Test essential signs for the study of thinking. The method of identifying essential features. Test "Isolation of essential features"

The technique, as the name implies, reveals the subject's ability to differentiate essential features of objects or phenomena from insignificant, secondary ones. In addition, the presence of a number of tasks that are the same in the nature of their performance makes it possible to judge the sequence of the subject's reasoning.

For research, either a special form is used, or the researcher verbally presents the subject with tasks, for example:

Garden (plants, gardener, dog, fence, ground).

Game (cards, players, penalties, penalties, rules), etc.

A preliminary instruction is given: “In each line here, one word is in front of the brackets, and five in brackets. All words in parentheses have something to do with the word in front of the parentheses. However, you must choose from them the two most essential, which are inherent features of the word before the brackets. Pick only two and underline them. "

Often, the subjects begin the task after inattentively listening to the instruction, and their decisions in these cases are superficial and frivolous. Then you should draw the attention of the examinee to the fact that he has not learned the instruction, and repeat it. Some patients, usually with intellectual disabilities, do not immediately understand what is required of them. In these cases, it is desirable to solve 1-2 problems together with them.

The words in the tasks are selected in such a way that the subject has to demonstrate his ability to grasp the abstract meaning of certain concepts and abandon an easier, striking, but incorrect way of solving, in which, instead of essential, particular, specific situational signs are highlighted ... So, by the word "game", the correct decision provides for such essential features as "players" and

"Rules", while some of the subjects here choose the word "cards". With such a solution to the task, it is imperative to discuss the results with the patient.

Sometimes even a hint from the researcher that we are talking about the abstract meaning of these concepts does not help the subject to find the correct solution. This indicates that his level of generalization processes is insufficient.

and distraction. Erroneous decisions can also be of the nature of separate inconsistent judgments (for example, in asthenic conditions). In these cases, the patients, when drawing their attention to the mistake made, correct it themselves.

Formation of analogies

To complete this task, the subject needs to establish logical connections and relationships between concepts. In addition, as in the study of the previous method, violations of the sequence of judgments are easily detected in the experiment, when the subject temporarily ceases to follow his chosen mode of solving the task. Analogies in different tasks are built according to different principles, and the presence of inertia of mental processes makes it much more difficult for a number of patients to perform the task - in the next task they try to distinguish an analogy according to the principle of the previous task.

Distinguish between the formation of simple and complex analogies. The formation of simple analogies is carried out using special forms, on which pairs of words are located on the left - samples, by analogy with which a couple of words should be selected in the right half of the form. Moreover, at the top right, the first word of the desired pair is indicated, and the lower one must be selected out of five. For example:

The subject is explained that just as electricity flows through a wire, steam flows through pipes. Together with the subject, one can solve another, more difficult and different example of construction. It is imperative, for example, to select tasks where the analogy is built on a different principle. For some subjects, this serves as a warning about the possibility of errors. Sometimes the principle of performing a task can be explained by an arithmetic example of the formation of proportions. This explanation turns out to be successful with a certain intellectual preservation.

In analyzing the results, it is important not only to detect errors, but also to motivate them and the possibility of correction.

This method reveals violations of the logical structure of thinking, however, errors such as slippage for the most part are not corrected, while inconsistent judgments due to exhaustion are corrected by patients as soon as they notice them. Finding the possibility of correcting errors in the course of the experiment, preventing them in the future indicate a certain safety of critical thinking.

In addition to the verbal version of the methodology for the formation of simple analogies, you can also use its substantive version. As examples for this, you can use some of Raven's tables, as well as cards from the corresponding sub-test in the analytical study of Meili's intelligence.

The formation of complex analogies involves the selection of complex, abstract logical relations. In connection with the greater difficulty of this technique, we, like S. Ya. Rubinstein (1962), use it only when examining persons with secondary and higher education.

The subject is instructed that in the upper part of the form there are six pairs of words, each of which has a certain relationship. These relationships are analyzed, for example: “sheep-flock” is a part and a whole, “raspberry-berry” is a definition, “sea-ocean” differ in quantitative terms, etc. Then the subject's attention is drawn to below are a pair of words, the principle of the connection of which he must compare with one of the samples. Against each pair, he puts the number that is about the sample pair. An approximate solution to the problem is as follows: "The chapter is part of the novel, just as the sheep is part of the flock."

Discussion together with the patient of the erroneous decisions made gives the researcher material on the basis of which one can judge about violations of the logical structure of thinking, its purposefulness and criticality.

Highlighting patterns

This group includes a number of techniques of varying degrees of complexity. Some of them can be done at a relatively high level of generalization.

1. Number series.The subject is presented with a series of numbers. An analysis of their location will allow him to continue this

row. More and more complex series are presented sequentially:

We give examples of solving such tasks:

2. Methodology of BI Pinsky (1968).Designed for diagnostics of oligophrenia. It consists of three experimental tasks of increasing difficulty. A set of red and white bars is required for research.

The subject is offered to lengthen the investigated

"Fence":

When analyzing the performance of the assignment, attention is paid to whether the beginning of the activity is preceded by an understanding of the principle of the assignment, how stereotypical the mode of activity chosen by the subject is, how random incentives affect this activity (for example, does it change the found principle if the bars of one colors). The tendency to transfer, in a finished, unaltered form, past experience to the problem being solved at the moment is of essential importance.

goal: study of the operation of abstraction, the ability to differentiate the essential features of objects or phenomena from insignificant, secondary ones.

Incentive material and equipment

Form with rows of words printed on it. Each row has five words in brackets and one before the brackets. Protocol for recording the responses of the subject, pen.

Working process

The test subject is presented with the text of the methodology and is asked to establish a connection between the word in front of the brackets and the words in brackets, choosing from the latter those that most reflect the meaning of the first word.

The words in the tasks are selected in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and abandon an easier, conspicuous, but incorrect way of solving, in which, instead of essential, particular, specific situational signs are highlighted.

After independently completing the tasks, the test subject's decisions should be discussed by asking him clarifying questions. Often in the process of discussion, the subject gives additional judgments, corrects mistakes.

All decisions, questions, as well as additional judgments of the subject are recorded in the protocol.

Instructions to the subject

Instructions for children: “Here are the rows of words that make up the tasks. Each line has one word in front of the parentheses, and 5 words in the parentheses to choose from. Of these five words, you only need to choose the two that are most closely related to the word before the brackets. For example, the word in front of the brackets is “garden”, and in brackets the words: “plants, gardener, dog, fence, earth”. A garden can exist without a dog, a fence, and even without a gardener, but there can be no garden without land and plants. So, you should choose exactly these 2 words - “earth” and “plants”. "

Instructions for adults: “On each line of the form you will find one word in front of brackets, and then five words in brackets. All words in parentheses have something to do with the parenthesis. Choose only two of them that are most closely related to the word before the brackets. "

Processing results

The subject's answers are compared with the key.

Key to the Essential Feature Isolation Technique

1. Plants, earth
2. Shore, water
3. Buildings, street
4. Roof, walls
5. Corners, side
6. Divisor, divisor
7. Diameter, roundness
8. Eyes, text
9. Paper, editor
10. Players, rules
11. Battle, soldiers
12. Paper, text
13. Voice, melody
14. Soil vibrations, noise
15. Books, readers
16. Soil, wood
17. Competition, victory
18. Doctor, sick
19. Feelings, man
20. Homeland, man

For each correct answer (two words are indicated correctly), the subject is assigned 1 point. 0.5 points corresponds to one correctly chosen word and 0 points when the subject could not choose a single correct word.

The maximum number of points is 20. Results less than 10 points are assessed as unsatisfactory, indicating the inability of the subject to compare, analyze and generalize the selected signs.

The presence of more erroneous judgments testifies to the prevalence of the concrete-situational style of thinking over the abstract-logical one. If the subject first gives erroneous answers, but then corrects them, then this can be interpreted as haste and impulsivity.

Incentive material for the methodology "Isolation of essential features"

1. Garden (plants, gardener, dog, fence, ground)

2. River (shore, fish, fisherman, mud, water)

3. City (car, buildings, crowd, street, bike)

4. Barn (hayloft, horse, rooftop, livestock, walls)

5. Cube (corners, drawing, side, stone, wood)

6. Division (class, dividend, pencil, divider, paper)

7. Ring (diameter, diamond, fineness, roundness, gold)

8. Reading (eyes, book, text, glasses, word)

9. Newspaper (true, incident, crossword puzzle, paper, editor)

10. Game (cards, players, chips, penalties, rules)

11. War (aircraft, guns, battles, guns, soldiers)

12. Book (drawings, story, paper, table of contents, text)

14. Earthquake (fire, death, ground vibration, noise, flood)

15. Library (tables, books, reading room, wardrobe, readers)

16. Forest (soil, mushrooms, hunter, tree, wolf)

17. Sports (medal, orchestra, competition, victory, stadium)

18. Hospital (room, injections, doctor, thermometer, patients)

19. Love (roses, feelings, person, date, wedding)

20. Patriotism (city, friends, homeland, family, people)

Methodology "Isolation of essential features"

Goal:the study of the operation of abstraction, the ability to differentiate the essential features of objects or phenomena from insignificant, secondary ones.

Incentive material and equipment.

Form with rows of words printed on it. Each row has five words in brackets and one before the brackets. Protocol for recording the responses of the subject, pen.

Working process.

The test subject is presented with the text of the methodology and is asked to establish a connection between the word in front of the brackets and the words in brackets, choosing from the latter those that most reflect the meaning of the first word.

The words in the problems are selected in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and refuse an easier, striking, but incorrect way of solving, in which instead of

essential, particular, specific-situational signs are highlighted.

After independently completing the tasks, the test subject's decisions should be discussed by asking him clarifying questions. Often in the process of discussion, the subject gives additional judgments, corrects mistakes.

All decisions, questions, as well as additional judgments of the subject are recorded in the protocol.

Instructions for the subject.

Instructions for children:“Here are the rows of words that make up the assignments. Each line has one word in front of the parentheses, and 5 words in the parentheses to choose from. Of these five words, you only need to choose the two that are most closely related to the word before the brackets. For example, the word in front of the brackets is “garden”, and in brackets the words: “plants, gardener, dog, fence, earth”. A garden can exist without a dog, a fence, and even without a gardener, but there can be no garden without land and plants. So, you should choose exactly these 2 words - “earth” and “plants”. "

Adult instruction:“On each line of the form, you will find one word in front of parentheses, and then five words in parentheses. All words in parentheses have something to do with the parenthesis. Choose only two of them that are most related to the word before the brackets. "

Processing of results.

The subject's answers are compared with the key.

Key to the Essential Feature Isolation Technique

1. Plants, earth

2. Shore, water

3. Buildings, street

4. Roof, walls

5. Corners, side

6. Divisor, divisor

7. Diameter, roundness

8. Eyes, text

9. Paper, editor

10. Players, rules

11. Battle, soldiers

14. Soil vibrations, noise

15. Books, readers

16. Soil, wood

17. Competition, victory

18. Doctor, patients

19. Feelings, man

20. Homeland, people

For each correct answer (two words are indicated correctly), the subject is assigned 1 point. 0.5 points corresponds to one correctly chosen word and 0 points when the subject could not choose a single correct word.

The maximum number of points is 20. Results less than 10 points are assessed as unsatisfactory, indicating the inability of the subject to compare, analyze and generalize the selected signs.

The presence of more erroneous judgments testifies to the prevalence of the concrete-situational style of thinking over the abstract-logical one. If the subject first gives erroneous answers, but then corrects them, then this can be interpreted as haste and impulsivity.

Incentive material for the methodology "Isolation of essential features"

1. Garden (plants, gardener, dog, fence, ground)

2. River (shore, fish, fisherman, mud, water)

3. City (car, buildings, crowd, street, bike)

4. Barn (hayloft, horse, rooftop, livestock, walls)

5. Cube (corners, drawing, side, stone, wood)

6. Division (class, dividend, pencil, divider, paper)

7. Ring (diameter, diamond, fineness, roundness, gold)

8. Reading (eyes, book, text, glasses, word)

9. Newspaper (true, incident, crossword puzzle, paper, editor)

10. Game (cards, players, chips, penalties, rules)

11. War (aircraft, guns, battles, guns, soldiers)

12. Book (drawings, story, paper, table of contents, text)

14. Earthquake (fire, death, ground vibration, noise, flood)

15. Library (tables, books, reading room, wardrobe, readers)

16. Forest (soil, mushrooms, hunter, tree, wolf)

17. Sports (medal, orchestra, competition, victory, stadium)

18. Hospital (room, injections, doctor, thermometer, patients)

19. Love (roses , feelings, man, date, wedding)

Goal: the technique is used to study the characteristics of thinking, the ability to differentiate the essential features of objects or phenomena from insignificant, secondary ones. By the nature of the identified features, one can judge the prevalence of one or another style of thinking: concrete or abstract.

Material: a form with rows of words printed on it. Each row has five words in brackets and one before the brackets.

The test is suitable for examining adolescents and adults. The words in the tasks are selected in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and abandon an easier, conspicuous, but incorrect way of solving in which, instead of essential, particular, concrete situational signs are highlighted.

Instructions for children and teenagers: "Here are the rows of words that make up the tasks. Each line has one word in front of the brackets, and in the brackets there are 5 words to choose from. You need to choose only two of these five words that are most closely related to the word before the brackets -" garden ", and in brackets the words:" plants, gardener, dog, fence, earth. "A garden can exist without a dog, a fence, and even without a gardener, but there can be no garden without land and plants. So you should choose exactly 2 words -" earth "and" plants.

Adult instruction: "In each line of the form, you will find one word in front of brackets, and then five words in parentheses. All words in parentheses have something to do with the one in front of the brackets. Select only the two that are most related to the word before the brackets.

Form

1. Garden (plants, gardener, dog, fence, land).

2. River (shore, fish, fisherman, mud, water).

3. City (car, buildings, crowd, street, bike).

4. Barn (hayloft, horse, roof, livestock, walls).

5. Cube (corners, drawing, side, stone, wood).

6. Division (class, dividend, pencil, divider, paper).

7. Ring (diameter, diamond, fineness, circumference, gold).

8. Reading (eyes, book, glasses, text, word).

9. Newspaper (true, incident, crossword puzzle, paper, editor).

10. Game (cards, players, chips, punishments, rules).

11. War (aircraft, guns, battles, guns, soldiers).

12. Book (drawings, story, paper, table of contents, text).

14. Earthquake (fire, death, ground vibration, noise, flood).

15. Library (tables, books, reading room, wardrobe, readers).

16. Forest (soil, mushrooms, hunter, tree, wolf).

17. Sports (medal, orchestra, competition, victory, stadium).

18. Hospital (room, injections, doctor, thermometer, patients).

19. Love (roses, feelings, person, date, wedding).

20. Patriotism (city, homeland, friends, family, people).

Answers (key).

1. Plants, land. 11. Battles, soldiers.

2. Shore, water. 12. Paper, text.

4. Roof, walls 14. Ground vibrations, noise.

5. Corners, side. 15. Books, readers.

6. Divisible, divisor. 16. Soil, wood.

7. Diameter, circumference. 17. Competition, victory.

8. Eyes, text. 18. Doctor, patients.

9. Paper, editor. 19. Feelings, man.

10. Players, rules. 20. Homeland, people.

This test is usually included in a battery of thinking tests. In all cases of independent fulfillment of tasks, the test subject's decisions should be discussed by asking him questions. Often in the process of discussion, the subject gives additional judgments, corrects mistakes.

All decisions, questions, as well as additional judgments of the subject are recorded in the protocol. The test is primarily intended for individual examination.

Interpretation.

The presence of more erroneous judgments testifies to the prevalence of the concrete-situational style of thinking over the abstract-logical one. If the subject gives wrong answers at the beginning, then this can be interpreted as haste and impulsivity. The results are assessed according to the table.

Goal: reveals the student's ability to separate the essential features of objects and phenomena from the insignificant, secondary; allows you to judge the sequence of the student's reasoning.

Material: a form with rows of words printed on it.

"SELECTION OF ESSENTIAL FEATURES"

1. Garden (plants, gardener, dog, fence, land).

2. River (shore, fish, fisherman, mud, water).

3. City (car, buildings, crowd, street, bike).

4. Barn (hayloft, horse, roof, livestock, walls).

5. Cube (corners, drawing, side, stone, wood).

6. Division (class, dividend, pencil, divider, paper).

7. Ring (diameter, diamond, fineness, roundness, gold).

8. Reading (eyes, book, text, glasses, word).

9. Newspaper (true, incident, crossword puzzle, paper, editor).

10. Game (cards, players, chips, punishments, rules).

11. War (aircraft, guns, battle, guns, soldiers).

12. Book (drawings, story, paper, table of contents, text).

14. Earthquake (fire, death, ground vibration, noise, flood).

15. Library (tables, books, reading room, wardrobe, readers).

16. Forest (soil, mushrooms, hunter, trees, wolf).

17. Sports (medal, orchestra, competition, victory, stadium).

18. Hospital (room, injections, doctor, thermometer, patients).

19. Love (roses, feelings, person, date, wedding).

20. Patriotism (city, friends, homeland, family, people).

Each row has five words in brackets and one before the brackets. The words in the tasks are selected in such a way that the student demonstrates his ability to grasp the abstract meaning of certain concepts, and abandon an easier, striking, but incorrect way of solving, in which, instead of essential, particular, concrete-situational signs are highlighted.

Progress: the student gives the student the following instruction: “Here are the rows of words that make up the tasks. Each line has one word in front of the parentheses, and 5 words in the parentheses to choose from. Of these five words, you only need to choose 2 that are in the greatest connection with the word before the brackets. For example, the word before the parentheses is "garden", and in the parentheses the words "plants, gardener, dog, fence, earth". A garden can exist without a dog, a fence, and even a gardener, but there can be no garden without plants and land, which means that these two words "earth" and "plants" should be chosen.

Processing of results:

In all cases of independent completion of tasks, the student's decisions should be discussed by asking him questions. Often in the process of discussion, the student gives additional judgments, corrects mistakes.

Right answers

1. Plants, land. 11. Battle, soldiers.

2. Shore, water. 12. Paper, text.

4. Roof, wall. 14. Vibrations of the soil, noise.

5. Corners, side. 15. Books, readers.

6. Divisible, divisor. 16. Soil, trees.

7. Diameter, roundness. 17. Competition, victory.

8. Eyes, text. 18. Doctor, patients.

9. Paper, editor. 19. Feelings, man.

10. Players, rules. 20. Homeland, people.

The presence of more erroneous judgments testifies to the prevalence of the concrete-situational style of thinking over the abstract-logical one. If the subject first gives erroneous answers, but then corrects them, then this can be interpreted as haste and impulsivity. The results are assessed according to the table.

WORD EXCLUSION METHOD

Goal: The methodology "Excluding words" is aimed at the study of analytical and synthetic activities, the ability to generalize. It is similar to the Classification methodology in that the exclusion requires a preliminary classification. The only difference is that the “Excluding words” technique to a lesser extent reveals the efficiency and stability of attention, and to a greater extent - the logic of reasoning, the correctness and validity of generalizations.

Material:A standard form of the methodology, on which a series of words (15 series of 5 words each), a stopwatch and a previously prepared protocol are printed.

STANDARD FORM

Exclusion of words technique

1) decrepit, old, worn out, small, decrepit

2) brave, brave, courageous, evil, determined

3) Vasily, Fedor, Semyon, Ivanov, Porfiry

4) milk, cream, cheese, bacon, sour cream

5 soon, quickly, hastily, gradually, hastily

6) deep, high, light, low, shallow

7) leaf, bud, bark, tree, branch

8) house, barn, hut, hut, building

9) birch, pine, wood, oak, spruce

10) hate, despise, resent, resent, punish

11) dark, light, blue, clear, dull

12) nest, burrow, anthill, chicken coop, den

13) failure, failure, failure, defeat, excitement

14) hammer, nail, pliers, ax, chisel

15) minute, second, hour, evening, day

Key

1) small, 2) evil, 3) Ivanov, 4) fat, 5) gradually, 6) light, 7) tree, 8) building, 9) tree, 10) punish. 11) blue, 12) chicken coop, 13) excitement, 14) a nail, 15) evening

PROTOCOL

Surname, name, patronymic ______________________ Date ________________

Age ______________________ Education ________________________

The study of thinking by the method of "Excluding words"

Instructions:“There are groups of words on the form, each group consists of five words. Four words out of five are somewhat similar and can be combined according to a common feature, but one of the words does not correspond to this feature and must be excluded. " If the subject did not immediately learn the instructions, then the experimenter decides one or two examples together with him. Registered total time execution from the 1st to the 15th task. After the subject has finished the work, he is asked to explain his answers. The experimenter records in the protocol the line number, the excluded word, the subject's explanations, as well as his questions and comments.

Data processing and analysis.The exclusion of words technique involves, first of all, qualitative analysisthe nature of the mistakes and explanations of the subject. It is also possible quantitative assessmentconsisting of the following:

1) in accordance with the key, the number of correctly solved tasks is calculated, for each correct solution 2 points are given;

2) the total score is calculated (A)taking into account the adjustment for the task execution time according to the formula:

A \u003d B + T,

where IN- the number of points for correctly completed tasks, T- time correction.