Conclusions about the level of development. The trade winds of the southern hemisphere have a direction

test round

For each correct answer -1 point. The maximum score is -10.

1. The first expedition to circumnavigate the world was:

• a) spanish+
• b) Portuguese
• c) English
• d) Russian

1. The angle of inclination of the earth's axis to the plane of the orbit is:

• a) 0°
• b) 33.5°
• c) 66.5°+
• d) 90°

1. The length of the meridian arc between the northern and southern tropics is (in °):

• a) 34°
• b) 24°
• c) 14°
• d) 47°+

1. The trade winds of the southern hemisphere have the direction:

• a) northern
• b) northeast
• c) southern
• d) southeast +

1. Which region of the world receives the most precipitation?

• a) on the lake Victoria+
• b) at the North Pole
• c) on the Arabian Peninsula
• d) in Antarctica

1. What words can describe the climate in the Amazon basin?

• a) hot and dry
• b) hot and humid
• c) warm and humid
• d) cold and wet

1. Find an exception from the logical series:

• a) Red
• b) Barents
• c) Caspian +
• d) Beringovo
• e) Arabian
• e) Mediterranean

1. The student depicted on the drawing a distance of 500 m with a segment 2 cm long. What numerical scale did he choose to complete the task:

• a) 1:5000
• b) 1:25000+
• c) 1:10000
• d) 1:2500

1. Moscow is located in the basin:

• a) the Atlantic Ocean
• b) Indian Ocean
• c) the Arctic Ocean
• d) Pacific Ocean
• e) Internal drain +

1. Which of the elements of the hydrosphere is cleared of pollution the slowest?

• a) lakes
• b) glaciers
• c) the oceans
• d) groundwater +
• e) rivers

1. The doctrine of the biosphere was created by:

• a) Eratosthenes
• b) Dokuchaev
• c) Arseniev
• d) Vernadsky +

1. Determine which group of living organisms the listed creatures belong to.

1. An instrument that records earthquakes is called:

• a) seismograph +
• b) seismometer
• c) barograph
• d) bathometer

1. Which of the geographical objects has coordinates: 28 ° N, 87 ° E.

• a) on. Orizaba
• b) Mount Everest+
• c) volk. Cotopaxi
• d) Volk. kilimanjaro

1. Choose one of the main reasons for low temperatures in the polar regions of the Earth:

• a) Deviation of the axis of rotation of the Earth from the perpendicular to the plane of the orbit
• b) The predominance of descending air currents in polar latitudes
• c) Highly reflective snow and ice+
• d) Polar day and polar night regime

1. Which of the rocks in the above list is placed erroneously?

• a) limestone
• b) sand
• c) marble +
• d) clay
• e) chalk

1. If the river is fed by glaciers, floods usually occur:

• a) in spring
• b) summer +
• c) autumn
• d) in winter

1. Specify the reason for the spread of deserts and semi-deserts on the territory of the California Peninsula, southwestern Africa (Namib), the western coast of Australia ...

• a) High tectonic activity in these areas
• b) Active deforestation
• c) Significant evaporation of water from adjacent areas of the ocean and land
• d) The presence of cold currents near the coast +

1. If you move in one direction along an azimuth equal to 300 °, then you need to return along the azimuth:

• a) 100°
• b) 120°+
• c) 60°
• d) 180°

1. For the construction of an underground garage, a pit was dug 21 meters deep. On the surface of the earth, the barometer showed 748 mm. rt. Art. What pressure did the barometer show at the bottom of the pit?

• a) 750mm Hg
• b) 769mm Hg
• c) 746mm Hg+
• d) 727mm Hg

Exercise 1

Draw a hill with a height of 17.5 m using contour lines. The height difference between adjacent horizontals (sectional height) is 5m. The western slope is steep, the eastern one is more gentle.

The maximum score is 20 points.

Evaluation:

1. 4 horizontal lines are drawn - 5 points.
2. On each horizontal there is a height mark or a berghash on the outside, or both - 5 points.
3. At the top of the hill there is a height mark (17.5) - 5 points.
4. On the left, the horizontal lines are drawn close to each other, on the right, the horizontal lines are drawn far apart - 5 points.

Task 2

Fill in the gaps in the text:

Each correct guess is worth 2 points. The maximum score is -20.

The level above which snow lies throughout the year is called (1). Above it (2) accumulates and gradually turns into (3). So on top high mountains(4) are formed. They slowly slide down, sink below (1), melt, giving rise (5). At the edge (4), fragments of rocks remain, which form (6). AT polar regions the climate is so severe that (4) are formed that completely cover vast territories. Such (4) are called (7). They cover the mainland (8) and the largest island of the Earth (9). When (4) reach the ocean, their marginal sections break off and turn into - (10).

Missing words:

1- snow line/border; 2 - snow; 3 - ice; 4 - mountain glaciers; 5 - mountain rivers/ rivers; 6 - moraine; 7 - integumentary; 8 - Antarctica; 9 - Greenland; 10 - icebergs.

Task 3

Divide the following concepts and phenomena into groups according to the features of the geospheres. Suggest names for the groups yourself.

For each correct answer - 1 point. If the names of the groups will be on the shells (Hydrosphere .... biosphere), evaluate by 0.5 points. Maximum score - 20

Lagoon, aurora, ravine, hail, savanna, sea, tundra, tornado, volcano, monsoon, selva, prairie, quarry, strait, deep trench, bay.

Answers

This is one of the options for division. If the child offers a different approach to classification, then the teacher himself determines the degree of correctness of the answer. A prerequisite for setting the maximum number of points should be the complete correct distribution of ALL concepts.

Task 4

Maximum score - 20

Analyze the maps that show the salinity of the waters of the oceans. Name the factors that increase and decrease salinity in the ocean. Explain why the salinity of the waters off the coast of the Labrador Peninsula is much lower than off the coast of the British Isles, and off the coast of California (USA) is lower than off the Japanese Islands ...

Answers

Increase salinity:

• predominance of evaporation over precipitation (2 points)
• ice formation (2 points)

Reduce salinity: predominance of precipitation over evaporation (2 points)

• melting ice (2 points)
• inflowing rivers (2 points)

The distribution of salinity in these areas is influenced by currents (2 points).

The cold Labrador Current brings more fresh water from the Arctic Ocean (2 points), and the North Atlantic - more saline water from tropical latitudes (2 points),

The California Current carries fresher water from the temperate latitudes (2 points) than the Kuroshio from the tropics (2 points).

The study of the ability to generalize and abstract, the ability to identify essential features.

The technique has two options: the first option is a study on the subject, the second - on the verbal material.

I. Subject variant

Test Description

One by one, the subject is presented with cards with the image of four objects on each. Of the four objects drawn from each card, he must exclude one object, and give the rest one name. When an extra item is excluded, the subject must explain why he excluded this particular item.

Instructions for the test

“Look at these drawings, 4 objects are drawn here, three of them are similar to each other, and they can be called by one name, and the fourth object does not fit them. Tell me which one is superfluous and what can be called the other three if they are combined into one group.

The researcher together with the subject solve and analyze the first task. The rest of the subject, as far as possible, analyzes independently. If he is having difficulty, the researcher asks him a leading question.

The protocol records the card number, name
the subject that the subject excluded, the word or expression with which he designated the other three, the explanations, all the questions that were asked to him, and his answers. This test is suitable for children and adults.

test material

II. Verbal variant

Instructions for the test

The subject is presented with a form and is told: “Here, five words are written in each line, four of which can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

The execution of this test option is identical to the above. Recommended for studies of persons over 11-12 years of age.

test material

1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, tongs, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Airplane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, resent, resent, understand.

Registration required

To see the material in its entirety, you need to register or enter the site.

Attention!
1. Nobody will see in the test results, your name or photo. Instead, only gender and age will be listed. For example, " Woman, 23" or " Man, 31“.
2. The name and photo will only be visible in comments or other posts on the site.
3. Rights in VK: “ Access to friends list" and " Access at any time” are required so that you can see the tests that your friends have passed and see how many answers in percentage you have matched. Wherein friends won't see answers to questions and the results of your tests, and you will not see their results (see paragraph 1).
4. By authorizing on the site, you give permission for the processing of personal data.

Processing and interpretation of test results

Scale for assessing the level of development of the generalization operation

Number of points		Characteristics of problem solving
I	II
		The subject correctly and independently names a generic concept to denote:
5	–
–	5	"extra" subject (word).
		First, he names the generic concept incorrectly, then he corrects the mistake himself:
4	–	to denote
–	4	to designate an "extra" object (word).
		Independently gives a descriptive description of the generic concept to designate:
2,5	–	combined into one group of objects (words);
–	2,5	"extra" subject (word).
		The same, but using explorer to denote:
1	–	objects (words) united in one group;
–	1	"extra" subject (word).
		Cannot define a generic concept and cannot use help to denote:
0	–	objects (words) united in one group;
–	0	"extra" subject (word)

If the subject copes with the first three or four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision, choose a name for a group of objects, then we can conclude that he is intellectually insuffi- cient .

If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects somehow participate), then this is an indicator concrete thinking, inability to build generalizations according to essential features.

Sources

• Exclusion of superfluous/ Almanac psychological tests. M., 1995, S.143-152.

List of methods for the study of thinking

1. A table with images of objects, one of which does not fit for one reason or another (size, shape, color, generic category).

2. Tables with tasks for the exclusion of a concept that is not suitable for the rest.

3. Tables with logical tasks and search for patterns.

4. Forms for the technique "Identification of essential features."

5. Forms for the methods "Simple analogies", "Complex analogies".

6. Tables with proverbs and sayings.

7. Plot pictures for comparison; tables with a task for comparing words-concepts.

8. A set of plot pictures of varying degrees of complexity (simple, with a hidden meaning, ridiculous content, a series depicting a sequence of events).

9. Tables with texts of varying complexity (simple descriptive, complex, with conflicting content).

10. A set of cards with the image of objects of different generic categories for the study of the classification operation.

11. Tables with riddles.

12. Forms with words for the study of associations (one of the options is the selection of words that are opposite in meaning).

13. Tables and cards for conducting a "learning experiment" (method of A.Ya. Ivanova).

14. Tables with tasks for "schematization" (Wenger's method).

Materials from the manual Zabramnaya S.

METHODOLOGY "EXCLUDING EXCESSIVE"

The technique has two options: the first is a study on the subject, the second is on the verbal material.

Purpose: to study the ability to generalize and abstract, the ability to identify essential features.

Subject variant

Material: a set of cards with the image of four objects on each.

One by one, these cards are presented to the subject. Of the four objects drawn on each card, he must exclude one object, and give the rest one name. When an extra item is excluded, the subject must explain why he excluded this particular item.

Instructions and progress: "Look at these drawings, 4 objects are drawn here, three of them are similar to each other, and they can be called by one name, and the fourth object does not fit them. Tell me which one is superfluous and how can you call the other three if they are combined into one group.

The researcher together with the subject solve and analyze the first task. The rest of the subject, as far as possible, analyzes independently. If he is having difficulty, the researcher asks him a leading question.

The protocol records the number of the card, the name of the subject that the subject excluded, the word or expression with which he designated the other three, explanations, all the questions that were asked to him, and his answers. This option is suitable for the study of children and adults.

Interpretation.

Scale for assessing the level of development of the generalization operation.

Number of points Characteristics of problem solving

1 2 5 5 The subject correctly and independently names a generic concept to designate: 1) objects (words) combined into one group; 2) an "extra" object (word).

4 First, the generic concept names incorrectly, then he corrects the mistake himself: 1) to designate objects (words) united in one group; 2) to designate an "extra" object (word).

2.5 Independently gives a descriptive description of a generic concept to designate: 1) objects (words) combined into one group; 2) an "extra" object (word).

1 The same, but with the help of a researcher to designate: 1) objects (words) combined into one group; 2) an "extra" object (word).

0 Cannot define a generic concept and does not know how to use help to designate: 1) objects (words) united in one group; 2) an "extra" object (word).

Verbal variant

Material: Letterhead printed with a series of five words.

Instructions and progress: the subject is presented with a form and is told: “Here, five words are written in each line, of which four can be combined into one group and give it a name, and one word does not belong to this group. It must be found and excluded (cross out) ".

The execution of this test option is identical to the above. Recommended for the study of persons over 12 years of age.

Form for verbal option.

1. Table, chair, bed, floor, wardrobe.

2. Milk, cream, lard, sour cream, cheese.

3. Boots, boots, laces, felt boots, slippers.

4. Hammer, pincers, saw, nail, ax.

5. Sweet, hot, sour, bitter, salty.

6. Birch, pine, tree, oak, spruce.

7. Plane, cart, man, ship, bicycle.

8. Vasily, Fedor, Semyon, Ivanov, Peter.

9. Centimeter, meter, kilogram, kilometer, millimeter.

10. Turner, teacher, doctor, book, astronaut.

11. Deep, high, light, low, shallow.

12. House, mast, car, cow, tree.

13. Soon, quickly, gradually, hastily, hastily.

14. Failure, excitement, defeat, failure, collapse.

15. Hate, despise, resent, resent, understand.

16. Success, failure, luck, gain, peace.

17. Bold, brave, resolute, angry, courageous.

18. Football, volleyball, hockey, swimming, basketball.

19. Robbery, theft, earthquake, arson, assault.

20. Pencil, pen, drawing pen, felt-tip pen, ink.

METHOD "SPECIFICATION OF ESSENTIAL FEATURES"

Purpose: 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: blank 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.

Instruction for children and adolescents: "Here are the rows of words that make up the tasks. In each line, there is one word in front of 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 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 there cannot be a garden without land and plants. So you should choose exactly 2 words - "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 that are in the greatest connection with the word before the brackets.

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

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

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

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.

Score in Points:

Number of correct answers

Generalizing function of a word

An excellent “exercise” for the brain here is the selection of analogies, metaphors, synonyms and antonyms, etc. It is clear that at first such classes should be carried out exclusively in a visual plan. We will consider more complex options, but the ideology does not change from this.

"Finish the sentence"

The child is presented with a list of unfinished sentences.

Instructions: "Continue the sentence by choosing the most appropriate word."

A tree always has ... (leaves, flowers, fruits, root).

The boot always has ... (laces, sole, zipper, buckle).

The dress always has... (hem, pockets, sleeves, buttons).

A picture always has... (artist, frame, signature).

At a younger age, this exercise, of course, should be performed standing in front of a specific tree or picture, looking at and feeling a specific dress (pot, doll, pineapple).

"Visual Classification"

For this exercise, you can use the children's loto.

Lay the pictures on the table and invite the child to choose all the pictures that match the given one. For example, for an apple, the child will have to pick up all the pictures that depict fruits (berries and vegetables - depending on the task). Then ask the child to name each picture; discuss with him why he made this choice, how these items are similar and how they differ.

You can choose any pictures with objects according to a certain given common feature, for example, by shape (color, texture, temperature, sound) or functional feature.

"Split into groups"

The child is offered a number of subject images, which he must decompose into generalized groups: for example, mushrooms and berries, shoes and clothes, animals and flowers. The child must give a name to each resulting group and list (name) all its components.

"Find similarities and differences"

For analysis, the child is offered pairs of objects (pictures, words), in which he must note the common and different.

For example: nightingale-sparrow, summer-winter, chair-sofa, birch-spruce, plane-car, hare-rabbit, binoculars, girl-boy, etc.

"From private to general"

Explain to the child the following: there are words that denote many similar objects, phenomena. These words are general terms. For example, fruit. This word can be called apples, oranges, pears, etc.

But there are words that indicate a smaller number of similar items, and they are private, specific. For example, "apples". This word refers to all apples (both large and small, green, red, etc.).

Now ask the child to match the general concepts to the particular. You can help him make a set of cards with the appropriate images. It is clear that it is useful to come up with similar exercises, but from the series "From the general to the particular."

"What more?"

The child must answer the question and justify his answer: “Which is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or mammals, words or nouns, squares or rectangles, cakes or sweets?”

"Choose a general concept"

Invite the child to complete the row and name the following concepts in one word: apple, pear - chair, wardrobe -

cucumber, cabbage - shoe, boot -

doll, ball - cup, plate -

cat, elephant - leg, hand -

flower, tree - perch, pike -

rose, dandelion - March, September -

oak, birch - lantern, lamp -

rain, snow - day, night -

lake, sea - bee, beetle -

"Classification of objects by a generalizing word"

According to a given generalized concept (for example, dishes, vegetables, furniture, objects made of iron, etc.), the child must choose from the general set of pictures (real objects) those that will correspond to the given concept.

"Superfluous word"

After reading the words (having examined a set of pictures), the child must answer the questions: “Which word is superfluous? Why?” Plate, cup, table, teapot.

Birch, aspen, pine, oak.

Sofa, table, armchair, wood.

Pencil, chalk, pencil case, doll.

Earthquake, typhoon, mountain, tornado.

Circle, triangle, trapezoid, square.

Comma, dot, dash, union.

"Remove the redundant sign"

The child is asked to highlight a feature that does not fit all the others, and name a factor that generalizes the remaining words. Examples: Winter, summer, autumn, June, spring.

Red, blue, beautiful, yellow, grey.

Wooden, glass, iron, dilapidated, plastic.

Old, tall, young, old, young.

Sweet, salty, bitter, sour, roasted.

"Polysemy words"

Play the game "Look how interesting!". Having named any word (noun, adjective, verb), compete who will come up with more situations and sentences in which this word “participates”. For example: you can “fly” in a dream, on an airplane and on a hang glider; like a bird (eagle and swift) and like snow (leaf); high, low, fast, etc.

"Homonyms"

Remember together with your child and insert instead of dots in brackets a word that would mean the same as the words outside the brackets.

THE CLOTH (...)

STATE OF MATTER (gas)

SPRING (...)

LOCKPICK (key)

INCLINE (slope)

ANIMAL (...)

TENDERNESS (weasel)

BAY (...)

PART OF THE FACE (lip)

BENCH (...)

SHOP (shop)

Think about how many actions you and I perform automatically. If nature does not always stabilize this level of mental life in left-handed people, then you will have to do this. Of course, relying on a rich arsenal of external, conscious means significantly increases the number of degrees of freedom for left-handers to achieve a particular goal.

But the same phenomenon testifies to the weakness of their adaptive mechanisms, the wear and tear of the nervous system as a whole - after all, everything is "passed through the head"! We observe the consequences everywhere in left-handers, including in childhood: frequent emotional and psychosomatic breakdowns, a tendency to neurosis-like manifestations and increased exhaustion.

In other words, their neuropsychological status can often be described by the formula: "The nose is pulled out - the tail is stuck..."

"Board Kogan"

a) identifying the fundamental possibility of generalizing on two grounds in visual

forms of thinking;

b) determination of the features (methods) of thinking in the process of receiving and processing conditions

tasks, as well as in the process of practical implementation of the task;

c) identification of personal reactions of children in the process of completing the task (or behavioral characteristics).

Material: a tablet is presented, divided into 25 empty squares. They need to be filled with geometric images that have different shapes and colors - in accordance with the “stimuli” given on the graphed tablet. Some and other stimuli (except for the rhombus) are well known to younger mentally retarded schoolchildren in their standard verbal designation.

At the same time, 25 cards with geometric images are presented. Each of the cards corresponds to one of the given geometric shapes and one of the colored stimuli. Cards need to fill in the empty squares on the tablet. The correct execution of practical actions to fill in the empty squares presupposes the child's internal mental actions, which consist in a visual generalization of objects according to 2 signs.

Instruction: “Look, “here” (show) there are different “figures”. They must be decomposed into "these" empty cells. Watch how we lay them out. We will put “this” figurine “here”: look, it fits the “circle” in shape, and it is “red” in color ...”.

Then the child is given another figurine: "Where shall we put 'this' figurine?". If the child solves the problem incorrectly, the explanation is repeated again with the simultaneous demonstration and explanation of the desired action. And so on - up to 6 presentations.

Criteria for evaluating the received data:

1. Ways of incorrect reception and processing of information (setting conditions for each

presentation):

Manipulations with figures without any regard for the conditions of the task;

Overlaying a fur coat on a sign-stimulus;

Generalization on only one basis (shape or color);

Generalization on two grounds - with a rapid loss of the principle of generalization that arose in consciousness (sliding towards generalization on the first ground);

2. Ways of mental and practical actions in the process of correctly completing the task:

The correct decisions are made in an external, visual and effective plan by the method of "trial and error"; practical actions are exploratory in nature;

Correct actions are carried out in an internal, mental, visual-figurative alan: practical actions are of an executive nature;

Fast or slow pace of acceptance and processing of the conditions of the task (the number of presentation of the task, providing a stable, critical generalization according to 2 visual signs).

3. Features of behavior in the process of completing the task: - interested, - calm,

"monotonous" or "dynamic" (devoid of any emotional coloring or calm

concentration).

Establishing the sequence of events

Purpose: to study the features of the mental activity of the child, the possibility of establishing causal and spatio-temporal relationships, analysis speech development child.

There are series corresponding in content to children's age, as well as series for adults.

Stimulus material: For the study, a series of plot pictures (in the amount of 2-16 pictures) are needed, which depict the stages of an event. In the children's version, you can use the plots of fairy tales.

Instruction: The subject is shown a pack of mixed cards and is told: “Here, all the pictures show the same event. It is necessary to make out how it all began, what happened next and how it ended. Here (the experimenter indicates the place) put the first picture on which the beginning is drawn, here - the second, third ... and here the last.

After the subject has laid out all the pictures, the experimenter writes down in the protocol how he laid it out (for example: 5, 4, 1, 2, 3), and only after that asks the subject to tell in order what happened. If he decomposed incorrectly, he is asked questions, the purpose of which is to help the patient establish a contradiction in his reasoning, to identify the mistakes made.

If the second attempt is unsuccessful, then the experimenter himself shows the subject the sequence of events and, after shuffling all the cards again, invites him to lay them out again - for the third time, or to compose a story reflecting the sequence of events.

Comparison of concepts

Purpose: analysis of the development of the comparison operation

Stimulus material:

Group 1 - 2 words related to the same category:

Morning - evening Cow - horse

Pilot - tanker Skis - skates

Tram - bus River - lake

Bicycle - motorcycle Dog - cat

2nd group - 2 words for which it is much more difficult to find something in common, they have more differences:

Crow - fish Lion - tiger

Train - plane Deception - mistake

Boot - pencil Apple - cherry

Lion - dog Crow - sparrow

3rd group - tasks for comparing and distinguishing objects in conflict conditions (where differences are much more pronounced than similarities):

Milk - water Gold - silver

Sleigh - cart Sparrow - chicken

Oak - birch Fairy tale - song

Painting - portrait Rider - horse

Cat - apple Hunger - thirst

Instruction: say what is common and what is different (it is necessary to name as many similarities and differences as possible).

Note: if necessary, the experimenter constantly stimulates the subject in search of as many similarities and differences as possible between the words of the pair “How else are they similar?”, “How else?”, “How else do they differ from each other?”.

Analysis: quantitative processing consists in the number of similarities and differences allocated to the subjects in each pair of similarities and differences.

A high level of development of the comparison operation - if more than 20 features are named.

The average level is 10-15 traits.

Low level - less than 10 traits.

It is important to take into account which features the student noted in greater numbers - similarities or differences, whether he often used generic concepts.

For preschoolers, the tasks of the 2nd and 3rd groups will be especially difficult. For younger students, the operation of generalization often takes the form of highlighting common features, behind which lies a visual comparison or selection of objects in a general visual situation, tasks of the 3rd category are difficult for them. A mentally retarded child will not be able to perform the task of diverting a feature and introducing objects into one category, but will always replace such an answer either by pointing out the difference or by introducing into some kind of visual situation.

Interpretation of proverbs

Age of the subjects: the technique can be used both in the study of adolescents and adults.

Validity of the methodology: study of the level, purposefulness of thinking, the ability to understand and operate with the figurative meaning of the text, differentiation and purposefulness of judgments, the degree of their depth, the level of development of speech processes.

Stimulus material: a set of proverbs and metaphors.

Examination procedure and instructions: the subject is called several metaphors and proverbs and asked to explain their abstract figurative meaning.

Evaluation of results: results can be evaluated using Table 1:

Score 9 8 7 6 5 4 3 2 1

Number of correct answers 20 19 18 15-17 13-15 10-12 7-8 5-6 4

TABLE 1

You can use this test in another version, inviting the subject to compare phrases with each other and find among them similar or opposite in meaning. This will allow diagnosing the level of formation of associative processes and the flexibility of thinking.

Variants of presented proverbs and metaphors.

1. Strike while the iron is hot. 2. Do not get into your sleigh. 3. There is no smoke without fire. 4. Not all that glitters is gold. 5. They cut the forest - chips fly. 6. You can't hide an awl in a bag. 7. There are devils in still waters. 8. If you like to ride, love to carry sleds. 9. What you sow, you will reap. 10. Not all cats have carnival. 11. Chickens are counted in the fall. 12. There is nothing to blame on the mirror if the face is crooked. 13. The hut is not red with corners, but with pies. 14. You go quieter - you will continue. 15. He took up the tug - do not say that it is not hefty. 16. Measure seven times - cut once. 17. They are greeted by clothes, escorted by mind. 18. Hat not for Senka. 19. As it comes around, it will respond. 20. Small spool, but expensive. 21. The humpbacked grave will fix. 22. One in the field is not a warrior. 23. Pretend. 24. The cat cried. 25. The voice of one crying in the wilderness. 26. Small intestine. 27. Two boots - a pair. 28. Get into your head. 29. Garden head. 30. My tongue is my enemy. 31. Make a fool pray to God - he will break his forehead. 32. Well done among the sheep. 33. Goosebumps. 34. One with a bipod, seven with a spoon. 35. Like a butt on the head. 36. A mosquito will not undermine your nose. 37. The fifth wheel in the cart. 38. Further into the forest - more firewood. 39. Like a bolt from the blue. 40. Chickens do not peck money. 41. The soul went to the heels. 42. Cast a shadow on the wattle fence. 43. Crush water in a mortar. 44. Let the goat into the garden. 45. I ate little porridge. 46. ​​Storm in a tea saucer. 47. The game is not worth the candle. 48. I would be glad to heaven, but sins are not allowed. 49. Forbidden fruit is sweet. 50. At least a stake on your head. 51. To be afraid of wolves - do not go into the forest. 52. I gave my soul to God. 53. One field of berries.

Technique “Number Series”

Purpose: study of the logical aspect of mathematical thinking.

Age: Any

Instructions for the test

Children's version: "Carefully read each row of numbers and in two free cells write two numbers that will continue this number series."

Example 2 4 6 8 10 12 14 16

№2 5 10 15 20 25 30

№4 9 9 7 7 5 5

№5 3 6 9 12 15 18

№6 8 2 6 2 4 2

№7 5 9 12 13 16 17

№8 27 27 23 23 19 19

№9 8 9 12 13 16 17

№10 1 2 4 8 16 32

№11 22 19 17 14 12 9

№12 4 5 7 10 14 19

№13 12 14 13 15 14 16

№14 24 23 21 20 18 17

№15 16 8 4 2 1 1/2

№16 18 14 17 13 16 12

№17 12 13 11 14 10 15

№18 2 5 10 17 26 37

№19 21 18 16 15 12 10

№20 3 6 8 16 18 36

Adult version: “You are presented with 7 number rows. You must find the patterns for constructing each row and enter the missing numbers instead of dashes "-". The time to complete the work is 5 minutes.

test material

№1 24 21 19 8 15 13 - - 7

№2 1 4 9 16 - - 49 64 81 100

№3 16 17 15 1 14 19 - -

№4 1 3 6 8 16 18 - - 76 78

№5 7 16 9 5 21 16 9 - 4

№6 2 4 8 10 20 22 - - 92 94

№7 24 22 19 15 - -

Key to the test

Children's option

№1. 9 10 №11. 7 4

№2. 35 40 №12. 25 32

№3. 2 1 №13. 15 17

№4. 3 3 №14. 15 14

№5. 21 24 №15. 1/4 1/8

№6. 2 2 №16. 15 11

№7. 29 33 №17. 9 16

№8. 15 15 №18. 50 65

№9. 20 21 №19. 9 6

№10. 64 128 №20. 38 76

adult version

№1. 12 9 №5. 13

№2. 25 36 №6. 44 46

№3. 13 20 №7. 10 4

Interpretation of test results

If the subject finds it difficult to solve such problems, this may mean that he does not analyze digital material well, does not see hidden patterns in it, and therefore cannot use them, therefore, his logical thinking in mathematics is poorly developed.

OPTION 1.

Source: Zabramnaya SD "From diagnostics to development". - /Materials for the psychological and pedagogical study of children in preschool institutions Moscow: New School, 1998 - 144 p.

Research objectives
Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.

Equipment
Three drawings of different complexity.
There are three squares in the figure (APPENDIX 1), each with four figures, one of which does not fit on one basis (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three of one generic group, and the fourth of another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four words-concepts, one of which does not fit. Offered to children from 7 years old.

Procedure
APPENDICES 1, 2, 3 are offered alternately.

When working with APPENDIX 1, the instruction: "Tell me what does not fit here?".
When working with APPENDIX 2, they are first asked to name what is drawn, and then they ask: "What does not fit here?". Help: "There are three objects (pictures) here that are somehow the same, but one does not fit. Which one?".
When working with APPENDIX 3, the researcher reads the words himself, and then asks the child to name a word that does not fit the rest. If the answer is correct, they are asked to explain the choice.

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This indicates a lack of development higher levels generalizations. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.

Children are mentally retarded They do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Children with mental retardation understand the instructions, perform tasks (APPENDIX 1). The task (APPENDIX 2) to establish generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (APPENDIX 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.

ATTACHMENT 1.

APPENDIX 2

APPENDIX3.

OPTION 2.

Source: Nemov R.S. "Psychology in 3 volumes". - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (APPENDIX 4), which represent different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous.
You have 3 minutes to solve the problem.

Evaluation of results

10 points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.
8 -9 points- the child correctly solved the problem in time from 1 min to 1.5 min.
6 -7 points- the child coped with the task in 1.5 to 2.0 minutes.
4 -5 points- the child solved the problem in 2.0 to 2.5 minutes.
2 -3 points- the child solved the problem in 2.5 minutes to 3 minutes.
0—1 score- the child did not cope with the task in 3 minutes.

Conclusions about the level of development

10 points- very tall
8 -9 points- high
4 -7 points- average
2 -3 points- short
0 - 1 point - very low

APPENDIX 4 A.

APPENDIX 4 B. Additional materials to the methodology "What is superfluous?"

OPTION 3.

Source: Almanac of psychological tests - M.: KSP, 1996 - 400 p.

To conduct the study, forms of the “Exclusion of the superfluous” methodology will be required, which allow assessing the ability of the subject to generalize and highlight essential features. The technique consists of series, in each series - 4 words. (2 options are offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: Form with printed series of four to five words.

Instruction and progress: I present the form to the subject and say: “Here, in each line, five (four) words are written, of which four (three) can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

Form for verbal option

1 OPTION.
1. Table, chair, bed, floor, wardrobe.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pincers, saw, nail, ax.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, resent, resent, understand.
16. Success, failure, luck, gain, peace.
17. Bold, brave, resolute, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink .;

OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watches, glasses, scales, thermometer;
4) boat, wheelbarrow, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision, choose a name for a group of objects, then we can conclude that his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects somehow participate), then this is an indicator of concrete thinking, inability to build generalizations according to essential features.

APPENDIX.