Garden plants gardener fence. Isolation of essential features. Key to the Essential Feature Isolation Technique

“He is so inattentive,” the parents complain about their would-be pupil, “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 study are not lack of attention, but problems with thinking, verbal and logical generalization.

How advanced is your child's generalizing abilities? Let's check it out with a test.

Prepare 8 cards, each of which depicts four objects (examples are in the picture). Explain to your child that one of the objects drawn 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 first need to show a training card and analyze the first task with them. They must complete the tasks of the remaining 7 cards without errors in no more than 2 minutes.

Pupils should be able not only to clearly explain the reason for excluding a subject, but to find a generalizing 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, while completing the task, the child not only exceeds the time standards, but also makes 3-4 mistakes, this is a reason for concern and purposeful exercises to correct visual-figurative and verbal-logical thinking.

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

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

RIVER (shore, fish, fisherman, 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 (corners, drawing, side, stone, wood).

Each line has one word before the parentheses and five others behind them. All words in parentheses have something to do with the parenthesized word. Ask the child to select only 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 grasp the abstract meaning of certain concepts. The child must abandon the "temptation" to choose a conspicuous, but wrong way of solving, in which, instead of essential, particular, concrete-situational signs are highlighted. Based on this rule, select 15-20 rows of words for one task.

The verbal version of our test can also be used as an exercise.

Prepare a letterhead with printed (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;

- bold, brave, decisive, evil, brave;

- football, volleyball, hockey, swimming, basketball;

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

Review the task with your child and make sure it is completed correctly. Some children make the wrong generalization on a non-essential basis. If you draw the attention of such a child to clarify the cause-and-effect relationship, he can change his answer to the correct one and in the future will not make such mistakes. 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 a lack of awareness of his thinking. If the reason for the unification is called only a situation in which all objects participate (for example, a clock, a coin and an alarm clock are on the table), then this is an indicator of concrete thinking, inability to build generalizations based on essential features.

The technique reveals the ability of the subject to differentiate the essential features of objects or phenomena from insignificant, 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 the subject's reasoning. For research, use special forms or offer the subject tasks orally:

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

River (shore, fish, fisherman, 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).

A preliminary instruction is given: “On each line, one word is in front of the brackets, and five in brackets. All words in parentheses have something to do with the parenthesized word. You have to choose from five of the two most essential, which are inherent in the word before the brackets. Pick only two and underline them. " Often, the subjects begin the task after inattentively listening to the instructions, and therefore their decisions are superficial. In these cases, the subject's attention should be drawn to the fact that he has not mastered the task that needs to be repeated. Some patients, usually with intellectual disabilities, do not immediately understand what is required of them. It is desirable to solve one or two problems together with such patients.

The words in the tasks are chosen in such a way that the subject has to demonstrate his ability to grasp the abstract meaning of certain concepts and abandon an easier, but incorrect way of solving, in which, instead of essential, particular, specific situational signs are highlighted. So, for example, to the word "game" the right decision 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 a hint from the researcher that we are talking about play and war in the general, abstract meaning of these concepts does not help the subject find the correct solution. This testifies to the insufficient level of the processes of generalization and abstraction. 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 be able 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 stops following the mode of solving the task chosen by him. However, in contrast to the selection of essential features, the method of forming analogies contains less monotonous tasks. Analogies in different tasks are built on different principles and the presence of inertia of mental processes in patients makes it much more difficult for them to complete the task: in the next task, they try to highlight an analogy according to the principle of the previous task. Distinguish between the formation of simple and complex analogies.

Formation of simple analogies It is made using special forms, on which pairs of sample words are located on the left, 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:

Steam electricity

wire light bulb, current, water, pipes, boiling

The subject is explained that just as electricity flows through a wire, steam flows through pipes. It is imperative, for example, 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. This explanation is successful with a certain intellectual preservation.

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 "slipping" 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, indicates a certain safety of critical thinking.

In addition to the verbal version of the methodology for the formation of simple analogies, its substantive versions can also be used. Some Raven 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.

Special forms are used for the study.

1. SHEEP-HERD

2. RASPBERRY-BERRY

3. SEA - OCEAN

4. LIGHT-DARK

5. POISONING - DEATH

6. ENEMY - DISPOSAL

SCARE - FLIGHT WORD - PHRASE

Revenge - arson vigor - indolence

PHYSICS - SCIENCE FREEDOM - INDEPENDENCE

TEN - NUMBER OF REST - MOTION

RIGHT - RIGHT CELEBRATION - UNDERLESS

GRADKA - GARDEN SINGING - ART

CHAPTER - NOVEL OF PRAISE - ABUSE

COUPLE - TWO THANKS - MORNING

COOL - FROST CHEAT - DISTRUST

The subject is instructed that at the top of the form are six pairs of words, each of which has a certain relationship. These relationships are analyzed, for example, "sheep - flock" - part and whole, "raspberry - berry" - definition, "sea - ocean" differ in quantitative terms, etc. Then the subject's attention is drawn to the pairs of words located below, the principle of communication which he must match with one of the samples. Against each pair, he puts the number that is about 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 flock."

Discussion, together with the patient, of the erroneous decisions made by him provides the researcher with material on the basis of which one can judge the 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. Bekhterev.

2. The experimenter prepares 8-10 pairs of words to be compared from the set he has. The technique has been tested and is suitable for the study of children and adults of different educational levels. It is applicable for the study of bedridden patients or inaccessible patients who refuse to perform experimental work. In addition, it is very convenient when repeated studies of patients are required to assess the variability of their condition. For example, some authors have used this technique when assessing the effect of a drug on the thinking process of patients.

3. The patient is asked to say “how they are similar and how they differ”. Write down all of his answers in full. The experimenter must insist that the patient must first indicate the similarity between concepts, and only then the difference. If the patient does not immediately understand the task, one can jointly compare any light pair of words.

When proposing the first incomparable pair (for example, a river-bird), the experimenter carefully observes the patient's facial expressions and behavior. If the patient expresses surprise, confusion, or is simply 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 must 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 the patient's answers about each pair are recorded.

4. When assessing the responses of patients, one should take into account whether they manage to identify significant signs of similarities and differences in concepts. The inability to distinguish signs of similarity, as well as significant signs of difference, testifies to the weakness of the patient's generalizations, his tendency to concrete thinking. The second thing that should be paid attention to is whether the patient adheres to the comparison plan given to him or whether his thought "slips" somewhere to the side and his judgments turn out to be devoid of logical consistency.

So, for example, a patient with schizophrenia in a subacute state gives the following abstruse and agrammatical comparison of rain and snow: “Snow is called all microns and extramural points that can be frozen, 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 "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 consists of five words in parentheses and one in front of the parentheses. 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 brackets, and 5 words in the brackets 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 parenthesized word. 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 methodology "Isolation of essential features"

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 erroneous judgments to a greater extent testifies to the prevalence 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 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 predominance 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 from these five words only two that are in the greatest connection 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 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 brackets. All words in brackets 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 mainly 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.

The technique is used to study the features 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 predominance of one or another thinking style: specific or abstract.

The test is suitable for examining 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 abandon the easier, striking, but incorrect way of solving in which, instead of essential, particular, concrete situational signs are highlighted.

The test is primarily intended for individual examination.

Test instructions

For children: “Here are the rows of words that make up the assignments. Each line has one word in front of the brackets, and 5 words in the brackets 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".

For adults: “In 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 parenthesized word. Select only the two that are most related to the word before the brackets. "

Notes:

• 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.

Test Material

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. A game (cards, players, chips, penalties, rules)
11. War (plane, guns, battles, guns, soldiers)
12. Book (drawings, story, paper, table of contents, text)
13. Singing (ringing, art, voice, applause, melody)
14. Earthquake (fire, death, soil vibrations, noise, flooding)
15. Library (tables, books, reading room, wardrobe, readers)

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The key to the test

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

Interpreting test results

The presence of erroneous judgments to a greater extent testifies to the prevalence 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 impulsivity.

The results are assessed according to the table.