable event, it is painfully shortened. The role of this factor can be fixed as the law of emotionally determined estimation of time. It also affects the fact that the time filled with events with a positive emotional sign is reduced in experience, and the time filled with events with a negative emotional sign in the experience lengthens. ( Whose law?) In the subjective underestimation or overestimation of time intervals, there are some age differences: both the underestimation of small and overestimation of large time intervals turned out to be greater in children and adolescents on average than in adults. Individual differences are also reflected in the subjective assessment of time. Some people steadfastly underestimate time, others overestimate it. Characteristic feature time is its irreversibility. Establishing an objective order or irreversible sequence of events in time presupposes the disclosure of a causal relationship between them. Since time is a directional quantity, its unambiguous definition presupposes not only a system of units of measurement, but also a constant starting point from which the countdown is conducted. The natural starting point is the present. But it is also necessary to accept a common coordinate system with a constant point, from which the counting is carried out by means of constant, common units. This initial common point can be fixed only outside the subjective, personal experience, in historical process certain historical event, from which the chronology is conducted.

Pathopsychological diagnostics of impaired perception includes methods for studying illusions and hallucinations, methods for diagnosing impaired visual perception, auditory perception, tactile and kinesthetic perception, as well as space perception.

Research methods for illusions and hallucinations

Investigation of sensory excitability. It includes an invitation to the subject to peer at the drawings "moving squares" and "wavy background", consisting of squares and lines located in a certain order and foreshortening, intersecting geometric figures. Next, it is proposed to count the number of squares in each row or obscurely drawn figures. Subjective sensations arising during the experiment, as well as possible illusory stereoscopic deception are evaluated.

Aschafenburg samples. The subject is invited to talk on the phone, which is previously disconnected from the network.

Reichardt's samples. The subject is presented with a blank sheet of paper and asked to consider what is drawn on it.

Lipman samples. After pressing on the eyelids, the subject is asked to say what he sees.

Analysis of perceptual disturbances in the patient's complaints and his behavior during a conversation and other activities.

Diagnosis of visual impairment

Tests for recognition of real three-dimensional objects.

Recognition tests for photographs and realistic images.

Tests for recognition of unfinished objects.

Tests for recognition of contour images.

Tests for recognition of crossed-out images.

Tests for recognition of conflicting images.

Technique "Cutouts". The table above shows figures with cutouts, and at the bottom, on its second half, figures with additions to these cutouts. If you combine the two corresponding shapes (top and bottom), you get a circle. It is necessary to find the corresponding pairs of figures and designate them with numbers.

Methodology "Progressive matrices of Raven". Raven's test is not considered a purely "intellectual" test, such a test of "general intelligence", which include, for example, the Wechsler scale. When solving tasks on Raven's tables, the concentration of active attention and perception is of great importance.

Projective technique TAT. Directly or indirectly, with its help, it is possible to identify violations of visual perception, defects in semantic perception.

Diagnosis of impaired auditory perception

Tests for recognition of melodies.

Household noise recognition tests.

Tests for the assessment and reproduction of rhythms.

Diagnosis of impaired tactile and kinesthetic perception

Tests for recognizing objects by touch.

Assessment of posture and body position.

Finger pose reproduction tests.

Diagnosis of impaired space perception

Orientation tests in the right and left.

Indoor orientation tests.

Samples for orientation in the city.

Orientation tests in geographical maps.

Samples for orientation in diagrams and drawings.

Compasses technique. The table schematically shows 5 compasses in each line. It is necessary relative to one point of reference of the cardinal points, mentally reproducing the rest of the cardinal points, to determine where the arrow points.

individual

1) Methods for diagnosing attention

Bourdon's proof test.

The purpose of the technique: study of the degree of concentration and stability of attention.

Features of the method: the survey is carried out using special forms with rows of randomly arranged letters (numbers, figures, newspaper text can be used instead of forms). The examinee looks through the text or form row by row and crosses out certain letters or signs indicated in the instructions. There are other options for carrying out the technique: cross out letter combinations (for example, "BUT") or cross out one letter, and underline the other.

Sample results are assessed by the number of missing (uncrossed) characters, by the run time, or by the number of characters viewed. An important indicator is the characteristic of the quality and pace of execution (expressed by the number of processed lines and the number of errors made for each 60-second interval of work).

Based on the results of the methodology implementation, for each interval, a "exhaustion curve" can be built, reflecting the stability of attention and working capacity in dynamics.

When assessing the switchability of attention, the subject is instructed to cross out different letters in the even and odd lines of the proofreading table.

Stimulus material has adult (B-1 and B-2) and children (D-1 and D-2) options.

Landolt's proof test

Purpose of the technique: study of stability and distribution of attention.

Features of the technique:

The technique is a modification of the Bourdon proof test. The survey is carried out using special forms containing a random set of rings with breaks directed in different directions. Each blank contains 22 rows of rings, each with 30 rings.

The subject must find and cross out the rings indicated in the instructions in each line. The work is carried out within 5 minutes. Every minute the experimenter pronounces the word "line", at this moment the subject must put a line in the place of the form where this command found him.

When processing the results, the experimenter determines the number of rings viewed for each minute of work and for all five minutes. It also determines the number of mistakes made in the process of work at each minute, from the first to the fifth, and in general for all five minutes.

When assessing the distribution of attention, the instruction that the subjects receive in this technique is similar to that which was given to them during the previous technique with Landolt's rings. However, in this case, they are asked to find and cross out in different ways simultaneously two types of rings that have breaks in different places, for example, at the top and on the left, and the first ring should be crossed out in one way, and the second in another. These data indicate not only the distribution of attention in its pure form, but also its productivity and sustainability. It is not possible to separate and independently evaluate these properties of attention.

Stimulus material

Correction test "Black and red tables"

The purpose of the technique: determination of switchability and stability of attention. The technique also allows you to identify inertness mental processes, and when timing the individual stages of the subject's work, to establish the presence of increased exhaustion.

Features of the method: The method is a modification of the Schulte tables. For research, a table is used, divided into 49 cells (7 by 7), in which black and red numbers are in random order. The numbers of the black row are from 1 to 25, the red row is from 1 to 24.

According to the instructions, the examinee must first find with a pointer the black numbers in ascending order, and then sequentially, in descending order, show the red numbers. The time spent on this by the subject is recorded. Then another instruction is given: to show black and red numbers alternately and in a different order: 1 - black and 24 - red, 2 - black and 23 - red, 3 - black and 22 - red, etc. As a rule, the time spent looking for numbers when it is necessary to switch attention turns out to be longer than that which is spent on finding them in order. This indicator characterizes the state of the subject's ability to switch attention.

Stimulus material

Methodology for studying the level of attention in schoolchildren

The purpose of the methodology is to study the level of attention and self-control of schoolchildren in grades 3-5.

Features of the technique:

Instructions: “Read this text. Check it out. If you find errors in it (including semantic ones), correct them with a pencil or pen. "

Text: “The old swans bowed their proud necks before him. Adults and children crowded on the beach. Below them lay the icy desert. Otfett I nodded to him. The sun reached out to the tops of the trees and trailed behind them. Weeds are tenacious and fruitful. I was already asleep when someone called out to me. On the table lay a map of your city. The plane is here to help people. Soon I succeeded in a car ”.

The researcher records the time spent working with the text, the characteristics of the child's behavior (whether he works confidently, how many times he checks the text, reads silently or aloud, etc.). Finding and correcting errors does not require knowledge of the rules, but care and self-control are necessary. The text contains 10 errors.

During data processing, the number of missed errors is counted: 0-2 - highest level attention, 3-4 - average level attention, more than 5 - a low level of attention.

The researcher should also pay attention to the quality of errors: omission of words in a sentence, letters in a word, substitution of letters, continuous spelling words with a preposition, etc.

2) Techniques for diagnosing perception and imagination

Methods for studying the brightness-clarity of representations

The purpose of the technique: determination of the brightness-clarity of the ideas arising in the individual. The technique also makes it possible to identify the inertia of mental processes, and when timing individual stages of the subject's work, to establish the presence of increased exhaustion.

Features of the technique: The subject is given tasks to imagine this or that in the appearance of a friend, what a familiar store looks like, a landscape, etc. The person should rate the clarity and brightness of the presentation on a 5-point scale. The scores are then added up.

Incentive material and data processing

Compass technique

The purpose of the technique is to study the perception of spatial features.

Features of the technique: examination of the subject is carried out using a table, which schematically shows 5 compasses in each line. It is necessary relative to one point of reference of the cardinal points, mentally reproducing the rest of the cardinal points, to determine where the arrow points. Then determine which of the 5 compasses points in the direction indicated at the very beginning of the line. For example, on the first line it is indicated to search for South-West. These are # 2 and # 3.

Instructions: “You are familiar with the location of the cardinal points on the compass: north above, south below, east on the right, west on the left (show on the demo poster). The form contains schematic images of compasses with arrows, they show only one direction. You should mentally imagine the rest of the compasses, taking into account the fact that these compasses are inverted or tilted. Your task is to determine where the arrows point on each compass, and find those that correspond to the direction indicated at the beginning of the line. These compasses must be emphasized. Time to work 10 min. Get ready! Let's start! ”

The mark is given according to table 1.

Table 1

Assessment of the perception of spatial features

Stimulus material

Technique "Align cutouts"

The purpose of the technique: study of the features of visual-spatial perception.

Features of the technique: the study is carried out using a table, which can also be presented in the form of a poster. The table above shows 15 figures with cutouts, and below, on its second half, there are also 15 figures with additions to these cutouts. If you combine the two corresponding shapes (top and bottom), you get a circle. It is necessary to find the corresponding pairs of figures and designate them with numbers. The assessment is based on the number of correct answers in 6 minutes. To exclude the memorization of the correspondence of the figures, it is necessary to have several options (change the pictures in places, change the numbers).

Stimulus material

3) Methods for diagnosing thinking

Raven Progressive Matrices

The purpose of the technique: the study of thinking by solving the subjects of tasks to identify the relationship between abstract figures.

Features of the methodology: the test is one of the non-verbal intelligence tests. The subject is presented with drawings with figures connected by a certain dependence. One piece is missing, and below it is given among 6-8 other pieces. The subject's task is to establish a regularity connecting the figures in the figure, and on the questionnaire indicate the number of the desired figure from the proposed options.

In black and white, the test consists of 60 tables (5 series). Each series contains tasks of increasing difficulty. At the same time, the complication of the type of tasks from series to series is also characteristic.

Series A uses the principle of interconnection in the matrix structure. The task is to supplement the missing part of the main image with one of the fragments shown in each table. Completing the task requires the subject to thoroughly analyze the structure of the main image and detect the same features in one of several fragments. Then the fragment is merged and compared with the environment of the main part of the table.

Series B is built on the principle of analogy between pairs of figures. The examinee must find the principle according to which the figure is built in each individual case and, based on this, pick up the missing fragment. In this case, it is important to determine the axis of symmetry, according to which the figures are located in the main sample.

Serie C is built on the principle of progressive changes in matrix shapes. These figures within the same matrix become more and more complicated, as if their continuous development takes place. The enrichment of figures with new elements obeys a clear principle, having found which, you can pick up the missing figure.

Series D is built on the principle of regrouping figures in a matrix. The subject must find this regrouping taking place horizontally and vertically.

Series E is based on the principle of decomposing the figures of the main image into elements.

The missing figures can be found by understanding the principle of figure analysis and synthesis.

The color version of the Raven's intellectual test consists of three series: A, AB, B, 12 matrices in each series.

In series A, the subject must complete the missing part of the image. It is believed that when working with matrices of this series, the following basic thought processes are realized:

Differentiation of the main elements of the structure and the disclosure of connections between them;

Identification of the missing part of the structure and its comparison with the presented samples.

In the AV series, the process of solving tasks consists in analyzing the figures of the main image and then assembling the missing figure (analytical-synthetic mental activity).

When working with matrices of series B, the subject finds analogies between two pairs of figures. He reveals this principle through the gradual differentiation of elements.

The correct solution to each task is estimated at one point, then the total number of points is calculated for all tables and for individual series. The resulting general indicator is considered as an index of intelligence, mental productivity of the respondent. The performance indicators of tasks for individual series are compared with the average indicators.

Stimulus material: black and white version (series A, B, C, D, E), color version (series Ats, Bts, ABts).

Intelligence structure test

The purpose of the technique: the test was developed primarily to assess the level of general abilities in connection with the problems of professional psychodiagnostics. When creating it, R. Amthauer proceeded from the concept that intelligence is a specialized substructure in the integral structure of the personality and is closely related to other components of the personality, such as volitional and emotional spheres, interests and needs.

Intellect is understood by R. Amthauer as a unity of some psychic abilities, manifested in various forms of activity. The test includes tasks for the diagnosis of the following components of intelligence: verbal, counting and mathematical, spatial, mnemonic.

Features of the methodology: The methodology consists of 9 sections with 16-20 tasks in each. Descriptions of tasks and sample solutions are given in the instructions placed before each section. To work on the tasks of any section, a strictly defined time is allotted.

Work description

Psychodiagnostics is an independent type psychological work and is part of the main types of professional activities (practical, research, pedagogical, organizational and managerial), which must be professionally performed by a specialist psychologist.