Experimental studies of the features of logical and mechanical memory in adolescence. Body psychology Author of the method of logical and mechanical memory
Focus
Dominant motives and goals of activity, type of focus (public, personal, business), interests (prevailing interests, their depth, breadth, stability, degree of activity, professional and personal interests), dreams and ideals (the degree of their generalization and reality), elements of the formative worldview.
"Flower-Seven-Flower"
To carry out the technique, you will need a sheet of paper with a "Magic Flower" painted on it with seven multi-colored petals. The size of the petals should be such that the child can write down his desire in it.
Instruction. “Imagine that each of you, as a girl Zhenya from V. Kataev’s fairy tale“ Flower-seven-flower ”, got a magic flower with seven magic petals. Each petal will fulfill one wish. This flower is painted on a leaf. Write one wish on each petal. And in total, each of you will be able to write seven of your most cherished desires. Have you all understood what needs to be done? "
Processing of results and interpretation
The direction of the responses to the fulfillment of their own desires is determined, focused on the benefit of other people (peers, educators, parents, brothers, sisters, etc.), related to school, and broad “universal” (“I want people never to get sick”, “ So that no one kills other people "," Found all the minerals ", etc.).
Since the very structure of the methodology orients children, first of all, towards the actualization of their own desires, the allocation of desires “for others” testifies to the breadth of motivation, going beyond personal experience, the presence of broad sense-forming motives or the formation of a need for the good for other people. At the same time, options are unfavorable when desires “for oneself” are completely absent.
Qualitative categories are determined that characterize the prevailing sphere of preferences.
Most often, there are answers here about the desire to have certain material benefits, to have some new qualities, abilities, to make friends, to improve academic performance, to fulfill the requirements of educators, etc.
Unfavorable options are the fixation of all answers in the sphere of fulfilling the requirements of adults, as well as very specific (“small”) material goods (for example, candy, chewing gum and ice cream).
Particular attention should be paid to the answers related to physical aggression: both to open aggressive tendencies (“I would like to beat everyone, destroy”, “To take revenge on everyone”, “To beat all those who offend me), and the victims of aggression: “So that they don’t beat me”, “So that someone will protect me when they start to beat me again”).
The answer “I don’t know” is an unfavorable indicator, which may indicate both the weakness of desires and needs, the underdevelopment of their reflection, that the child is not used to giving himself an account of his desires, and a kind of “rejection” of desires, their repression and also about a certain closeness in relation to an adult, sometimes having the character of a negative protest. Which of the options takes place in a particular case should be clarified in the process of additional conversation.
The degree of "extension" of desires in time is determined.
The modality of the statement (“I want”, “I would like to”).
The use of the subjunctive mood, which indicates the child's lack of confidence in his “right to desire,” is an unfavorable symptom.
"Unfinished sentences"
The methodology consists of 56 unfinished sentences. Each of them is aimed at identifying the subject's relationship to a particular group of social or personal interests and preferences.
The goal is to study the orientation of the student's personality, the system of his relations.
The order of research: the subjects are offered a form with 56 unfinished sentences, conditionally divided into 7 thematic blocks (8 sentences in each block): attitude towards learning, attitude towards school, attitude towards family, attitude towards peers, attitude towards oneself, attitude towards others people and attitude to their future.
You should strive to complete the task quickly, not allow you to think about the answer for a long time.
Instruction. “There are 56 unfinished sentences on the form. Read and finish them by writing down the first thought that came to your mind. Do it quickly, do not hesitate. If you cannot finish a sentence, circle its number and deal with it later. "
The survey is carried out in two stages. At the first stage, the subjects complete unfinished sentences, at the second stage, they assess their emotional attitude to the content of this ending.
Instructions for the 2nd stage. After reading each sentence, give it an emotional-assessment score: +1, 0, –1, on the following scale:
+1 - a positive assessment and a positive attitude towards what is being discussed, while experiencing positive emotions: joy, satisfaction, gratitude, gratitude, self-confidence, peace, etc .;
0 - neutral assessment and neutral attitude to what is at stake. Lack of any emotion. The offer has not been completed.
–1 - negative assessment, negative attitude towards what is being discussed. Experiencing negative emotions at the same time: irritation, anger, annoyance, fear, sadness, resentment, envy, contempt, etc., or - if the sentence is not completed due to strong unpleasant experiences associated with what is in question.
List of unfinished sentences
1. I study like this ...
2. School authorities ...
3. My mom ...
4. When I'm not there, my friends ...
5. When I start to get unlucky ...
6. Most of the people I know ...
7. I think that in the future ...
8. I would like to study ...
9. Our school ...
10. Compared to most families, my family ...
11. As for our class ...
12. I am capable enough ...
13. From strangers ...
14. It seems to me that in the future I ...
15. In my studies, I see ...
16. At school I ...
17. My family treats me like ...
18. When I give my opinion ...
19. It seems to me that I ...
20. People most often live ...
21. I think planning for the future ...
22. As for the lessons, I ...
23. Our teachers ...
24. I would like my father ...
25. I think my peers ...
26. I could be very happy ...
27. Almost all people strive ...
28. Thinking about the future ...
29. I can learn ...
30. Most teachers ...
31. I believe that most mothers ...
32. In class I feel ...
33. My hidden desire is ...
34. It seems to me that people are mostly ...
35. It seems to me that in five years ...
36. Homework I ...
37. When I go to school ...
38. My mother and I ...
39. As for my classmates ...
40. Most of all I am afraid ...
41. People see meaning in ...
42. In the future I will deal with ...
43. Most subjects ...
44. I think that teachers ...
45. I think my father ...
46. I don't like it when guys ...
47. Most of all I love ...
48. Basically people relate to each other ...
49. It often seems to me that in the future ...
50. When I think about studying ...
51. When I remember our school ...
52. My father and I ...
53. When in the summer I remember our class ...
54. I think about me ...
55. People often ...
56. I consider the purpose of my life ..
Key
Grades for each block are summed up algebraically, for example, study: 0, 0, +1, –1, +1, +1, +1, –1 = +2. The result is a generalized semantic attitude on a given topic (sphere). Naturally, the student can give a purely speculative assessment, without emotional involvement. But research shows that the questions that make up the test are emotionally significant enough for adolescents.
Interpretation. During the approbation of the test, based on the analysis of 316 setting fields, the following scale of assessments of generalized attitudes was obtained:
very positive - more than 3;
positive - from 1 to 3;
neutral - from 0 to 1;
negative - from –3 to –1
extremely negative - less than –3.
However, a qualitative analysis of projections shows that often already at the neutral level of the assessment scale (from 0 to +1) serious psychological problems of students begin in this area of reality.
As a result, testing identifies areas in which positive attitudes prevail (positive experience, positive perception, positive expectations), and areas in which attitudes close to negative or negative (negative experience, negative perception, negative expectations) prevail. It is in the latter that the child has the greatest number of psychological problems, the productivity of activity decreases, etc. These can be educational difficulties, and relationships with teachers, with parents and relatives, with peers, low self-esteem and dissatisfaction with oneself.
Spheres of manifestation of generalized semantic attitudes
|
Attention
types, properties, impact on academic performance and discipline, age appropriateness.
"Studying attention switching"
Purpose: study and assessment of the ability to switch attention. Equipment: a table with black and red numbers from 1 to 12, not written in 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 from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 is black, 12 is red, 2 is black, 11 is red, etc.). The experiment time is recorded using 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.
"Assessment of the stability of attention by the method of proofreading"
Purpose: to study the stability of students' attention. Equipment: standard test form "Proof test", stopwatch. Research order. The research must be carried out individually. You need to start making sure that the subject has a desire to complete the task. At the same time, he should not get the impression that he is being examined.
the subject should sit at the table in a position comfortable for the task.
The examiner gives him the "Proof test" form and explains the essence according to the following instructions: "The letters of the Russian alphabet are printed on the form. Sequentially examining 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 marked.
Processing and analysis of results. The results in the proofreading form of the examinee 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 had to be crossed out are counted.
The productivity of attention is calculated, equal to the number of letters viewed in ten minutes and the accuracy calculated by the formula K = m: n * 100%, where K is the accuracy, n is the number of letters that needed to be crossed out n, m is the number of correctly crossed out during work letters.
Memory.
The level of development of various types of memory, individual and age characteristics, the tendency to cramming, the impact on academic performance.
"Determining the type of memory"
Purpose: to determine the prevailing 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, saucepan, parrot.
To memorize by visual perception:
plane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck.
For memorization with motor-auditory perception
: steamer, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.
To memorize 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 should 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 the reading of the entire row; then rest for 10 minutes.
The experimenter reads to the student the words of the third row, and the subject repeats each of them in a whisper and "writes down" in the air. Then he writes down the words he remembered on a piece of paper. Rest for 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, "writes" it in the air. Then he writes down the words he remembered on a piece of paper. Rest for 10 minutes.
Processing and analysis of results. It is possible to draw a conclusion about the prevailing type of memory of the subject by calculating the coefficient of the type of memory (C). C =, where a - 10 is the number of correctly reproduced words.
The type of memory is determined by which of the series was the largest reproduction of words. The closer the coefficient of the type of memory is to one, the better this type of memory is developed in the subject.
"Study of logical and mechanical memory"
Purpose: the study of logical and mechanical memory by memorizing two rows of words.
Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is no), a stopwatch.
Research order. The student is told that pairs of words will be read that he needs to remember. The experimenter reads to the subject ten pairs of words of the first row (the interval between a 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
The amount of semantic and mechanical memory
Thinking.
The level of development of species and operations; independence, flexibility, activity, speed of thought processes, consistency; impact on academic performance.
"Simple analogies"
Purpose: to study the consistency and flexibility of thinking.
Equipment: a form in which two rows of words are printed in the pattern.
1. Run Scream
stand a) be silent, b) crawl, c) make noise, d) call, e) stable
2. Steam locomotive Horse
wagons a) groom, b) horse, c) oats, d) cart, e) stable
3. Eye Leg
boots a) head, b) glasses, c) tears, d) vision, e) nose
4. Cow Trees
herd a) forest, b) sheep, c) hunter, d) flock, e) predator
5. Raspberry Math
berry a) book, b) table, c) desk, d) notebooks, e) chalk
6. Rye Apple tree
field a) gardener, b) fence, c) apples, d) garden, e) leaves
7. Theater Library
viewer a) shelves, b) books, c) reader, d) librarian, e) watchman
8. Steamer Train
pier a) rails, b) station, c) land, d) passenger, e) sleepers
9. Currant Casserole
berry a) plate, b) soup, c) spoon, d) dishes, e) cook
10. Illness TV
treat a) turn on, b) install, c) repair, d) apartment, e) master
11. House Ladder
floors a) residents, b) steps, c) stone,
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 to do this, one pair of words can be made out with him.
Processing and analysis of results. Eight to ten correct answers indicate a high level of logic of thinking, 6-7 answers are good, 4-5 are sufficient, and less than 5 are low.
"Excluding 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, sleigh.
8. Moscow, Kiev, 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 unnecessary, and explain why.
Processing and analysis of results.
1. Determine the number of correct answers (highlighting an extra word).
2. Establish how many rows are summarized using two generic concepts (the extra "pot" is the dishes, and the rest is food).
3. Reveal how many series are generalized using one generic concept.
4. Determine what mistakes were made, especially in terms of use for generalization of non-essential properties (colors, sizes, etc.).
The key to evaluating results. High level - 7-12 rows are summarized with generic concepts; good - 5-6 rows with two, and the rest with one; middle - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept.
Imagination.
Recreational and creative, inclination to fantasize, manifestation in creative activity, originality, convergence, flexibility, fluency, independence, generalization, emotionality; the level of development of a person's creativity.
"Drawing figures"
Purpose: to study the originality of solving problems for the imagination.
Equipment: a set of twenty cards with figures drawn on them: an outline image 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 drawing 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. Those drawings in which different reference figures turned into the same drawing element are considered to be the same.
The calculated originality coefficient is correlated with one of six types of solution to the imagination problem. Zero type. It is characterized by the fact that the child does not yet accept the task of constructing an image of the imagination using a given element. He does not finish drawing it, but draws something of his own next to it (free fantasy).
Type 1 - the child draws the figure on the card so 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.
Type 3 - depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).
Type 4 - the child depicts several objects according to an imaginary plot (a girl walks the dog).
Type 5 - the given figure is used in a qualitatively 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 imagination (the triangle is no longer a roof, but a pencil lead with which the boy draws a picture ).
" Varteg's method "Circles" "
Instruction. There are 20 circles drawn on the form (Fig. 1). Your task is to draw objects and phenomena using circles as a basis. You can draw both outside and inside the circle, use one circle for drawing. Think about how to use circles to create original designs. Under each drawing, write what is drawn. Draw from left to right. The task is given 5 minutes.
Do not forget that the results of your work will be judged by the degree of originality of the drawings.
Processing of results
1. The indicator of thinking fluency is calculated - the total number of drawings, 1 point is given for each drawing. Average values of thinking fluency are presented in table. 1.
2. Flexibility of thinking - the number of classes of drawings, for each class - 1 point. The results obtained are compared with the average values (Table 2).
Pictures are grouped by classes:
nature;
Houseware;
science and technology;
sport;
decorative items (of no practical value used for decoration);
human;
economy;
Universe.
3. Originality of thinking - for each rare drawing - 2 points.
Character.
Description of character traits by types of relationships (to oneself, other people, activities, things), character traits, type of accentuation.
"Drawing of a Man"
Test instructions
The test procedure consists of giving the child a simple medium-soft pencil and a standard blank A4 paper. And they ask to create a picture: "Draw, please, the person you want."
Observations of the child made in the process of working on the drawing will provide important information about its features.
How did he react to the assignment?
Did he show resistance or rejection?
Did you ask additional questions and how many?
Was there an urgent need for further guidance?
If so, how: did he declare it directly or was it expressed in his movements and behavior?
Maybe the child boldly proceeded to the task and did not express any doubts about his abilities?
Or were his doubts and uncertainties reflected in everything he did and said?
Such observations provide a lot of food for thought: maybe the child feels insecure, he is anxious, restless, unsure of himself, doubtful, suspicious, arrogant, shows negativism, is extremely critical, hostile, tense, calm, trusting, curious, embarrassed , alert, impulsive, etc. etc.
After the drawing is completed, ask the child if he drew everything, and then proceed to the conversation, which is based on the drawing and its features. In the course of the conversation, you can clarify all the unclear points of the drawing, and through the relationships, feelings and experiences that the child expresses during the conversation, you can get unique information regarding his emotional, psychological state. The conversation may include questions:
Who is this man?
Where does he live?
Does he have friends?
What does he do?
Is he good or bad?
Who is he looking at?
Who is looking at him?
Other questions to ask your child in order to get the most information from him:
Do you know this man?
Who does he look like, who does he resemble?
Who were you thinking about when you were drawing?
What is the drawn person doing, what is he doing at the moment?
How old is he?
Where is he located?
What's around him?
What is he thinking about?
How does he feel?
What does he do?
You like him?
Does he have bad habits?
Does he have any desires?
What comes to your mind when you look at this painted person?
Is this person healthy?
What does this person want most?
During this conversation with the child, you can ask him to clarify or comment on the unclear details in the picture, questionable or unclear places. Also ask which part of the body, in his opinion, worked out best and why, and which part was the most unfortunate, why.
Interpreting test results
Short version of graphic information processing
The answers to the questions below will make it clear whether the child is showing any obvious deviations, whether signs of psychopathology are observed.
· The person has a head drawn.
· He has two legs.
· Two arms.
· The trunk is sufficiently separated from the head.
· The length and width of the body are proportional.
· The shoulders are well defined.
· The arms and legs are connected to the torso correctly.
· The joints of the arms and legs with the body are clearly marked.
· The neck is clearly visible.
· The length of the neck is proportional to the size of the body and head.
· The person has eyes drawn.
· He has a drawn nose.
· The mouth is drawn.
· The nose and mouth are of normal size.
· Nostrils are visible.
· The hair is drawn.
· The hair is well traced, it evenly covers the head.
· The person is drawn in clothes.
· At least the main parts of the clothing (pants and jacket / shirt) are drawn.
· All the clothes shown in addition to the above are well drawn.
· The clothes do not contain absurd and inappropriate elements.
· The fingers are depicted on the hands.
· Each hand has five fingers.
· The toes are well proportioned and not too outstretched.
· The thumb is well defined.
· The wrists are well traced by narrowing and subsequent expansion of the forearm in the area of the hand.
· The elbow joint is drawn.
· The knee joint is drawn.
· The head is in normal proportion to the body.
· The arms are the same length as the body, or longer, but no more than twice.
· The length of the feet is approximately 1/3 of the length of the legs.
· The length of the legs is approximately equal to the length of the body or longer, but not more than twice.
· The length and width of the limbs are proportional.
· On the feet you can see the heels.
· The shape of the head is correct.
· The body shape is generally correct.
· The outlines of the limbs are accurately reproduced.
· There are no gross errors in the transfer of the remaining parts.
· The ears are clearly visible.
· The ears are in place and of normal size.
· Eyelashes and eyebrows are drawn on the face.
· The pupils are positioned correctly.
· The eyes are proportional to the size of the face.
· The person looks straight ahead, their eyes are not slanted to the side.
· The forehead and chin are clearly visible.
· The chin is separated from the lower lip.
Conclusions are very easy to draw. In general, the child's drawing should correspond to the description given. The closer his drawing is to this sample, the higher the level of his development. Give each affirmative answer one point and add up the points obtained. A normally mentally developed child should achieve the points indicated below in accordance with his age.
5 years - 10 points.
6 years old - 14 points.
7 years old - 18 points.
8 years old - 22 points.
9 years old - 26 points.
10 years old - 30 points.
11 years old - 34 points.
12 years old - 38 points.
13 years old - 42 points.
14 years - over 42 points.
Additional details of the drawing, such as a cane, briefcase, roller skates, etc., speak in favor of the child, but on condition that this detail is appropriate in this drawing or even necessary for a given person depicted, for example, a sword for a warrior.
There may also be negative signs in the picture, which should be paid attention to, since they may indicate certain problems.
There are no eyes on the face; one eye on the face in full face; two eyes on the face in profile.
No nose, nose in the form of a single vertical line or point.
No mouth or one-dimensional mouth in a horizontal line.
No torso or stick torso.
There are no hands (one hand is in front of the figure), no fingers.
Mitten brushes, stub brushes or fingerless circles.
No feet.
There are no clothes and no sex characteristics.
The lower leg is wider than the thigh and other irregularities in body proportions.
First of all, note if there are gross errors in the depiction of the figure, such as those listed above. If we proceed from the fact that the drawing of a human figure symbolizes the image of the body, which is considered very susceptible to external stimuli that disturb the emotional state of the child, then the drawing will symbolically reflect the problems that he is experiencing.
The more severe the child's disorder, the more his body image and graphic representation of the latter suffers. Following the body image, the child's drawing may suffer in whole or in part, or simply become slightly different from the generally accepted one. Among the serious deviations, such as the image of a figure with scattered parts of the body, completely inappropriate details, the image of another object instead of a person, the erasure of a drawn human figure, rigid, immobile, robotic or very bizarre figures. Such cases indicate serious problems and disorders.
Another significant negative factor is the child's portrayal of a figure of the opposite sex, which is not necessarily associated with homosexual tendencies, as is often believed. It can be an expression of a confused sexual role, strong attachment or dependence on a parent of the opposite sex, strong attachment or dependence on some other person of the opposite sex.
Symbolic meanings of the human figure
Each part of the depicted figure acquires a special symbolic meaning, since it reflects the echoes of the emotional and social life of the child.
When interpreting this test, hasty conclusions are unacceptable. Research shows that the ways and manner of expressing emotions, experiences, conflicts and other aspects of a child's mental life change depending on the situation and vary from person to person. Therefore, there is no need to make a diagnosis based on a single sign; in the analysis process, it is necessary to take into account the drawing as a whole.
The head, forehead are the personification of the sphere of intelligence, the place of localization of the child's "I", his mental center, so it is not surprising that maximum attention is paid to the head.
If the child pays little attention to the head, this may indicate problems of adaptation to the social environment, difficulties in communication, or even the presence of neurosis, since the head and, in particular, the forehead is also a reflection of self-control and the sphere of social contacts. This is the part of the body that is always open to the views of others and through this is involved in the process of relationships with other people.
The absence of a forehead means that the child is deliberately ignoring the mental sphere. The ratio of the proportions of the head and body is the relation between the physical and the spiritual in the child.
If a person has a disproportionately large head, this may be a sign that the child is suffering from headaches or is experiencing other negative effects in this area. Fixation on the head can be associated with a weakening of intellectual ability or control, resulting in
Target: the study of logical and mechanical memory by memorizing two rows of words.Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is no), a stopwatch.
First row:
doll - play
chicken - egg
scissors - cut
horse - sleigh
book - teacher
butterfly - fly
snow winter
lamp - evening
brush - teeth
cow - milk
Second row:
beetle - chair
compass - glue
bell - arrow
tit - sister
watering can - tram
boots - samovar
match - decanter
hat - bee
fish - fire
saw - scrambled eggs
Processing and analysis of results... The results of the study are recorded in the following table.
The amount of semantic and mechanical memory
Lecture 21. Methods for the study of thinking
VISUAL-IMAGE THINKING. METHOD OF "DOUBLE STIMULATION" (METHOD OF VYGOTSKY-SAKHAROV)
Visual-figurative thinking, as well as visual-active, belongs to the number of very early types. Its formation refers to the period from 2-3 years to 5-6 years. The child learns reality through the formation of perceptual signs, which are generalized and help to recognize new objects, confidently manipulate the known ones, classify them into certain groups, i.e., the child intensively develops thinking in a form accessible to him, higher in comparison with visual effective form. In an adult, visual-figurative thinking is largely based on the properties of conceptual abstract-logical thinking, in its pure form it seems to go to the periphery. But in some cases, for example, with good development of the right hemisphere of the brain, in some professions - artist, sculptor, designer, painter - it remains the main type in adults (according to I.P. Pavlov, it is a type of artistic thinking).
The unit of visual-figurative thinking is a perceptual image with its constituent typical features for phenomena and objects of reality. Signs can be complete or incomplete, partial, adequate or inadequate, habitual and unusual, conscious and subconscious. The very process of the development of thinking consists in constant change, correction and awareness of the features that make up the perceptual image.
The “double stimulation” technique was proposed to study the correlation of features of two levels: sensory-perceptual, which are based on the sensory properties of objects, and verbal, which are based on abstract symbolic features. On the whole, according to this technique, for example, with the help of the observation method, the main mental operations are well traced: analysis, synthesis, comparison, generalization, abstraction.
RESEARCH OF VISUAL-IMAGE THINKING USING THE "PICTOGRAM" METHOD
This technique is one of the most widespread, and it allows one to obtain quite extensive information concerning not only the characteristics of visual-figurative thinking, but also the characteristics of the emotional state of the subjects, the orientation of their consciousness, and personal properties. This allows the technique to be used for a wide variety of purposes, for example, in art therapy, assessment of interpersonal relationships, in the establishment of hierarchical values.
The technique was proposed by the Russian neuropsychologist A.R. Luria in 1936. At first, this technique was intended only for clinical trials, but its simplicity and informational content still allow us to expand the scope of its application.
The essence of the methodology consists in the transmission of a verbally designated concept through its image. The name itself - a pictogram - denotes a drawing letter, when objects, events and actions are denoted by pictures or conventional signs. This is typical for illiterate people, children, some nationalities, for example the American Indians, some of the peoples of our North. Sometimes this method of communication is recognized as the most effective in some services, for example ATC, where various types of prohibitory or permitting signs are quite meticulously designed. The subject is not given any restrictions on the completeness and content of the image, as well as on the materials used: color, size, time. Nevertheless, for the convenience of conducting an educational experiment, we can recommend that the subjects adhere to a certain order of completing the task in the form of tables.
When processing experimental data, not only indicators of all four criteria are taken into account, but also procedural issues (ease of completing the task, emotional attitude towards it, the need for a wider space, etc.).
To obtain the main experimental results, students exchange notebooks and evaluate the pictograms in an expert way. The most important criterion is the criterion of adequacy. Sometimes one drawing is enough to evaluate, sometimes you need to get additional ones! information from its author. If the connection between the proposed concept and its pictogram is justified, the expert puts a “+” sign, in the absence of a connection - a “-” sign. The norm is characterized by high indicators according to the criterion of adequacy - from 70% and above.
CONCEPTUAL THINKING. ASSESSMENT OF CONCEPTIVE THINKING
USING THE "COMPARISON OF CONCEPTS" METHOD
Conceptual thinking belongs to the late species. In order to use concepts as a tool of thinking, it is necessary to go through a sufficiently long period of conscious and adequate mastery of them. Usually, conceptual thinking is associated with an adult, for whom this species is not only the main and most convenient, but also subordinate, literally permeating all other species, especially visual-effective and visual-figurative. The concept is defined as a unit of thinking, reflecting the general and most essential features of objects and phenomena of reality and expressed in a verbal (verbal) form. In ontogenesis, a child, under the influence of the adults around him, can also use concepts, but he uses them in an approximate unconscious form, for which they even received the name “pseudo-concepts”. However, an adult, especially who uses verbal signs of another, non-native language, quite often takes this path, the result of which is numerous communication errors.
Comparing the concepts with each other, the subject examines the general field of semantic features and selects the most stable, most characteristic ones. In some cases, the instruction is changed in order to determine the creative capabilities of the subject, and he is offered a pair of concepts from obviously different semantic spheres: suppose, to find a common feature for such pairs of concepts as “spoon” and “boat”. In the proposed methodology, composed of 22 pairs of compared concepts, the subject himself must establish the presence of a common semantic field and differentiate “one-field” pairs from incomparable ones, which correspond to different semantic fields. If the subject does not see the differences between the homogeneity and heterogeneity of concepts and finds common signs in any couples, he can be attributed not only to a good imagination and a tendency to imagination, but also to a tendency to resonant demagogic reasoning, which can manifest itself in a number of other methods.
DETERMINATION OF FEATURES OF CONCEPTIVE THINKING USING THE "EXCLUSION OF EXTRA" METHOD
One of the most widespread in the practice of researching thinking of any kind is the method "Excluding unnecessary". With the help of this method, it is possible to convincingly show the features of the analytical and synthetic activity of the brain. So, for example, if the subjects are presented with several names of the rivers of Russia - Volga, Lena, Angara, Irtysh, Ob - and asked to discard one superfluous name, then most often the subjects exclude the word “Volga”, since all other rivers are located in Siberia. Sometimes the answers “Irtysh” appear because of the grammatical features of the genus (all other names are feminine), sometimes “Angara” (the only tributary of the Yenisei). According to the degree of generalization of the features, the answer “Volga” is the most correct. The results are evaluated in the same way when using pictures with four drawn objects, where one object must be excluded: for example, a kerosene lamp, an electric light bulb, a candle and the sun are drawn on the card, where the correct answer is “sun”. Arguments like “you need to remove the candle, it quickly burns out and is unprofitable” testify to a decrease and even distortion of the level of generalizations.
ISOLATION OF SUBSTANTIAL FEATURES
The proposed method uses 24 sets of concepts that are quite close in meaning. The task of the subjects is to select in each line only two words that are most closely related to the test word in front of the brackets. It is possible to discuss the first task in order to remove all the questions and difficulties of the subjects. By the way, on these issues the experimenter can get an idea about the features of the thinking process, for example, about its excessive concreteness, vagueness, weak focus on the goal.
Sample procedure
War (plane, guns, battle, guns, soldiers). Reading (eyes, book, picture, print, word). Garden (plants, gardener, dog, fence, ground). Barn (hayloft, horses, roof, walls). River (shore, fish, fisherman, mud, water). City (car, building, crowd, street, bike). Cube (corners, drawing, side, stone, wood). Division (dividend, pencil, divider, paper). Game (cards, players, penalties, punishment, rules) Ring (diameter, diamond, fineness, roundness, seal).
Newspaper (true, supplement, telegram, paper, love, text, editor).
Book (drawing, war, paper, love, text).
Earthquake (fire, death, wobble, soil, noise)
Library (city, books, lectures, music, readers).
Forest (leaf, apple tree, hunter, tree, wolf).
Sports (medal, orchestra, competition, victory, stadium).
Hospital (room, garden, doctor, radio, patients).
Love (roses, feeling, person, city, nature).
Patriotism (city, friends, homeland, family, people).
Furniture (chairs, table, wood, sideboard, wardrobe).
Faculty (department, dean, building, student, street).
Weapons (tanks, planes, firecrackers, cannons, iron).
Vegetables (cucumber, beetroot, watermelon, carrot, apple).
When comparing their answers with the correct ones, the subjects evaluate their results in points, where 2 points correspond to two correctly chosen words, 1 point corresponds to one correctly chosen word, and 0 points when the subject could not choose a single correct word. The results are summarized. The maximum number of points is 48 points, the results of less than 24 points are assessed as unsatisfactory, indicating the inability of the subjects to compare, analyze and generalize the selected signs.
Correctly chosen words: battle, soldiers; eyes, word; plants, earth; roof, walls; shore, water; building, street; corners, side; de limo, divider; players, rules; diameter, roundness; text, editor; boo maga, text; voice, melody; wobble, soil; books, readers; leaf, wood; competition, victory; doctor, patients; feeling, person; homeland, person; chairs, table or sideboard, wardrobe; dean, student; tanks, guns; beets, carrots.
RESEARCH OF CONCEPTIVE THINKING USING THE "LOGIC OF CONNECTIONS" METHOD
The “Logic of connections” technique is most often used in classical literature under the name “Complex analogies”, but since the methods “Simple analogies” and “Complex analogies” differ from each other in a further increase in abstraction and differentiation of relations between concepts, a more accurate name for it is proposed - “Logic of connections.” The technique is aimed at clarifying the extent to which the subjects understand the abstracted types of connections between individual concepts, and also extending this understanding to other specific examples. In addition, it allows you to find out the ability of the subjects to think logically, be able to distinguish the types of connections, critically correlate them with each other. Practice has shown that the use of this technique on subjects with insufficient education is generally meaningless, and it is recommended to use it only in the presence of secondary and even higher education.
The technique consists of two stages. First, the subjects are offered a special upper section of the form, where 6 types of different connections between concepts are listed, and they are offered to determine these connections independently or, in extreme cases, with the help of the experimenter. If the subject is unable to complete this part of the task, further experiment is meaningless. In case of a positive result, go to the 2nd part of the method. The subjects are presented with 20 pairs of concepts, next to which there is a digital row from 1 to 6 according to the number of determined connections. The test subject's task is to choose the correct number, denoting one of the 6 types of connections. The correct answer is estimated at 1 point, the wrong one - 0 points. The results are summarized. The maximum possible result is 20 points, results less than 10 points are considered unsatisfactory
Consistency of reasoning
Isolation of essential features
Lecture 22. Diagnostics of creative giftedness
The use of various methods for diagnosing creative abilities made it possible to identify general principles for assessing creativity:
b) the index of originality as the sum of the indices of originality (i.e. reciprocal values in relation to the frequency of occurrence of the answer in the sample) of individual answers, referred to the total number of answers;
c) the uniqueness index as the ratio of the number of unique (not found in the sample) answers to their total number.
To improve the quality of creativity testing, it is necessary to adhere to such basic parameters of the creative environment as:
no time limit;
minimization of achievement motivation;
lack of competitive motivation and criticism of actions;
the absence of a rigid orientation towards creativity in the test instructions.
At the same time, low test results do not indicate a lack of creativity in the subject, since creative manifestations are spontaneous and not subject to voluntary regulation.
Thus, the methods for diagnosing creative abilities are intended, first of all, for the actual identification of creative individuals in a particular sample at the time of testing.
(E. Torrance's method, adapted by A.N. Voronin, 1994)
Conditions of conducting
The test can be performed individually or as a group. To create favorable conditions for testing, the leader needs to minimize the motivation for achievement and orient the tested to the free manifestation of their hidden abilities. At the same time, it is better to avoid open discussion of the subject orientation of the methodology, i.e. there is no need to report that it is creativity (especially creative thinking) that is being tested. The test can be presented as a technique for "originality", the ability to express oneself in a figurative style, etc. Testing time is not limited as much as possible, approximately 1 - 2 minutes for each picture. At the same time, it is necessary to cheer the test takers if they hesitate for a long time or hesitate.
The proposed version of the test is a set of pictures with a certain set of elements (lines), using which the subjects need to draw the picture to some meaningful image. In this version of the test, 6 pictures are used that do not duplicate each other in their original elements and give the most reliable results.
The test uses the following indicators of creativity:
Originality (ОR), revealing the degree of dissimilarity of the image created by the subject to the images of other subjects (statistical rarity of the response). It should be remembered that there are no two identical images, respectively, we should talk about the statistical rarity of the type (or class) of drawings. The atlas attached below shows the various types of drawings and their conventional names, proposed by the author of the adaptation of this test, reflecting the general essential characteristic of the image. It should be noted that the conventional names of the figures, as a rule, do not coincide with the names of the figures given by the subjects themselves. Since the test is used to diagnose non-verbal creativity, the names of the pictures suggested by the subjects are excluded from the subsequent analysis and are used only as an aid to understanding the essence of the picture.
Uniqueness (Un), defined as the sum of completed tasks that have no analogues in the sample (atlas of figures).
Here is a form with incomplete pictures. You need to finish them, be sure to include the proposed elements in context and try not to go beyond the bounding box of the picture. You can finish drawing anything and how you want, while the form can be rotated. After completing the drawing, you must give it a name, which should be signed in the line below the drawing.
Processing test results
To interpret the test results, an atlas of typical drawings of a control sample of managers (23-35 years old) is presented below. For each series of figures, the Оr index was calculated for the sample. To assess the test results of subjects belonging to the contingent of managers or similar to it, the following algorithm of actions is proposed.
It is necessary to compare the finished pictures with those in the atlas, paying attention to the use of similar details and semantic connections; when finding a similar type, assign the originality specified in the atlas to this drawing. If there is no such type of drawings in the atlas, then the originality of this completed picture is considered 1.00, i.e. she is unique. The originality index is calculated as the arithmetic average of the originality of all pictures, the uniqueness index - as the sum of all unique pictures. Using the percentile scale built for these two indices based on the results of the control sample, it is possible to determine the indicator of a given person's non-verbal creativity as his place relative to this sample:
| 1 | 0% | 20% | 40% | 60% | 80% | 100% |
| 2 | 0,95 | 0,76 | 0.67 | 0,58 | 0,48 | 0,00 |
| 3 | 4 | 2 | 1 | 1 | 0 | 0 |
Note:
1 - the percentage of people whose results exceed the specified level of creativity;
3 - value of the uniqueness index.
An example of interpretation: let the first of the pictures you analyze be similar to picture 1.5 of the atlas. Its originality is 0.74. The second figure is similar to Figure 2.1. Its originality is 0.00. The third drawing is not like anything, but the elements originally proposed for drawing are not included in the drawing. This situation is interpreted as a departure from the task and the originality of the given drawing is evaluated as 0. The fourth drawing is missing. The fifth figure is recognized as unique (it has no analogues in the atlas). Its originality is 1.00. The sixth picture turned out to be similar to picture 6.3 and its originality is 0.67. Thus, the originality index for this protocol is:
The uniqueness index (the number of unique pictures) of this protocol is 1. The results of the above protocol show that the subject is on the border between 60 and 80% of the people whose results are shown in the atlas. This means that about 70% of the subjects in this sample have higher non-verbal creativity than him. At the same time, the uniqueness index, showing how truly new a person can create, is secondary in this analysis due to the insufficient differentiating power of this index, therefore, the total originality index serves as the determining factor here.
DIAGNOSTICS OF VERBAL CREATIVITY
(S. Mednik's method, adapted by A.N. Voronin, 1994)
The technique is aimed at identifying and assessing the verbal creative potential existing in the subjects, but often hidden or blocked. The technique is carried out both in an individual and in a group version. The time for completing assignments is not limited, but the time spent on each three words is encouraged no more than 2-3 minutes.
Test instructions
You are offered three words for which you need to find another word so that it is combined with each of the three suggested words. For example, for the three words “loud - true - slow”, the answer might be “speak” (speak loudly, speak the truth, speak slowly). You can change words grammatically and use prepositions without changing stimulus words as parts of speech.
Try to keep your answers as original and vivid as possible, try to overcome stereotypes and come up with something new. Try to think of as many answers as possible for each triple word.
Interpretation of test results
To assess the test results, the following algorithm of actions is proposed. It is necessary to compare the answers of the subjects with the available typical answers and, when a similar type is found, assign this answer to the originality indicated in the list. If there is no such word in the list, then the originality of this answer is considered equal to 1.00.
The originality index is calculated as the arithmetic mean of the originality of all answers. The number of answers may not coincide with the number of “triples of words”, since in some cases the subjects may give several answers, and in others they may not give a single one.
The uniqueness index is equal to the number of all unique (unparalleled in the standard list) answers.
Using the percentile scale built for these indices and the indicator “number of responses” (productivity index), it is possible to determine the place of a given person relative to the control sample and, accordingly, to draw a conclusion about the degree of development of his verbal creativity and productivity:
| 1 | 0% | 20% | 40% | 60% | 80% | 100% |
| 2 | 1,00 | 0,94 | 0,91 | 0,86 | 0,81 | 0,61 |
| 3 | 19 | 6 | 4 | 3 | 2 | 0 |
| 4 | 49 | 20 | 15 | 12 | 10 | 1 |
Note:
1 - the percentage of people whose results exceed the specified level;
2 - the value of the originality index;
3 - value of the uniqueness index;
4 - the number of responses.
An example of the interpretation of the results: if the subject had a total of 20.25 original answers and a total of 25 answers in his protocol, then the originality index will be 0.81. Suppose that the number of unique answers of this subject is 16. Taking into account that the main indicator is the index of originality, we can conclude that this person, in terms of his verbal creative potential, is between 60 and 80% of the subjects from the control sample, i.e. 70% of the sample have a total indicator of verbal creativity higher than his.
The uniqueness index here shows how many new solutions the subject is able to offer in the total mass of completed tasks.
The number of answers shows, first of all, the degree of verbal productivity and indicates the level of conceptual thinking. In addition, this index is highly correlated with achievement motivation, i.e. the higher the number of answers, the higher the personal motivation for achieving the subject.
INCENTIVE REGISTRATION FORM
Surname, initials _________________________________
Age _______ Group ____________ Date _______________
You are offered three words for which you need to find another word so that it is combined with each of the three suggested words.
Write your answers on the answer sheet on the line with the corresponding number.
INCENTIVE THREE WORDS
1.random - mountain - long-awaited
2.evening - paper - wall
4. far - blind - future
5. folk - fear - world
6.money - ticket - free
7.person - shoulder straps - factory
8.door - trust - fast
9. friend - city - circle
10.train - buy - paper
| Word | Phrases | Word | Phrases |
||
| 1 | 11 | ||||
| 2 | 12 | ||||
| 3 | 13 |
Lecture 23. Methods for diagnosing interpersonal relationships
The following methods are distinguished: 1) sociometric, 2) referentometric, 3) studying the motivational core of interpersonal choices, 4) studying team cohesion.
SOCIOMETRIC METHODOLOGY
The word "sociometry" literally means "social dimension". The methodology was developed by the American psychologist J. Moreno and is designed to assess interpersonal relationships of an informal type: likes and dislikes, attractiveness and preference.
The members of the study group are asked to list, in order of preference, those groupmates with whom they would like to work, relax, etc. Questions about a person's desire to participate with someone in a certain activity are called selection criteria. There are weak and strong selection criteria. The more important the planned activity is for a person, the longer and closer communication it assumes, the stronger the selection criterion. Typically, a study combines different types of questions. They are selected so as to reveal the desire of a person to communicate with group members in various activities (work, study, leisure, trusting friendship, etc.).
The number of choices received by each person is a measure of his position in the system of personal relations, measures his "sociometric status". The people who get the most choices enjoy the most popularity, sympathy, and are called "stars." Usually, the group of "stars" according to the number of choices received includes those who receive 6 or more choices (if, under the conditions of experience, each member of the group made 3 choices). If a person receives an average number of choices, he is classified as "preferred", if less than the average number of choices (1-2 choices), then to the category of "neglected", if he did not receive a single choice, then to the category of "isolated", if he received only deviations are categorized as "rejected".
For each member of the group, it is not so much the number of choices that matters as satisfaction with their position in the group:
K ud = number of mutual choices / number of choices made by a given person.
So, if an individual wants to communicate with three specific people, and of these three no one wants to communicate with this person, then K ud - 0/3 = 0.
The satisfaction coefficient can be equal to 0, and the status (the number of elections received) is, for example, 3 for the same person - this situation indicates that the person is not interacting with those with whom he would like. As a result of the sociometric experiment, the leader receives information not only about the personal position of each member of the group in the system of interpersonal relationships, but also a generalized picture of the state of this system. It is characterized by a special diagnostic indicator - the level of well-being of relationships (BWL). The BWL of a group can be high if there are more "stars" and "preferred" than the "neglected" and "isolated" members of the group. The average level of well-being of the group is fixed in the case of approximate equality ("stars" + "preferred") = ("neglected" + "isolated" + "outcast"). A low BWL is noted when people with a low status prevail in the group, and the "isolation index" is considered a diagnostic indicator - the percentage of people deprived of choices in the group.
The sociometric procedure can be aimed at:
a) measuring the degree cohesion-disunity
in a group;
b) identification of "sociometric positions", that is, the relative authority of the members of the group on the basis of likes-dislikes
where the “leader” of the group and the “rejected” find themselves at the extreme poles;
c) detection of intragroup subsystems, cohesive formations, which may be headed by their own informal leaders.
The reliability of the procedure depends primarily on the correct selection of sociometry criteria, which is dictated by the research program and preliminary acquaintance with the specifics of the group.
The experimenter's demand to disclose his likes and dislikes often causes internal difficulties for the respondents and manifests itself in some people in unwillingness to participate in the survey. When the questions or criteria of sociometry are selected, they are entered on a special card or offered orally by the type of interview. Each member of the group is obliged to answer them, choosing one or another member of the group depending on their greater or lesser inclination, their preference over others, sympathies or, conversely, antipathies, trust or distrust, etc.
Sample questions for studying business relationships
1. a) whom with your group mates would you ask to provide assistance in preparing for the lessons (first, second, third), if necessary?
b) Which of your group mates would you not like to ask, if necessary, to provide you with assistance in preparing for classes?
2. a) with whom would you go on a long business trip?
b) Which member of your group would you not take on a business trip?
3. a) which of the group members will better perform the functions of a leader (headman, trade union organizer, etc.)?
b) Which of the group members will find it difficult to act as a leader?
Sample Questions for Learned Personal Relationships
1. a) Whom in your group would you turn to for advice in a difficult life situation?
b) with whom from the group would you not like to consult about anything?
2. a) if all members of your group lived in a hostel, with whom of them would you like to share a room?
b) if your whole group were reformed, which of its members would you not want to keep in your group?
3. a) who from the group would you invite to your birthday?
b) who from the group would you like to see on your birthday?
At the same time, the Sociometric Procedure can be carried out in two forms. The first option is a nonparametric procedure. In this case, the subject is asked to answer the questions of the sociometric card without limiting the number of the subject's choices. If, say, 12 people are counted in a group, then in this case each of the respondents can choose 11 people (except for himself). Thus, the theoretically possible number of choices made by each member of the group towards other members of the group in this example will be equal to (N-1), where N is the number of members of the group. Likewise, the theoretically possible number of elections received by the subject in the group will be equal to (N-1). Let us immediately understand that the indicated value (N-1) of the received elections is the main quantitative constant of sociometric measurements. In a nonparametric procedure, this theoretical constant is the same both for the individual making the choice and for any individual who has become the object of the choice. The advantage of this version of the procedure is that it allows you to identify the so-called emotional expansiveness of each member of the group, to make a cut of the diversity of interpersonal relationships in the group structure. However, with an increase in the size of a group to 12-16 people, these connections become so numerous that it becomes very difficult to analyze them without the use of computer technology.
Another disadvantage of the nonparametric procedure is the high probability of obtaining a random selection. Some subjects, guided by a personal motive, often write in the Questionnaires: "I choose everyone." It is clear that such an answer can have only two explanations: either the subject really developed such a generalized amorphous and undifferentiated system of relations with others (which is unlikely), or the subject knowingly gives a false answer, hiding behind formal loyalty to others and to the experimenter (which is most likely) ...
The analysis of such cases forced some researchers to try to change the very procedure for applying the Method and thus reduce the likelihood of a random choice. This is how the second option was born - the parametric Procedure with the limitation of the number of elections. The subjects are asked to choose a strictly fixed number from all members of the group. For example, in a group of 25 people, everyone is asked to choose only 4 or 5 people. The magnitude of the restriction on the number of sociometric elections is called "sociometric restriction" or "election limit". Many researchers believe that the introduction of a "sociometric constraint" significantly exceeds the reliability of sociometric data and facilitates statistical processing of the material. From a psychological point of view, sociometric constraint forces the subjects to pay more attention to their answers, to choose for the answer only those members of the group who really correspond to the proposed roles of a partner, leader or comrade in joint activities. The election limit significantly reduces the likelihood of random answers and makes it possible to standardize the conditions of elections in groups of different sizes in one sample, which makes it possible to compare the material for different groups.
At present, it is generally accepted that for groups of 22-25 participants, the minimum value of the "sociometric constraint" should be selected within 4-5 elections.
The disadvantage of the parametric procedure is the inability to reveal the diversity of relationships in the group. It is possible to identify only the most subjectively significant connections. As a result of this approach, the sociometric structure of the group will reflect only the most typical, “selected” communications. The introduction of "sociometric limitation" does not allow judging the emotional expansiveness of the group members.
Sociometric card or Sociometric questionnaire is drawn up at the final stage of the program development.
When sociometric cards are filled in and collected, the stage of their mathematical processing begins. Sociomatrix (table) ... First, you should build the simplest socio-matrix. The election results are distributed across the matrix using a legend. The results tables are filled in first, separately for business and personal relationships. The names of all members of the group being studied are recorded vertically behind the numbers; horizontally - only their number. At the corresponding intersections, the numbers +1, +2, +3 denote those who were selected by each subject in the first, second, third stage, the numbers -1, -2, -3 - those whom the subject did not choose in the first, second and third order ...
Mutual positive or negative choice is circled in the table (regardless of the order of choice). After the positive and negative choices are entered in the table, it is necessary to calculate vertically the algebraic sum of all choices received by each member of the group (the sum of the choices). Then you need to calculate the sum of points for each member of the group, taking into account that the choice is, first of all, +3 points (-3), in the second - +2 (-2), in the third - +1 (-1). After that, the total algebraic sum is calculated, which determines the status in the group.
The analysis of the socio-matrix for each criterion gives a fairly clear picture of the relationship in the group. Summarized socio-matrices can be constructed that give a picture of the elections according to several criteria, as well as socio-matrices according to the data of intergroup elections. The main advantage of the sociomatrix is the ability to present elections in numerical form, which in turn allows you to rank the members of the group by the number of elections received and given, to establish the order of influences in the group. On the basis of the socio-matrix, a sociogram is built - a map of sociometric elections (sociometric map.
Sociogram... Sociogram - a graphic representation of the reaction of the subjects to each other when answering the sociometric criterion. The sociogram allows for a comparative analysis of the structure of relationships in a group in space on a certain plane ("shield") using special signs (Fig. Below). It gives a visual representation of the intragroup differentiation of group members according to their status (popularity). An example of a sociogram (map of group differentiation) proposed by Ya. Kolominsky, see below:
-> positive one-sided choice,
positive mutual choice,
------> negative one-sided choice,
negative mutual choice.
Sociogram technique is an essential addition to the tabular approach in the analysis of sociometric material, because it makes it possible to deeper qualitative description and visual representation of group phenomena.
Memory Is a cognitive (gnostic) function that allows one to accumulate perceived information. It manifests itself in the form of the ability (function) to record, hold and reproduce information (fixation, retention and reproduction).
There are a number of types of memory (memorization).
Short term memory characterized by the fact that a large amount of constantly incoming information is imprinted in memory for a short time, after which this information is lost or deposited in long-term memory.
Long term memory associated with the selective preservation of the most significant information for the subject for a long time.
RAM- its volume consists of the current information.
Mechanical memory- the ability to remember information as it is, without the formation of logical connections. This type of memory is not the basis of intelligence, thus names, names, numbers are usually remembered.
Associative memory- memorization occurs with the formation of logical connections, analogies between individual concepts. When memorizing, information is compared, summarized, analyzed, systematized. Associative memory is better developed in men.
It is formed after 9-10 years of age as the basis of the ability to learn. Physiological decrease in this type of memory is noted much later than mechanical.
According to analyzers, memory is divided into visual, auditory, muscle (motor), olfactory, gustatory, tactile and emotional.
Most people have more developed visual memory. Mechanical memory takes longer to form, but it is also the most persistent (for example, musicians develop a mechanical memory for subtle, precise movements during rehearsals).
The memorization function depends on the presence of a goal, emotional attitude, the number of repetitions, the degree of clarity of consciousness, concentration of attention, time of day (individually).
According to Ribot's law of memory, it is easier to forget information without semantic content, for example, after watching a movie, individual names of the heroes are usually quickly forgotten, but the plot of events, the content is remembered for a long time. It is also easier to forget recent events, and long past, if remembered, then persist longer. For example, patients with senile dementia do not remember what happened a minute ago, but they perfectly remember the events of their youth, long past years.
Edeitic memory (figurative)- memorizing and reproducing, they use images, not verbal characteristics.
Memory impairments by type are divided into quantitative - dysmnesia (hypermnesia, hypomnesia, amnesia) and qualitative - so-called paramnesia (pseudo-reminiscence, confabulation, cryptomnesia).
Hypermnesia- revitalization of memory, increasing the ability to remember long-forgotten, not currently relevant events. This state is combined with a weakening of memorization of current information.
Also referred to as hypermnesia is a paradoxical increase in the ability to remember.
Research objective: Research of logical and mechanical memory by memorizing 2 rows of words.
Equipping experience: Two rows of words. In the first row, there are semantic connections between words, in the second row they are absent.
Operating procedure:
The experimenter reads to the subject 15 pairs of words of the first row (the interval between a pair is 5 seconds). After a 10-second break, the left words of the row are read (with an interval of 10 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.
Analysis of results and recording of results:
It should be established whether semantic connections between words affect the effectiveness of the memorization process. Highlight mistakenly named words and ask the subject to explain the reason for the error. Answer the question: did the experiment show the influence of the objective meaning, the emotional significance of words for a given subject on their erroneous reproduction. Did the experiment reveal words that were mistakenly reproduced and associated with a word - a stimulus? What peculiarities of the subject's thinking do such errors indicate?
Subject # 1
Analysis of the results:
In the results of the study, it can be revealed that the semantic connections between words have no influence. According to the subject, he did not find semantic connections in the semantic row, in some pairs, and ascribed his connections to words. The reasons for errors, and is not finding semantic connections in some semantic pairs. Such mistakes speak about the type of thinking based on associations associated with their personal experience.
Subject # 2.
Eupsychic.
By this term he himself created, Maslow called an ideal society, in contrast to "utopia", the idea of which seemed to him visionary and impractical. He believed that an ideal society could be created as an association of psychologically healthy, self-actualizing individuals. All members of such a society strive for both personal ...
Sex-role differentiation and interpersonal relations of spouses
Many authors have expressed considerations about the great importance and, at the same time, a close relationship with each other of the parameters characterizing the distribution and implementation of marital roles in the family, which allows us to consider them as a determinant of many intrafamily processes. A complex indicator that takes into account how the real distribution of roles ...
Sleep like inhibition
According to I.P. Pavlov, sleep and internal inhibition by their physicochemical nature are a single process. The difference between them lies in the fact that internal inhibition in a waking person covers only individual groups of cells, while during the development of sleep, inhibition broadly radiates along the cerebral cortex, spreading ...
Target: the study of logical and mechanical memory by memorizing two rows of words.
Age: 7-11 years old
Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is no), a stopwatch.
First row:
§ doll - to play
§ chicken - egg
§ scissors - cut
§ horse - sleigh
§ book - teacher
§ butterfly is a fly
§ snow winter
§ lamp - evening
§ brush - teeth
§ cow - milk
Second row:
§ beetle - chair
§ compass - glue
§ bell - arrow
§ tit - sister
§ watering can - tram
§ boots - samovar
§ match - decanter
§ hat - bee
§ fish - fire
Saw - scrambled eggs
Research order... The student is told that pairs of words will be read that he needs to remember. The experimenter reads to the subject ten pairs of words of the first row (the interval between a 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.
Instructions:“I’ll calculate ten pairs of words for you now. You will need to memorize them, and then write a couple for the word. Clear?"
Processing and analysis of results... The results of the study are recorded in the following table.
The amount of semantic and mechanical memory
Attention diagnostics
I. Pieron-Ruser method
Purpose of the study: determine the level of concentration.
Age: 6-10 years old
Material and equipment: Pieron-Roser test blank, pencil and stopwatch.
Procedure: The study can be conducted with one subject or with a group of 5-9 people. The main conditions when working with a group - it is convenient to place the subjects, provide each with test sheets, pencils and monitor the observance of silence during the testing process. During the research, the experimenter controls the time using a stopwatch and gives the command "Start!" and "Stop!"
The reliability of the research results is achieved by repeated tests, which are best carried out at significant intervals.
Instructions for the subject:"You are offered a test with a square, a triangle, a circle and a rhombus depicted on it. At the" Start "signal, place the following signs in these geometric figures as quickly as possible and without errors: in a square - plus, in a triangle - minus, in a circle - nothing put also a dot in a rhombus. Place signs in a row line by line. The time for work is 60 seconds. At my signal "Stop!" stop placing signs. "
The results of this testing are: the number of geometric figures processed by the test subject in 60 seconds, counting both the circle, and the number of errors made.
The level of concentration of attention is determined according to the table.
For mistakes made during the execution of the task, the rank is reduced. If there are 1-2 errors, then the rank is reduced by one, if 3-4, the concentration of attention is considered worse by two ranks, and if there are more than 4 errors, then by three ranks.
When analyzing the results, it is necessary to establish the reasons for these results. Among them, the attitude, the subject's readiness to follow the instruction and process the figures by placing signs in them as soon as possible, or his orientation towards the correctness of filling in the test, is of great importance. In some cases, the indicator of concentration of attention may be lower than possible due to a person's too much desire to show their abilities, to achieve maximum results (that is, a kind of competition). The reason for the decrease in concentration of attention can also be the state of fatigue, poor eyesight, illness.
Subject: ____________ Date _______
Experimenter: _________ Time _______
Test
II. Methodology or lotto Kogan V.M.
Purpose of the study: identification of the indicator of attention: retention, distribution and switching of attention; performance features.
Age: 4.5-9 years
Material and equipment: cards 5 * 5, field, stopwatch.
Procedure: The child is given a set of cards folded in random order. He must lay them out on the field in accordance with the terms of the assignment. The teacher can lay out 2-3 figures for an example. Time is recorded, all errors are recorded in the protocol.
Instructions for the subject:“There is a table in front of you, on it there is only one place for each card. For example, where is the place of the red triangle? "
Processing and analysis of results: Children over six years old complete the task in full, correct mistakes along the way.
Field example:
III. T.E. Rybakova
Target: study of the peculiarities of the distribution of attention
Age: 6-10 years old
Equipment: form
Procedure: the subject is offered a form consisting of alternating circles and crosses (on each line there are 7 circles and 5 crosses, a total of 42 circles and 30 crosses). The subject is asked to count out loud, without stopping (without the help of a finger), horizontally, the number of circles and crosses separately. The second option is intended for young children and contains drawings of animals.
Instructions: Count out loud, without stopping (without using your finger), horizontally, the number of circles and crosses separately.
Processing of results: The experimenter notices the time it takes for the subject to count all the elements, records 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 ordinal number of the element in which the subject begins to get lost in the count will make it possible to draw a conclusion about the level of attention distribution in the subject.
IV. Confusion
Target: study of concentration and stability of attention
Age: 5-9 years old
Equipment: form
Procedure: The subject is given a blank showing the entangled lines and is asked to trace the line from left to right to determine where it ends. You need to start with line 1. The subject should write down the number with which this line ends. When completing the task, you need to trace the line with your eyes, without using a finger or a pencil, the experimenter monitors this.
Instructions: Look closely at the drawing. Trace the line from left to right to determine where it ends. Name and write down the number this line ends with
Processing of results: the experimenter notices the time it takes for the subject to follow each line and for the entire task as a whole. The execution time for the entire task should not exceed five minutes. All stops in the subject's activity and the correctness of the task are recorded.
V. Methods for studying the scope of attention
Target: determination of the scope of attention
Age: 7-10 years old
Equipment: cards with tables
Progress: The subject for a short time (1 sec.) Is presented with one of eight cards with an image of two to nine dots. Each card is shown twice. After that, the subject notes the location of the points on a similar blank form. To reproduce a card with 2 - 5 points, 10 seconds are given, 6 - 7
dots - 15 seconds, 8 - 9 dots - 20 seconds.
Instructions: Look carefully at the pictures and try to remember them. Then you will need to draw the dots in the squares yourself without prompts.
Processing of results: The experimenter counts the number of correctly marked points on each form and draws a conclusion about the amount of attention of the subject.
There are the following standards:
I - 3 points on two cards,
II - 4 points on two cards,
III - 6 points on two cards,
IV - 9 points on two cards,
V - 10 points on two cards,
VI - 11 points on two cards,
VII - 13 points on two cards,
VIII - 15 points on two cards,
X - 16 points on two cards.
Ranking places I and II indicate a small amount of attention, III - VII - about average, VIII and IX - about a lot.
Perception diagnostics
Loading...