Garden plants gardener fence. Isolation of essential features. The key to the technique "Identification of essential features"

“He is so inattentive,” parents complain about their unfortunate student, “he writes a dictation and there is a mistake in every line! But he knows the rules by heart!” And indeed, wake up such a "literate" in the middle of the night - he will read them by heart, like a prayer.

But such a student cannot see a specific comma behind an abstract rule. And the reasons for the troubles with studies are not a lack of attention, but problems with thinking, verbal and logical generalization.

How developed is your child's ability to generalize? Let's check this with a test.

Prepare 8 cards, each of which depicts four objects (their examples are in the figure). Explain to the child that one of the drawn objects is superfluous. Show the cards and ask on each of them to find this item and say why it is superfluous. Children 5-6 years old must first be shown a training card and the first task to be dismantled with them. They must complete the tasks of the remaining 7 cards without errors in no more than 2 minutes.

Schoolchildren should be able not only to clearly explain the reason for the exclusion of the subject, but also to find a general concept for a group of three subjects.

Children 7-9 years old must complete the task without a training card in 1 minute, 10-11 year olds- in 40 seconds.

If, when completing a task, a child not only exceeds the time limits, but also makes 3-4 mistakes, this is a cause for concern and targeted exercises to correct visual-figurative and verbal-logical thinking.

To train the ability to distinguish essential features from non-essential ones, such a task is useful. To complete it, you need a sheet of paper with rows of words printed on it:

GARDEN (plants, gardener, dog, fence, earth)

RIVER (shore, fish, angler, mud, water)

CITY (car, buildings, crowd, faces, bike)

BARN (hayloft, horse, roof, livestock, walls)

READING (eyes, book, text, glasses, word)

DIVISION (class, dividend, pencil, divider, paper)

CUBE (angles, drawing, side, stone, wood).

In each line, one word comes before the brackets, and five others come after them. All the words in brackets have something to do with the one before the brackets. Invite the child to choose only the 2 that are most related to the word before the brackets. For example, a garden can exist without a dog, a fence, and even a gardener, but it cannot exist without land and plants.

Words in tasks must be chosen so that it becomes possible not only to catch the abstract meaning of certain concepts. The child must give up the “temptation” to choose a conspicuous, but incorrect way of solving, in which private, specific situational signs are singled out instead of essential ones. Guided by this rule, select 15-20 rows of words for one task.

As an exercise, you can use the verbal version of our test.

Prepare a letterhead with typed (or handwritten) series of five words (at least 10 series). In each line, you need to find an extra word, and combine 4 others into one group and give it a name.

For example:

- deep, high, light, low, shallow;

- Vasily, Peter, Semyon, Ivanov, Fedor;

- house, dream, car, cow, tree;

- hammer, pliers, saw, nail, ax;

- brave, brave, resolute, evil, courageous;

- football, volleyball, hockey, swimming, basketball;

- turner, teacher, book, doctor, astronaut; and etc.

Analyze the task with the child and make sure it is done correctly. Some children make an erroneous generalization on an unimportant basis. If, however, the attention of such a child is drawn to the clarification of causal relationships, he can change his answer to the correct one and will not make such mistakes in the future. This happens in children with unstable thinking.

When a child, with a correct decision, finds it difficult to motivate his answer and formulate a generalizing concept, this indicates the unconsciousness of his thinking. If the cause of the association is only the situation in which all objects participate (for example, there is a clock, a coin and an alarm clock on the table), then this is an indicator of concrete thinking, the inability to build generalizations according to essential features.

The technique reveals the ability of the subject to differentiate the essential features of objects or phenomena from non-essential, secondary ones. In addition, the presence of a number of tasks that are identical in the nature of their performance makes it possible to judge the sequence of reasoning of the subject. For the study, special forms are used or the subject is offered tasks orally:

Garden(plants, gardener, dog, fence, earth)

River(shore, fish, angler, mud, water)

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

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

Reading(eyes, book, picture, print, word)

A game(cards, players, penalties, penalties, rules).

Instructions are given in advance: “On each line, one word is in front of brackets, and five are in brackets. All the words in brackets have something to do with the one before the brackets. You must choose from five the two most essential, which are integral features of the word before the brackets. Choose only two and underline them." Often, the subjects begin the task after listening to the instructions inattentively, and therefore their decisions are superficial. In these cases, the attention of the subject should be drawn to the fact that he did not master the task that needs to be repeated. Some patients, usually with intellectual insufficiency, do not immediately understand what is required of them. With such patients, it is desirable to solve one or two problems together.

The words in the tasks are chosen in such a way that the subject has to demonstrate his ability to catch the abstract meaning of certain concepts and refuse an easier, but incorrect way of solving, in which private, specific situational signs are singled out instead of essential ones. So, for example, the word "game" correct solution provides for such essential features as "players" and "rules"; to the word "war" - "battles" and "soldiers". At the same time, some subjects in the first case choose the word "cards", in the second - "guns". With such a solution to the task, the results should be discussed with the subject. Sometimes even the hint of the researcher that we are talking about a game and war in the general, abstract meaning of these concepts does not help the subject to find the correct solution. This testifies to the insufficiency of the level of processes of generalization and abstraction. Erroneous decisions can also be in the nature of individual inconsistent judgments (for example, in asthenic conditions). In these cases, patients, when drawing their attention to the mistake made, correct it themselves.

Formation of analogies

To complete this task, the subject must be able to establish logical connections and relationships between concepts. In addition, as in the study by the previous method, violations of the sequence of judgments are easily detected in the experiment, when the subject temporarily ceases to follow the mode of solving the task chosen by him. However, in contrast to the selection of essential features, the methodology for the formation of analogies contains less monotonous tasks. Analogies in various tasks are built according to different principles, and the presence of inertia in mental processes in patients makes it much more difficult for them to complete the task: in the next task, they try to isolate the analogy according to the principle of the previous task. Distinguish between the formation of simple and complex analogies.

Formation of simple analogies is produced using special forms, on which pairs of sample words are located on the left, by analogy with which a couple of words should be highlighted in the right half of the form. Moreover, at the top right, the first word of the desired pair is indicated, and the bottom one must be selected from five. For example:

steam electricity

wire light bulb, current, water, pipes, boiling

The subject is explained that just as electricity travels through a wire, steam travels through pipes. For example, it is necessary to choose tasks where analogies are built according to different principles. For some subjects, this serves as a warning about the possibility of errors. Sometimes the principle of completing a task can be explained by an arithmetic example of the formation of proportions. Such an explanation is successful with a certain intellectual safety.

When 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 "slips" are not corrected, while inconsistent judgments due to exhaustion are corrected by patients as soon as they notice them. The discovery of the possibility of correcting errors during the experiment, preventing them in the future, indicates a certain preservation of critical thinking.

In addition to the verbal version of the methodology for the formation of simple analogies, its subject variants can also be used. Some of Raven's tables can be used as examples for this.

Formation of complex analogies provides for the allocation of complex, abstract logical relationships. Due to the greater difficulty of this technique, it is used in the study of persons with secondary and higher education.

For the study, special forms are used.

1. SHEEP-HERD

2. RASPBERRY

3. SEA - OCEAN

4. LIGHT-DARKNESS

5. POISONING IS DEATH

6. ENEMY - ENEMY

FEAR - FLIGHT WORD - PHRASE

REVENGE - ARSON VITALITY - SLOWNESS

PHYSICS - SCIENCE FREEDOM - INDEPENDENCE

TEN - NUMBER REST - MOVEMENT

CORRECT - TRUE Idleness - Idleness

GARDEN - GARDEN SINGING - ART

CHAPTER - NOVEL PRAISE - BABE

PAIR - TWO THRIFT - SPIN

COOL - FROST DECEPTION - DISTRUST

The subject is instructed that at the top of the form there are six pairs of words, each of which has certain relationships. These relationships are analyzed, for example, "sheep - herd" - part and whole, "raspberry - berry" - definition, "sea - ocean" differ in quantitative terms, etc. Then the attention of the subject is drawn to the pairs of words below, the principle of connection which he must match with one of the samples. Against each pair, he puts the number that stands next to the sample pair. An approximate solution to the task is as follows: "The chapter is part of the novel, just as the sheep is part of the herd."

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

Comparison of concepts

1. The technique is used to study the thinking of patients, the processes of analysis and synthesis. It has been used for a very long time, it was especially widely used in the school of acad. V. M. Bekhtereva.

2. From the set he has, the experimenter prepares 8-10 pairs of words to be compared. The technique has been tested and is suitable for the study of children and adults of different educational levels. Applicable for the study of bedridden patients or patients with limited access, refusing to perform experimental work. In addition, it is very convenient when it is necessary to repeat studies of patients to assess the variability of their condition. So, for example, some authors used this technique when assessing the effect of a drug on the process of thinking of patients.

3. The patient is asked to say "how similar and how different" these concepts are. Write down all of his answers in full. The experimenter must insist that the patient necessarily indicate the similarity between the concepts first, and only then the difference. If the patient does not immediately understand the task, you can jointly compare any easy pair of words.

Offering the first incomparable pair (for example, a river-bird), the experimenter carefully observes the facial expressions and behavior of the patient. If the patient expresses surprise, bewilderment, or simply remains silent, finding it difficult, he is immediately given an explanation: “There are such pairs of objects (or concepts) that are incomparable. In this case, you should answer: "They cannot be compared." If the patient immediately begins to compare this pair, his answer is recorded, but then they still give an explanation regarding the “incomparable” pairs. In the future, such explanations are no longer given, but simply register the patient's answers about each pair.

4. When evaluating the responses of patients, one should take into account whether they manage to identify significant signs of similarity and difference between concepts. The inability to distinguish signs of similarity, as well as significant signs of difference, indicates the weakness of the patient's generalizations, his inclination to concrete thinking. The second thing to pay attention to is whether the patient maintains the plan of comparison given to him or whether his thought “slides” somewhere to the side and his judgments turn out to be devoid of logical sequence.

So, for example, a patient with schizophrenia in a subacute state gives the following abstruse and agrammatic comparison of rain and snow: “Snow is called all microns and remote points that can be under frost, and rain, consisting of water, and it can be in close cooperation ". Another patient compares rain and snow like this: “Rain is water drops, and snow is frost, snow is snow, and water is water, what difference can there be - these are completely different things ... Snow is falling and water is falling, snow falls, and the rain also falls ... ".

It is convenient to combine this technique with pharmacological tests and record the statements of patients using a tape recorder.

Methodology "Identification of essential features"

Target: study of the operation of abstraction, the ability to differentiate the essential features of objects or phenomena from non-essential, secondary ones.

Stimulus material and equipment.

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

Progress.

The 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 best reflect the meaning of the first word.

The words in the tasks are chosen in such a way that the subject must demonstrate his ability to catch the abstract meaning of certain concepts and refuse an easier, conspicuous, but incorrect way of solving, in which instead of

significant, private, specific situational signs are distinguished.

After completing the tasks independently, the subject's decisions should be discussed by asking him clarifying questions. Often, during the discussion, the subject gives additional judgments, corrects errors.

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

Test subject instructions.

Instruction for children:“Here are the rows of words that make up the tasks. In each line, there is one word in front of the brackets, and 5 words in brackets to choose from. You need to choose from these five words only two that are in the greatest connection with the word before the brackets. For example, the word before brackets is “garden”, and in brackets are the words: “plants, gardener, dog, fence, earth”. A garden can exist without a dog, a fence, and even without a gardener, but without land and plants, a garden cannot exist. So, it is these 2 words that should be chosen - “earth” and “plants”.

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

Processing of results.

The answers of the subject are compared with the key.

The key to the technique "Identification of essential features"

1. Plants, earth

2. Shore, water

3. Buildings, street

4. Roof, walls

5. Corners, side

6. Divisible, 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, tree

17. Competition, victory

18. Doctor, patients

19. Feelings, man

20. Motherland, person

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 any of the correct words.

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 features.

The presence of erroneous judgments to a greater extent indicates the predominance of the concrete-situational style of thinking over the abstract-logical one. If the subject gives erroneous answers at first, but then corrects them, then this can be interpreted as haste and impulsiveness.

Stimulus material for the technique "Identification of essential features"

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

2. River (shore, fish, angler, 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, hallmark, roundness, gold)

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

9. Newspaper (truth, incident, crossword, 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 vibrations, noise, flood)

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

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

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

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

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

Target: the technique is used to study the peculiarities of thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract.

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

The test is suitable for examination of teenagers and adults. The words in the tasks are chosen in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and refuse an easier, conspicuous, but incorrect way of solving in which private, concrete situational signs are singled out instead of essential ones.

Instructions for children and teenagers:"Here are the rows of words that make up the tasks. In each line, there is one word before the brackets, and in brackets - 5 words to choose from. You need to choose only two of these five words that are most connected with 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 cannot be a garden without land and plants. So you should choose exactly 2 words - "land and "plants".

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

Form

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

2. River (shore, fish, angler, 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, hallmark, circumference, gold).

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

9. Newspaper (truth, 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 vibrations, noise, flood).

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

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

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

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

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

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

Answers (key).

1. Plants, earth. 11. Battles, soldiers.

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

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

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

6. Divisible, divisor. 16. Soil, tree.

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

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

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

10. Players, rules. 20. Motherland, person.

This test is usually included in the thinking battery. In all cases of independent performance of tasks, the decisions of the subject should be discussed by asking him questions. Often, during the discussion, the subject gives additional judgments, corrects errors.

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

Interpretation.

The presence of erroneous judgments to a greater extent indicates the predominance of the concrete-situational style of thinking over the abstract-logical one. If the subject gives erroneous answers at the beginning, then this can be interpreted as haste and impulsiveness. The evaluation of the results is carried out according to the table.

The technique is used to study the features thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another thinking style: specific or abstract.

The test is suitable for examination of children and adults.

Test Description

The words in the tasks are chosen in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and refuse an easier, conspicuous, but incorrect way of solving in which private, specifically situational signs are singled out instead of essential ones.

The test is intended mainly for individual examination.

Instructions for the test

For children: “Here are the rows of words that make up the tasks. In each line, there is one word in front of the brackets, and 5 words in brackets to choose from. You need to choose from these five words only two that are in the greatest connection with the word before the brackets. For example, the word before 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 without land and plants, a garden cannot exist. So you should choose these 2 words - "earth" and "plants".

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

Notes:

In all cases of independent performance of tasks, the decisions of the subject should be discussed by asking him questions. Often, during the discussion, the subject gives additional judgments, corrects errors.
All decisions, questions, as well as additional judgments of the subject are recorded in the protocol.

test material

Garden(plants, gardener, dog, fence, earth)
River(shore, fish, angler, mud, water)
City(car, buildings, crowd, street, bike)
Barn(hayloft, horse, roof, livestock, walls)
Cube(corners, drawing, side, stone, wood)
Division(class, dividend, pencil, divider, paper)
Ring(diameter, diamond, fineness, roundness, gold)
Reading(eyes, book, text, glasses, word)
Newspaper(true, incident, crossword, paper, editor)
A game(cards, players, chips, penalties, rules)
War(airplane, guns, battles, guns, soldiers)
Book(drawings, story, paper, table of contents, text)
Singing(ringing, art, voice, applause, melody)
Earthquake(fire, death, ground motion, noise, flood)
Library(tables, books, reading room, wardrobe, readers)

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Key to the test

Plants, earth
coast, water
Buildings, street
Roof, walls
corners, side
dividend, divisor
Diameter, roundness
Eyes, text
Paper, editor
players, rules
battle, soldiers
paper, text
Voice, melody
Ground vibrations, noise
Books, readers
soil, tree
competition, victory
doctor, patients
Feelings, man
motherland, person

Interpretation of test results

The evaluation of the results is carried out according to the table.