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MM. Annenkova, E.I. Tarasova
In psychology, there are many approaches to the assessment of intelligence, and intelligence itself is understood by different authors in different ways. From the point of view of diagnostics, it seems to us the most convenient approach when the intellect is considered as a specialized substructure in the integral structure of the personality, but at the same time as a structured integrity of mental abilities manifested in various forms of activity. Rudolf Amthauer approached intelligence from this position when creating his test of the structure of intelligence.
There are many methods for diagnosing intellectual development (they are usually called intelligence tests). These include, for example, the Wechsler intelligence scale, R. Amthauer's intelligence structure test, Raven's progressive matrices, the Heidelberg speech development test, J. Wana's group intelligence test, the school mental development test (STU), etc. do not take into account the fact that there are various kinds of difficulties associated with their use in school. These difficulties are due to the following reasons:
1) Intelligence tests usually contain a large number of subtests and tasks, which is laborious and time consuming for diagnosis. For example, R. Amthauer's intelligence structure test contains 9 subtests, 176 tasks. The test takes 90 minutes (without preliminary procedures and instructions. The Wechsler test for preschoolers and primary school students includes 11 subtests. Raven's black and white progressive matrices contain 60 matrices, combined into 5 series of 12 tasks, etc.
2) Some methods can only be used individually, since many subtests involve working with special stimulus material (Raven's matrices, the "Labyrinths" subtest in the Wechsler children's test) or require oral answers (the "Suggestions" subtest in the Wechsler children's test, .
Among the difficulties should also include those associated with the acquisition of stimulus material for these techniques.
The School Intelligence Test (SIT) is a method widely used in our country. This is facilitated, first of all, by the acceptable volume of tasks, the availability of stimulus material, however, it is not entirely suitable for assessing intellectual skills, since the STS is more likely to measure the level of student learning, the volume of specific knowledge within the school curriculum. In other words, the success of a student on a given test largely depends on how he was taught. Therefore, we chose J. Wana's Group Intelligence Test and R. Amthauer's Intelligence Structure Test as the most appropriate for diagnosing intelligence. The first of them was used by us to diagnose the intellectual development of students in grades 3-6, and the second - for students in grades 8-10 (normative scales for Russian schoolchildren were studied under the guidance of Kudryavtseva N.A.).
Below will be presented the results of a diagnostic study of schoolchildren in grades 3-6 using the Group Intelligence Test (GIT) methodology adapted by Akimova M.K., Borisova E.M., Kozlova V.T. and Loginova G.P. О In our opinion, this test is the most convenient, compact and affordable to use. In addition, a significant advantage of this technique is the possibility of its group application, i.e. work with the whole class at the same time [ 3 ].
GIT contains 7 subtests: 1) Execution of instructions (4 min), 2) Arithmetic tasks (6 min), 3) addition of sentences (5 min), 4) determination of similarities and differences of concepts (1.5 min), 5) number series (4 min), 6) establishment of analogies (3 min), 7) symbols (4 min). The total time to complete the tasks is 27.5 minutes, that is, with preliminary preparation the technique can be carried out in 1 lesson.
Based on the experience of using GIT, its positive side should be emphasized, associated with the measurement of a wide range of intellectual skills, mental processes and acquired knowledge. So, for example, the subtest "Symbols" allows you to evaluate the development of attention, checks the speed capabilities of performing simple mental work. The subtest "Establishing analogies" allows you to judge the level of development of mental operations, as well as the breadth of the vocabulary, knowledge of the meaning of the words of the Russian language, and the subtest "Determining the similarities and differences of concepts" - about the ability to analyze concepts, compare them on the basis of identifying essential features. The development of students' thinking can also be judged by the performance of the 5th subtest (“Number Series”), where a successful solution requires quickly establishing a pattern in the sequence of numbers. In addition, this subtest allows you to check the student's ability to quickly count, reveals the ability to find logical patterns. The subtest "Arithmetic tasks" mainly checks mathematical skills, the formation of mathematical knowledge and actions that are acquired by schoolchildren in the learning process. Subtest No. 3 (“Addition of sentences”) checks the students' mastery of the Russian language program, vocabulary, the ability to correctly build a sentence, and the first subtest checks comprehension, the ability to follow instructions exactly, the speed of understanding simple instructions and their implementation, as well as some elementary knowledge of different areas [(2], p. 68).
The disadvantages of the HIT test include a limited range of its application - mainly, these are children aged 10–12 years (the norms are given for students in grades 3–6) [3].
Diagnostic results
To diagnose and assess the level of development of the intellect of schoolchildren, two sixth grades were chosen: regular (6 A) and gymnasium (6 B). During this study, the following results were obtained.
The gymnasium class coped with the test tasks more successfully than the regular class. The average score in grade 6 “B” is 94.8 points, which corresponds to the age norm, while the average score in grade 6 “A” is 69 points, which corresponds to a low level of intellectual development (see tables and graphs in Fig. 1 and 2 ).
In the gymnasium 6 "B" class, individual indicators were distributed as follows: 30.8% of students scored points corresponding to a high level of intellectual development (above the age norm), 30.8% of the results correspond to the age norm, 26.9% of students showed results, a little below the norm and only 11.5% of the class showed a low level. There are no worst indicators of the level of intellectual development in the 6th "B" class (see Fig. 3).
In class 6 "A" the following results were obtained: 21.7% of students correspond to the age norm in terms of the level of intelligence development in the class. Slightly below the norm showed the result of 34.8% of students; 17.4% of students correspond to a low level and 26.1% to a very low level. There are no high indicators of intellectual development in the class (see Fig. 4).
The difference in the indicators obtained by classes can be seen by comparing these graphs (Fig. 5).
GIT allows you to evaluate the individual and average results of students not only in points, but also in the percentage of correctly completed tasks. On the basis of this, it is possible to compare which class or which group of children (out of those being compared) coped with which tasks better and which ones worse. The graph (see Fig. 6) shows that in all subtests, 6 "B" showed better results.
Analyzing these data, one can see which tasks (subtests) turned out to be the most and least difficult for children.
Figure 7 shows that both for all children in general, and separately for students of grades 6 "A" and 6 "B", the tasks of the subtest "Arithmetic tasks" turned out to be the most difficult. The tasks of the subtest "Number series" turned out to be the easiest (this is especially pronounced for students of grade 6 "A", while for students of grade 6 "B" the tasks of the subtest "Symbols" turned out to be the easiest).
In addition to general and average indicators, the methodology allows you to graphically present and analyze the individual results of each child. For example, the graph (see Fig. 8) shows the individual indicators of two students in grade 6 "B", who showed the best and worst results, relative to the average value (for this class). Points are plotted on the graph corresponding to correctly completed tasks for each subtest (as a percentage). The resulting graph reflects the individual structure of the mental development of the child. This example shows that the student the best result on six subtests, he consistently performs more than 55% of tasks correctly (55% - 77%). This is well above the class averages for the subtests. However, his result on the second subtest ("Arithmetic tasks") is much lower - 30% (this is slightly below the average in the class).
In accordance with these data, recommendations are developed for the individual development of students.
In the study, an attempt was made to analyze the results obtained when students completed tasks of subtests related to mathematical and linguistic cycles (see Fig. 9). The graph shows that for students in grade 6 "A" the differences in the results are not too large; there is a slight predominance of the results on mathematical subtests (which is consistent with the above data showing the relative ease for students of the 6th "A" class of one of the mathematical subtests). while in grade 6 B a more significant predominance of performance is noted in the sphere of the Russian language. In the future, we plan to conduct a correlation analysis of the sum of the results for two mathematical subtests of the GIT methodology (arithmetic problems and number series) with average marks in mathematics, and the sum of the results of the Sentence Completion and Concepts subtests with average marks in the Russian language.
We compared the data obtained in our school with the results of another school (the usual 6th grade of school No. 311 of the North-East Administrative District of Moscow). A comparison was made of the average indicators of the 6th grade of school No. 311 and the average of two grades of school No. 236. It turned out that in terms of average indicators of intellectual development (according to the GIT test), both schools are at a level slightly below the age norm and are for school No. 311 - 84.2%, and for school No. 236 - 81.9%. If we compare the average indicator of the 6th grade of school No. 311 separately with 6 "A" and 6 "B" grades of school No. 236, then this indicator will be approximately between them (84.2% for school No. 311 versus 69% for the class 6 "A" and 94.8% for class 6 "B" - see Fig. 10).
Figure 11 presents an analysis of the ratio of the percentage of students who scored points related to different levels of intellectual development in the two compared schools.
Comparison of the data of two schools, characterizing the success of the tasks of the GIT test for various subtests, shows that the students of school No. 311 are ahead of the gymnasium class of school No. 236 according to the results of the subtest "Arithmetic problems", but only in one subtest "Number series" show a result below 6 " A" class. Approximately the same results were obtained when completing the tasks of the "Analogies" subtest.
In conclusion, let us recall the main goals for the achievement of which the results of the assessment of the intellectual development of schoolchildren can be used.
1. Implementation by the director, deputy. director for water resources management, methodological associations of teachers to control the effectiveness of the pedagogical process and the teaching of school disciplines;
2. Determination of the causes of school failure of individual students and their elimination in the provision of assistance by psychological and social services;
3. Identification of intellectual skills that are not sufficiently developed among the students of the group in order to enhance the development of this intellectual skill in the lessons and additional classes;
4. Efficiency comparison different systems learning and teaching methods, evaluation of the work of individual teachers on the success of certain tests by students;
5. Determination of individual areas of correctional work with students of psychologists, teachers of additional education;
7. Completion of classes, taking into account the level of intellectual development of students (general education and gymnasium for 2 levels, specialized for 3 levels of education)
8. Identification of students with a high level of development of mathematical intellectual skills, humanitarian abilities, developed theoretical, logical thinking for the individualization of the learning process.
Diagnosis of the level of intellectual development of students affects the choice of a learning system for each student and for the formation of classes.
For example, for students with a mathematical mindset, training in lyceum classes is recommended, and for elementary school students, training in the programs of D.B. Elkonin - V.V. Davydova, L.G. Peterson, for students with a humanitarian mindset - training in gymnasium classes.
Application. Methodology "Intellectual lability"(modified by S.N. Kostromina) - for adolescents aged 12-15 years (used both frontally and individually).
The technique is used to predict success in learning. It requires the subjects to have a high concentration of attention, speed of reaction, reveals the ability to focus on the conditions of the task, fulfill and take into account several requirements at the same time, and possess an accurate analysis of various signs.
Subjects must perform within a limited time (3 - 4 seconds) simple tasks on a special form (25 numbered squares).
Instruction: "Listen carefully.You can't ask again. Read assignment is not repeated. Workneed it fast."
Test tasks
Square number 1: Write the first letter of the name Sergey and the last letter of the first month.
Square #2: Write the numbers 1, 6, 3. Circle the odd ones.
Square #4: Write the word "steam" backwards.
Square #5: Draw a rectangle. Divide it with two horizontal and two vertical lines.
Square #6: Draw 4 circles. Cross out the first circle, and underline the third.
Square #7: Draw a triangle and a square so that they intersect.
Square #8: Write the word "chalk". Under the consonants, put an arrow pointing down, and under the vowels, put an arrow pointing to the left.
Square number 10: If today is not Wednesday, then write the penultimate letter of the word "book".
Square #12: Draw a rectangle with a diamond next to it. In the rectangle write the sum of the numbers 5 and 2, and in the rhombus write the difference of these numbers.
Square #13: Draw 3 dots so that when they connect they form a triangle.
Square #15: Write the word "pen". Cross out the vowels.
Square #17: Divide the square with two diagonal lines. Mark the intersection point with the last letter of the name of our city.
Square number 18: If the sixth letter in the synonym word is a vowel, then put the number 1.
Square #20: Draw a triangle with a circle in it.
Square number 21: Write the number 82365. Cross out the odd numbers.
Square #22: If 54 is divisible by 9, check the box.
Square number 19: If the third letter in the word "gift" is not "and", write the sum of the numbers 6 and 3.
Square number 23: If the words "house" and "oak" begin with the same letter, put a dash.
Square number 24: Write the letters "M", "K", "O", enclose the letter "M" in a square, "K" in a circle, "O" in a triangle.
Square #25: Write the word salute. Circle the consonants.
Results processing:
Evaluation is based on the number of errors. An error is any task that is skipped, not completed, or completed with an error. Execution standards:
0-2 errors: high lability, good learning ability.
3-4 errors: medium lability.
5-7 mistakes: low learning ability, difficulties in retraining.
More than 7 mistakes: little success in any activity.
Bibliography.
- Burlachuk L.F., Morozov S.M. "Dictionary guide to psychodiagnostics", St. Petersburg, "Peter", 2002.
- Istratova O.N., Exakusto T.V. "Psychologist's Handbook high school", Rostov-on-Don, "Phoenix", 2004.
- Psychology of a teenager. Workshop. Tests, methods for psychologists, teachers, parents / ed. A.A. Reana, St. Petersburg, 2003.
- A guide to the use of the group intelligence test (GIT) for younger adolescents. Obninsk, Printer, 1993.
Varvara Koryakina
Methods for diagnosing the level of intellectual development of children preschool age
1. Psychological diagnostics(a task).
Psychodiagnostics- this is a set of methods and means for determining the individual psychological characteristics of a person for subsequent, if necessary, corrective impact on her development. Based on this definition, first of all, it is necessary to realize the highest responsibility of all those who undertake to carry out this function. Level professionalism of such activity includes at least two constituent elements, ability: a) collect facts and give them a reasonable explanation; b) choose adequate methods of psychological and pedagogical influence. It is obvious that for a comprehensive solution of this dual task, the most effective combination of the efforts of professional psychological service professionals and experienced practitioners. The starting point of this complex work is a set of primary information about personality, behavior and activities diagnosed subject. Important not only diagnostics of the level of development individual mental processes or a statement of deviations in child's personality development, the most important thing is to establish the relationship between the individual characteristics of the child's psyche. After all individual characteristics, self-esteem or anxiety can affect not only the nature of communication, but also development cognitive processes in children. In turn, the features of memory and level thinking is also determined by some personality traits, for example, level claims or aggressiveness. That is why it is so important when carrying out diagnostics use the whole set methodologies, which will allow you to consider the personality of the child from different angles and make a holistic view of his psyche.
2. Stages of psychological work.
correct diagnostics- this is the first step in organizing the correction of the psyche, and it is necessary not only to choose the right methods, but also to conduct research in such a way that the child does not get tired, does not refuse to participate in the work. correct diagnostics helps to identify the causes of mental disorders development, to determine which qualities are formed the worst.
The main task when examining a child is to determine what needs to be examined first, and then select the appropriate methods. Since the identification of the most complex and profound disorders in the child under study is difficult at first even for professional psychologists, and at the beginning of work with the child it is recommended not to focus on any one side of the mental development or on the study of one mental process, but try to study the child in a complex way, using as many different tests as possible to obtain more reliable results.
The examination begins with a conversation with adults (caregivers, teachers, parents, if they have applied with certain complaints about the child. If the survey initiative comes from the one who will conduct diagnostics, then he himself needs to clearly determine the nature of the claims to the child and the reasons for dissatisfaction with him.
The examination of the child begins with the analysis of his appearance and reactions to the survey situation. At the same time, it is necessary to pay attention to how open the child is for contact, whether he is active (for example, he studies the situation in the room, examines with interest toy, the objects in it, than it is disinhibited, that is, it spins in place, tries to get up, twirls something in its hands, simply dangles its arms or legs. It should also be noted the manifestation of inhibition, tension, shown by the child, his desire to sit down or stand up, unwillingness to draw attention to himself, fear to enter into a conversation.
All these facts may be related to psychodiagnostic(congenital) characteristics of the child, such as impulsiveness or rigidity, and such qualities as anxiety or demonstrativeness. Obtained observations are further compared with test data, which helps to understand the nature of intellectual or emotional deviations of the child.
When examining, it is important to alternate methods so that the study of memory follows the analysis of thinking, and the study of perception follows the study of creativity. Start off diagnostics recommended from drawing (both on a free and not given topic, giving the child time to enter the situation of memory examination, since time is needed (at least 20 minutes) for delayed playback. Personal methods it is better to offer children at the end of the work, after the novelty of the situation has smoothed out for them and contact has been established with the adult conducting diagnostics. The same sequence is maintained even if the examination is not at one time, but in several sessions.
3. Rules for conducting a test diagnostic examination.
The first objective methods for diagnosing the mental development of children appeared at the beginning of the 20th century. Prior to this, for the study of the psyche children only observations and questionnaires were used. The disadvantage of these methods is their subjectivity, since often we see only what we want to see, and do not notice many important things. In addition, questionnaires cannot be used when working with young children, since a certain amount of information is required to answer their questions. level of introspection, absent from preschool children.
New methods called tests, were distinguished by absolute objectivity and the possibility of using any age.
unprofessional approach to diagnostics can do more harm than good. In order for the work to be considered successful, you need to know a few basic rules:
For compiling psychological characteristics the child must use at least 10-15 different tests, since each individual methodology is aimed at"measurement" very narrow, special quality.
Strictly follow the instructions given in each methodology. Otherwise, the essence of the task may change completely, and therefore, the result you get will be erroneous.
Don't forget that each the technique is designed for children of a certain age.
To work on many methodologies special "stimulating material", that is, cards, texts, pictures that are offered to the child. Do not forget that all instructions on the order of presentation and the method of presenting this material are obligatory and that not following them or changing the material can lead to a different result.
You should never try to work with a child through force, without his voluntary desire.
4. The value of each section for assessing the course of mental development.
a) Research development of perception.
Perception is the selection of the most characteristic qualities for a given object or situation, the compilation of stable images based on them. (sensor standards) and the correlation of these standard images with the objects of the surrounding world. At diagnosing the level of development, it is important to determine the level formation of all these three processes. It is also necessary to correlate the causes of mistakes made by the child with these processes, since there are practically no children who would have, all of them are violated at the same time. Therefore, as a rule, the correction of just one of these processes helps to correct the entire activity of perception.
Conducting diagnostics, it is important to choose methodology so that they reflect the features of all three sides of perception. First of all, you need to check whether the child has holistic images. objects of the world, and their adequacy. For this, apply methodology"Cut Pictures". State of the art actions of perception and their degree interiorization explore and test "Box of Forms". The degree of generalization of sensory standards, as well as level of internalization actions of perception are explored with the help of methods"standards".
b) Research memory development.
Memory is one of the leading mental processes, which is especially important for preschoolers and younger students, intellectual development which it is necessary to preserve traces of the information received. Memory is not only one of the most important cognitive processes, but one of the parameters of giftedness. However, when diagnostics must remember that although good memory is generally associated with high the level of intellectual development of the child, short level memory does not yet say that intellectual development this child is not high, that it lags behind the norm. That is, the relationship between memory and intelligence one-sided, not bilateral, and a bad memory, unlike a good one, says little about a person's abilities.
Next at methods developed for the study of different types memory: "ten items» - for the volume of direct figurative; "10 words"- volume and speed of direct verbal; "pictogram"- the study of mediated memory associated with imaginative thinking.
c) research development of thinking.
Thinking is one of the most important mental processes. Thinking is not a homogeneous process, it goes through several stages in its development, consists of many operations. Therefore, it is necessary to figure out what quality of thinking can be investigated by one or another method and what methods best used in diagnostics with various problems that arise in the learning process children. For research level of development figurative thinking in children 4-7 years old can explore the test "Finding missing parts", - for the study of figurative schematic thinking, is called "percentive modeling", to study schematic thinking in children apply"Kogan test", "Raven test", for diagnostics verbal-logical thinking children 5-10 years old"successive pictures", "exception of the fourth".
d) creativity research.
Creativity (creative imagination) It has great value not only for educational child development but also to shape their personality. The ability to find new, unconventional ways to solve various problems is not always associated with common intellectual human abilities. At the same time, the creative abilities of the individual leave an imprint on level activities, and the style of communication with other people, and awareness of their strengths and weaknesses. Therefore, when diagnostics needs to be explored level not only educational, but also creative personality development, which cannot be determined using traditional tests intellect.
To study figurative creativity, a test can be used "Drawing", tests aimed at studying only verbal creativity "name the picture", "what can be at the same time".
e) study of communication.
Communication with adults form almost all knowledge and skills children, including knowledge about oneself, stimulates his cognitive activity. Communication with peers actualizes this knowledge, forming in the child a more correct, adequate image of himself. Disruptions in communication, which are fixed in preschool and ml. school age, manifest themselves later not only in the fact that a person does not know how to achieve what he wants, conflicts with others, not being able to build the right relationship either at home or at work. To study the child's communication with peers, to determine his status place in the group, use method"Sociometry", communication children with family members"Two houses", "Family Drawing".
f) study of individual characteristics and personality traits.
Hardest of all diagnose personality traits of children, and above all due to the lack of absolutely objective methods interpretations data obtained during testing. Norms not developed yet personality development, similar to those that were derived in the study of cognitive development, although there is a general concept of deviations in personal growth. At the same time, it is the personal qualities children are most interested in adults, since they often become the cause of conflict children, their bad behavior, and often bad studies. Knowledge of individual personality traits helps to build proper communication with the child, outline a plan to help him. At diagnostics it is necessary to distinguish individual characteristics from the qualities of the child's personality; individual characteristics are innate, they are associated with the characteristics of work nervous system, and personality traits are formed during life and depend, thus, on the social environment. Therefore, we can talk about correction, changing the structure of personality, but it is impossible to change the individual characteristics of a person. One can only try to help the child create an individual style of activity and communication based on his characteristics, which uses the positive aspects of his personality, neutralizing the negative ones if possible. Self-assessment tests are widely used. There are modifications for children 4-6 years old(Lesenok test) and 7-10 years old (school of self-esteem) - "evaluate yourself". In the study of personal qualities, drawing tests are often used, which are projective, since it is assumed that the child ascribes his feelings and experiences to the characters in the drawing. One of the most informative is the test "Non-Existing Animals". Important information about the individual children and their communication with others gives "Rosenzweig test". There is another test that makes it possible to conduct a comprehensive diagnosis of a child's personality“Children's apperceptive test with its help, you can explore not just one quality, but the structure of the child's personality. Unlike drawings, this test allows not only diagnose deviations but also to understand some of the reasons for their appearance.
Conclusion
Diagnostics and correction are interrelated processes, and correction can be started already in the process diagnostics deviations in mental development and their causes. Data-driven diagnostics a remedial program is under construction.
The main thing in these classes is to form children the ability to navigate the task, to find the most important qualities that characterize the subjects.
Intelligence- a relatively stable structure of abilities, which are based on processes that ensure the processing of information of different quality and its conscious assessment. Intellectual qualities- personality traits that predetermine the features of the functioning of the intellect, i.e. abilities of the individual to process different-quality information and its conscious assessment.
The complexity of determining the level of mental abilities is primarily due to the fact that human mental activity is ambiguous and consists of a combination of many factors. The very concept of intelligence is also controversial: what exactly is considered intelligence? The ability to solve a large number of complex problems in a short time or the ability to find a non-trivial solution? These questions are considered by the theory of intellectual differences. Currently, there are at least three interpretations of the concept of intelligence:
1) biological: “the ability to consciously adapt to a new situation”;
2) pedagogical: “ability to learn, learnability”;
3) a structural approach formulated by A. Binet: intelligence as “the ability to adapt means to ends”. From the point of view of the structural approach, intelligence is a combination of certain abilities.
Let's take a closer look at the structural concept. The first method of intellectual testing was created in 1880. John Cattell. It was he who first used the word "test". He measured reaction time. A little later, the Binet test appeared: it assessed the levels of such psychological functions as understanding, imagination, memory, willpower and the ability to pay attention, observe and analyze. In parallel, the idea of a staging difference - mental age - has become widespread. I must say that this technique is applicable only for children under 12 years old. For children over 12 years old, it is no longer age that comes first, but individual differences, which is confirmed by many studies (the fact of EEG stabilization as an indicator of a certain physiological maturity). In 1911, Stern combined these two concepts by proposing the term IQ - "intellectual quotient" - the ratio of mental age to chronological.
At present, developments in the field of determining IQ by G.Yu. Eysenck. The fundamental basis of intellectual differences is the speed of mental processes. According to Eysenck, there is a logarithmic relationship between the complexity of a problem and the time spent on its solution. The general level of abilities is determined using a set of tests using verbal, digital and graphic material. Tasks are divided into two types: closed (you must choose the right solution); open (find the answer). In this case, there can be two, three, etc. answers. The maximum open task is to find the largest number of answers in a fixed amount of time.
Research has shown that different people handle these two types of tasks differently. This is especially pronounced in children. Thus, one child may be good at closed-type tasks, while open-type tasks may cause difficulties for him, and vice versa. In this regard, it is necessary to include tasks of both types in the test.
Intellectual abilities began to be rapidly studied with the advent of factor analysis.
L. Thurstone proposed a method for grouping tests based on correlation matrices between all pairs of tests included in a single battery. This method allows you to identify several independent “latent” factors that determine the relationship between the results of performing various tests. Initially, L. Thurstone identified 12 factors, of which 7 were most often reproduced in studies.
v. Verbal understanding: it is tested with tasks for understanding the text, verbal analogies, verbal thinking, interpretation of proverbs, etc.
W. Verbal fluency: measured by tests for finding rhymes, naming words of a certain category, etc.
N. Numeric factor: tested by tasks for the speed and accuracy of arithmetic calculations.
S. Spatial factor: divided into two sub-factors. The first determines the success and speed of perception spatial relationships(perception of hard geometric shapes on the plane), the second is associated with the mental manipulation of visual representations in three-dimensional space.
M. Associative memory: measured by tests for rote memorization of associative pairs.
R. Perception speed: determined by the rapid and accurate assimilation of details, similarities and differences in images. Thurstone separates the verbal ("perception of a clerk") and "figurative" subfactors.
I. Inductive factor: it is tested by tasks for finding the rule and for completing the sequence.
The factors discovered by L. Thurstone, as shown by the data of further studies, turned out to be dependent (non-orthogonal). “Primary mental abilities” correlate with each other, which speaks in favor of the existence of a single “G-factor”.
On the basis of the multifactorial theory of intelligence and its modifications, numerous tests of the structure of abilities have been developed. The most common include the Battery of General Ability Tests (GABT), the Amthauer Intelligence Structure Test, and a number of others.
In the model of intellect proposed by R. Cattell, three types of intellectual abilities are distinguished: general, partial (private) and operation factors. He attempted to construct a culture-free test on very specific spatial-geometric material (“Culture-Free Intelligence Test”, CFIT, 1958). Three variants of this test have been developed:
1) for children 4–8 years old and mentally retarded adults;
2) two parallel forms (A and B) for children 8-12 years old and adults who do not have higher education;
3) two parallel forms (A and B) for high school students, students and adults with higher education.
In hierarchical models, ability factors are placed on different "floors" determined by the level of their generalization. Typical and most popular in the literature is the model of F. Vernon. At the top of the hierarchy is Spearman's general factor (G-factor). At the next level, there are two main group factors: verbal-educational abilities (close to what is called “verbal-logical” thinking in terms of domestic psychology) and practical-technical abilities (close to visual-effective thinking). At the third level - special abilities (S): technical thinking, arithmetic ability, etc. and, finally, at the bottom of the hierarchical tree, more particular subfactors are placed, for the diagnosis of which various tests are directed. The hierarchical model has become widespread thanks to tests, primarily by D. Wexler, which were created on its basis.
Intelligence Tests- a group of tests designed to assess the level of development of thinking (intelligence) of a person and his individual cognitive processes (memory, attention, imagination, speech, perception), are used to diagnose mental development.
Psychodiagnostic tasks, the solution of which requires the use of intelligence tests: diagnosing readiness for school, determining the causes of school failure, identifying gifted children, differentiation of education, determining difficulties and deviations in development
and etc.
Most psychologists now recognize that intelligence tests measure the level of development of certain intellectual skills, i.e. level of mental development, but cannot diagnose the contribution of natural capabilities (i.e., an innate ability called intelligence) and an individual's learning to the presented result. Thus, the global predictiveness of intelligence tests on a life-wide scale cannot be considered proven, since it is often not the potential that is tested, but the result of development. Along with this, it is recognized that test tests provide valuable material on the achieved level of development of certain abilities, which can be effectively used for various tasks of training and education.
Consider some psychodiagnostic methods according to their relevance to different ages.
Wechsler test was first published in 1939. In its form, it is individual (that is, it can be carried out with only one subject) and includes two scales: verbal and non-verbal (action scale), while providing for the calculation of IQ for each scale separately and overall IQ.
Currently, there are three forms of Wechsler scales designed for different ages. In 1955, one of the last adult intelligence scales (WAIS) was published, which included 11 subtests.
In addition to scales for adults, Veksler created scales for children (from 6.5 to 16.5 years). The children's version of the test includes 12 subtests.
1. "Awareness". The subject is asked 30 questions from different fields of knowledge (everyday, scientific) and features of memory and thinking are diagnosed (for example: who is Alexander the Great? What is confiscation? When does February 29 happen?).
2. "Intelligibility". The subtest includes 14 questions, the answers to which require the ability to build inferences (what will you do if you cut your finger? Why is it better to build a house out of bricks than out of wood? etc.).
3. "Arithmetic" the subtest consists of 16 tasks, in solving which you need to operate with numerical material, you need intelligence, attention (if you cut an apple in half, how many parts will there be? The seller had 12 newspapers, he sold 5. How many are left?)
4. "Resemblance". The subject needs to complete 16 tasks to find the similarity of concepts, here it is required to process concepts logically and carry out a generalization operation. (Instruction: “I’ll name two objects for you, and you try to say what they have in common, how they are the same. Just try to talk as much as possible until you say everything yourself or until I stop you. Well, let's try ... ". Suggest task number 5: Plum - peach (or cherry). If unsuccessful, provide assistance: "They have bones, they are fruits, they grow on trees").
5. "Vocabulary" The subtest requires the test taker to identify 40 concepts, both concrete and abstract. To complete the tasks, you need a large vocabulary, erudition, a certain culture of thinking (for example, the word “bicycle” is presented. Possible answers and their assessment: “2” - a type of transport. They ride (or ride) on it. Like a motorcycle, without a motor (or you need to turn it with your feet); “1” - it has pedals, wheels (other parts - at least two);
"0" - I have one. Large, three-wheeled, for children.
6. "Repetition of numbers". This subtest diagnoses features of attention and working memory; it is required to repeat after the experimenter a series of numbers, which can include from three to nine characters.
7. "Missing Details". The subject is presented with 20 pictures with images of objects (Figure 6), which lack some details, and they must be named. Here, attention and perceptual abilities are especially important.
Figure 6. An example of pictures of the “Missing Details” subtest of the Wechsler test
8. "Sequential Pictures". The subject is presented with 11 plot pictures (Figure 7). They should be put in such order that a story with successive events is obtained. You need logical thinking, understanding of the plot, the ability to organize it into a single whole.
Figure 7. An example of pictures of the subtest “Sequential pictures” of the Wechsler test
9. "Coss Cubes". The subject is invited to fold the model from cubes with differently colored faces according to the pattern shown on the card. Analytical-synthetic, spatial abilities of the subject are diagnosed.
10. "Folding figures". It is necessary to fold the completed figures (boy, horse, car, etc.) from the cut parts (Figure 8). You need to be able to work according to the standard, to correlate the parts and the whole.
Figure 8. An example of the stimulus material of the “Folding Shapes” subtest of the Wechsler test
11. "Coding". Given numbers from 1 to 9, each of which corresponds to a character. It is required, looking at the sample, to put down the corresponding icons with the proposed series of numbers. Attention, its concentration, distribution, switching are analyzed.
12. "Labyrinths". You need to find a way out of the labyrinths depicted on a sheet of paper (Figure 9). The ability to solve perceptual problems, arbitrariness, stability of attention are diagnosed.
Figure 9. An example of the stimulus material of the “Labyrinths” subtest of the Wechsler test
The test passed all the necessary checks. High indicators of its reliability and validity were obtained. Veksler also created a scale for preschoolers and younger schoolchildren
(for ages 4 to 6.5 years). This scale was published in 1967. It consists of 11 subtests. The standard IQ calculated from the test has a mean of 100 and a standard deviation of 15.
One of the most significant shortcomings of the Wexler test is the vagueness of its content (which is typical for many foreign methods), so it is difficult to build correctional and developmental work with the subjects based on the test results (A.G. Shmelev, 1996).
Another popular mental development test that is suitable for younger students is J. Raven test, or “Raven's Progressive Matrices”. This is an intelligence test designed to diagnose the mental abilities of a person using color and black and white versions of drawings that need to be analyzed and regular connections between them found.
A black-and-white version of the test is provided for the examination of children from 8 years old and adults up to 65 years old. The test consists of 60 matrices or compositions with a missing element. The subject chooses the missing element among 6-8 offered. The tasks are grouped into five series (A, B, C, E, E), each of which includes 12 matrices of the same type, arranged in order of increasing difficulty. The test is not limited in time and can be carried out both individually and in a group.
When performing the test, the subject must analyze the structure of the sample, understand the nature of the relationships between the elements and select the missing part by comparing with the answers offered for choice. For the successful completion of tasks, the subject requires the ability to concentrate attention, mentally operate with images in space, as well as well-developed perception, logical thinking (a kind of “visual logic”).
A simpler version of "Raven's Colored Matrices" includes a series of tasks (A, Av, B).
It is intended for examining children from 5 to 11 years old, for people over 65 years old, for people with language difficulties, for various groups of patients with intellectual disabilities. In addition to the usual blank form, the test exists in the form of so-called “inserts”, when the subject can use cut-out cards with answer options, inserting the selected part as the missing part (this is most often used for preschoolers).
The results of testing using the Raven test are highly correlated with the results of the Wechsler and Stanford-Binet tests. The transfer of indicators to standard ones with the calculation of IQ is provided.
To diagnose the mental development of students in grades 3-6 by a Slovak psychologist
J. Wanda designed Group Intelligence Test (GIT). It has been translated and adapted for a sample of Russian schoolchildren in LPI (M.K. Akimova, E.M. Borisova et al., 1993).
GIT, like other intelligence tests, reveals how much the subject at the time of the examination has mastered the words and terms offered to him in the tasks, as well as the ability to perform certain logical actions - all this characterizes the level of mental development of the subject, which is essential for the successful completion of the school course .
GIT contains 7 subtests: execution of instructions, arithmetic tasks, addition of sentences, determination of similarities and differences of concepts, number series, analogies, symbols.
In the first subtest, the subject is required to follow a series of simple instructions as quickly and accurately as possible (underline the largest of the numbers, determine the number of letters in three words and underline the one that is the longest, etc.). For the correct performance of all tasks, elementary knowledge is required in the volume of the third grade of secondary school. The difficulty lies in quickly grasping the meaning of the instruction and following it as accurately as possible.
The second subtest (arithmetic tasks) is built on the principle of an achievement test and reveals the mastery of specific educational skills in the field of mathematics.
The third one contains 20 tasks, which are sentences with missing words. These gaps must be completed by the student himself. The success of completing tasks depends on the ability to capture the meaning of the sentence, the skills of its correct construction and vocabulary. Mistakes are made by those students who are not yet sufficiently able to build complex sentence structures using words that do not carry the main informative load.
The performance of the next subtest (determining the similarity and difference of concepts) showed that it weakly differentiates the subjects: almost all students successfully completed the tasks included in it. Difficulties are caused by pairs of words whose meanings are unfamiliar to students of this age (“difficulty-problem”, “opinion-view”, etc.). The logical operation itself involved in this subtest is quite accessible to schoolchildren; it is practiced at school if it is necessary to find synonyms and antonyms.
The analogy subtest includes 40 tasks. Mastering this operation is necessary both at the stage of assimilation of knowledge by the child and at the stage of their application. The words included in the subtest should be well known to students of this age. The tasks included the logical relations “species-genus”, “part-whole”, “opposite”, “order”, etc.
In the next subtest, it was required to complete the numerical series, understanding the pattern of their construction. In GIT, rows are formed by:
1) increasing or decreasing each subsequent member of the series by approaching the previous one or subtracting a certain integer from it (14 tasks);
2) multiplying (or dividing) each subsequent number by an integer (2 tasks);
3) alternation of addition and subtraction actions (3 tasks);
4) alternation of multiplication and addition actions (1 task).
A qualitative analysis of the test showed the main reasons for the difficulties that students may experience when performing it:
a) lack of specific knowledge in a certain area (ignorance of concepts, complex syntactic structures, etc.);
b) insufficient possession of some logical-functional relationships between words;
c) a certain rigidity, stereotyped approaches to the solution;
d) some features of the thinking of younger adolescents (associativity, insufficiently deep analysis of concepts, etc.).
It must be taken into account that all these difficulties are associated with the peculiarities of the mental development and life experience of children of this age (E.M. Borisova, G.P. Loginova, 1995).
To diagnose the mental development of students in grades 7–9, the team of K.M. Gurevich designed School Test of Mental Development (SUT).
His tasks include concepts that are subject to mandatory assimilation in the subjects of three cycles: mathematical, humanitarian and natural sciences. In addition, awareness was determined in some concepts of socio-political and scientific-cultural content.
The test consists of 6 subtests: 1 and 2 - for general awareness; 3 - to establish analogies; 4 - for classification; 5 - for generalization; 6 - to establish patterns in the numerical series.
STUR differs from traditional tests in the following:
- other ways of representing and processing diagnostic results (rejection of the statistical norm and use of the degree of approximation to the socio-psychological standard as a criterion for evaluating individual results);
– correctional orientation of the methodology, i.e. the ability to provide on its basis special methods for correcting the observed developmental defects.
STHUR meets the high statistical criteria that any diagnostic test must meet. It has been tested on large samples and proved its effectiveness in solving problems of determining the mental development of adolescent students.
To diagnose the mental development of high school students (grades 8–10) can be used Intelligence structure test by R. Amthauer. It was created in 1953 (last revised in 1973) and is designed to measure the level of intellectual development of persons aged 13 to 61 years.
It was developed primarily as a test for diagnosing the level of general abilities in connection with the problems of professional psychodiagnostics. When creating the test, the author proceeded from the concept that the intellect is a specialized substructure in the integral structure of the personality and is closely related to other components of the personality, such as volitional and emotional spheres, interests and needs.
Intellect is understood by Amthauer as the unity of some mental abilities that manifest themselves in various forms of activity. The test included tasks for diagnosing the following components of intelligence: verbal, counting and mathematical, spatial, mnemonic.
It consists of nine subtests (awareness, classifications, analogies, generalizations, arithmetic problems, numerical series, spatial representations (2 subtests), memorization of verbal material), each of which is aimed at measuring various functions of intelligence. Six subtests diagnose the verbal sphere, two - spatial imagination, one - memory.
R. Amthauer, when interpreting the results of the test, assumed that it can be used to judge the structure of the intellect of the subjects (by the success of each subtest). For a rough analysis of the “mental profile”, he proposed to calculate separately the results for the first four and the next five subtests. If the total score of the first four subtests exceeds the total score of the next five, then the subject has more developed theoretical abilities, if vice versa, then practical ones.
In addition, according to the test results, it is possible to single out the priority development of humanitarian (based on the results of the first four subtests), mathematical (5th and 6th subtests) or technical (7th and 8th subtests) abilities, which can be used in the course of career guidance work.
To diagnose the mental development of high school graduates and applicants at the Psychological Institute of the Russian Academy of Education, a special mental development test - ASTUR(for applicants and high school students). It was created on the same theoretical principles of normative diagnostics as STUR (group of authors: M.K. Akimova, E.M. Borisova, K.M. Gurevich, V.G. Zarkhin, V.T. Kozlova, G.P. Loginova, A.M. Raevsky, N.A. Ferens).
The test includes 8 subtests: 1 - awareness; 2 - double analogies; 3 - lability;
4 - classifications; 5 - generalization; 6 - logic circuits; 7 - numerical series; 8 - geometric shapes.
All test tasks are based on the material of school programs and textbooks. When processing the test results, it is possible to obtain not only an overall score, but also an individual test profile of the test subject, indicating the priority mastery of concepts and logical operations based on the material of the main cycles of academic disciplines (social-humanitarian, physical-mathematical, natural sciences) and the predominance of verbal or figurative thinking.
The test takes about an hour and a half. It has been tested for reliability and validity and is suitable for selecting students for different departments.
Thus, on the basis of testing, it is possible to predict the success of the subsequent training of graduates in educational institutions different profile. Along with the features of mental development, the test allows you to get a characteristic of the speed of the thought process (subtest “lability”), which is an indicator of the severity of the properties of the nervous system (“lability - inertness”).
PSYCHOLOGICAL TESTS FOR DIAGNOSTICS OF INTELLIGENCE AND MENTAL DEVELOPMENT
Methods for determining the level of mental development of children 7-9 years old.
Verbal test G. Eysenck is designed to assess the intellectual abilities of persons aged 18 to 50 years with an education not lower than secondary.
Veksler designed to study mental development. Currently, there are three forms of Wechsler scales designed for different ages. It is believed that the test can be used to diagnose school readiness and assess the causes of underachievement. In our country, the Wexler test was adapted (1973) and later published in an updated edition in St. Petersburg (, 1992).
J. Raven test designed to study mental development. "Raven's Progressive Matrices"- This is a non-verbal test developed by L. Penrose and J. Raven in 1936 in black and white and in 1949 in color. The black-and-white version of the test is designed to examine children from 8 years old and adults up to 65 years old. The test consists of 60 matrices or compositions with a missing element.
Culture-Free Intelligence Test by R. Cattell is designed to measure the level of intellectual development, regardless of the influence of factors of the surrounding social environment.
Group Intelligence Test (GIT) by J. Wanda. The test has been translated and adapted for a sample of Russian schoolchildren in the LPI (, et al., 1993). Designed to diagnose the mental development of students in grades 3-6. The test reveals how much the subject at the time of the examination has mastered the words and terms offered to him in the tasks, as well as the ability to perform certain logical actions with them - all this characterizes the level of mental development of the subject, which is essential for successful completion of the school course. GIT contains 7 subtests: execution of instructions, arithmetic tasks, addition of sentences, determination of similarities and differences of concepts, number series, analogies, symbols.
School Test of Mental Development (SIT) developed by a team to diagnose the mental development of students in grades 7-9. The tasks of the STC include concepts that are subject to mandatory assimilation in the subjects of three cycles: mathematical, humanitarian and natural sciences.
Intelligence structure test by R. Amthauer. It was created in 1953 (last revised in 1973). The test is designed to measure the level of intellectual development of persons aged 13 to 61 years. The test consists of nine subtests, each of which is aimed at measuring different functions of intelligence. Six subtests diagnose the verbal sphere, two - spatial imagination, one - memory. The test contains 9 subtests: awareness, classifications, analogies, generalizations, arithmetic problems, numerical series, spatial representations (2 subtests), memorization of verbal material.
ASTUR (for Applicants and Senior Students Test of Mental Development). The test includes 8 subtests: 1. Awareness. 2. Double analogies. 3. Lability. 4. Classifications. 5. Generalization. 6. Logic circuits. 7. Number series. 8. Geometric shapes.
Methodology for determining the level of development of children 6-9 years old.
Purpose: to study the level of mental development of children of primary school age.
The test consists of four subtests, including verbal tasks:
I subtest - a study of the ability to distinguish between essential features of objects and phenomena from non-essential ones, as well as an assessment of the stock of knowledge of the subject;
II subtest - the study of the abilities of generalization and distraction, as well as highlighting the essential features of objects and phenomena;
III subtest - the study of the ability to establish logical connections and relationships between concepts;
IV subtest - identifying the ability to generalize.
Order of carrying out: Tasks are read aloud by the experimenter, the child reads at the same time to himself. It is best to conduct this test individually with the subject. This makes it possible to find out the reasons for the child's mistakes and the course of his reasoning with the help of additional questions.
Text of the methodology
I. Instruction: "Choose one of the words enclosed in brackets that will correctly complete the sentence that has been started."
A) The boot has ... (lace, buckle, sole, straps, button).
b) Lives in warm lands ... (bear, deer, wolf, camel, seal),
c) In a year, 3, 12, 4, 7) months.
d) The month of winter ... (September, October, February, November, March).
e) The largest bird ... (crow, ostrich, falcon, sparrow, eagle, owl).
c) Roses are ... (fruits, vegetables, flowers, wood).
g) The owl always sleeps ... (at night, in the morning, in the afternoon, in the evening),
h) Water is always ... (clear, cold, liquid, white, tasty).
i) A tree always has ... (leaves, flowers, fruits, root, shadow).
j) City of Russia... (Paris, Moscow, London, Warsaw, Sofia).
II. Instructions: “There are five words in each line. Four words can be combined into one group and given a name. One word does not belong to this group. This "extra" word should be deleted.
A) Tulip, lily, beans, chamomile, violet.
b) River, lake, sea, bridge, swamp.
c) Doll, teddy bear, sand, ball, shovel.
d) Kyiv, Kharkov, Moscow, Donetsk, Odessa.
e) Poplar, birch, hazel, linden, aspen.
f) Circle, triangle, quadrilateral, pointer, square.
g) Ivan, Peter, Nesterov, Makar, Andrey.
h) Chicken, rooster, swan, goose, turkey.
i) Number, division, subtraction, addition, multiplication.
j) Cheerful, fast, sad, tasty, cautious.
III. Instructions: “Read these examples carefully. They have two words written on the left that are somehow related to each other. On the right is another group of words: one word above the line and five words below the line. You need to select one word at the bottom that is related to the word at the top, just like it is done in the words on the left. For example:
forest / trees = library / garden, yard, city, theater, books
run / shout = stand / be silent, crawl, make noise, call, cry
So you need to establish, firstly, what connection exists between the words on the left, and then establish the same connection on the right side.
A) cucumber / vegetable = dahlia / weed, dew, garden, flower, earth
b) teacher / student = doctor / bed, patients, ward, thermometer
c) vegetable garden / carrots = garden / fence, apple tree, well, bench, flowers
d) flower / vase = bird / beak, seagull, nest, egg, feathers
e) glove / hand = boot / stockings, sole, leather, leg, brush
f) dark / light = wet / sunny, slippery, dry, warm, cold
g) clock / time = thermometer / glass, temperature, bed, patient, doctor
h) car / motor = boat / river, sailor, swamp, sail, wave
i) chair / wooden = needle / sharp, thin, shiny, short, steel
j) table / tablecloth = floor / furniture, carpet, dust, board, nails
IV. Instruction: “These pairs of words can be called one word, for example:
Pants, dress... - clothes. Come up with a name for each pair:
a) Broom, shovel...
b) Perch, crucian ...
c) summer, winter
d) Cucumber, tomato...
e) Lilac, wild rose.
e) Wardrobe, sofa ...
g) Day, night...
h) Elephant, ant...
i) June, July ...
j) Tree, flower...
Right answers:
I subtest:
a) outsole
b) camel
at 12
d) February
e) ostrich
f) flowers
g) during the day
h) liquid
i) root
j) Moscow
II subtest
a) beans
b) bridge
c) sand
Moscow city
e) hazel
e) pointer
g) Nesterov
h) swan
i) number
j) tasty
III subtest
h) dahlia / flower
b) doctor / patient
c) garden / apple tree
d) bird / nest
e) boot / leg
f) wet / dry
g) thermometer / temperature
h) boat / sail
i) needle / steel
j) floor / carpet
IV subtest
a) work tools
b) fish
c) season
d) a vegetable
e) bush
e) furniture
g) time of day
h) animal
i) summer months
j) plants
Results processing
I subtest:
If the answer to the first task is correct, the question is asked "why not a lace?" If the explanation is correct, the solution is estimated at 1 point, if it is incorrect - 0.5 points.
If the answer is wrong, the child is helped - he is invited to think and give another, correct answer (stimulating help). For the correct answer after the second attempt, 0.5 points are given. If the answer is incorrect again, the child's understanding of the word "always" is ascertained, which is important for solving 6 out of 10 tasks of the same subtest. When solving the subsequent tasks of the I subtest, clarifying questions are not asked.
II subtest:
If the answer to the first task is correct, the question is asked: "Why?" With a correct explanation, 1 point is put, with an erroneous one - 0.5 points. If the answer is erroneous, assistance is provided similar to that described above. For the correct answer after the second attempt, 0.5 points are given. When answering the 7th, 9th, 10th (g, i, j) tasks, additional questions are not asked, since children of primary school age cannot yet formulate the principle of generalization used to solve these tasks. When answering the 7th (g) task of the II subtest, an additional question is also not asked, since it has been empirically found that if the child solves this task correctly, then he knows such concepts as “first name” and “surname”.
III subtest:
For the correct answer - 1 point, for the answer after the second attempt - 0.5 points.
IV subtest:
If the answer is wrong, you are asked to think again. The scores are similar to those above. When solving subtests III and IV, clarifying questions are not asked.
When processing the results of the study for each child, the sum of the points received for the performance of each subtest and the total score for the four subtests as a whole are calculated.
The maximum number of points that the subject can score for solving all four subtests, -% of the success score). In addition, it is advisable to separately calculate the overall total mark for completing tasks on the second attempt (after stimulating assistance).
Interpretation.
An increase in the number of correct answers after the experimenter invites the child to think more may indicate an insufficient level of voluntary attention, impulsiveness of answers. The total score for the second attempt is an additional indicator that is useful for deciding which of the groups of children with mental retardation the subject belongs to. The assessment of success (OS) of solving verbal subtests is determined by the formula:
OU = x 100% / 40
where x is the sum of the points received by the subjects.
Based on the analysis of the distribution of individual data (taking into account standard deviations), the following levels of success were determined for normally developing children and students with mental retardation:
4th level of success - 32 points or more (80-100% OS),
3rd level - 31.5-26 points (79.0-65%),
2nd level - 25.5-20 points (64.9-50%),
1st level - 19.5 and less (49.9% and below).
Methodology for determining the mental development of normal and abnormal children (7-9 years old)
(Toward the development of a standardized methodology
to determine the level of mental development of normal
and abnormal children
(based on R. Amthauer's intelligence structure techniques)
- Defectology. pp. 28-33.)
Description of the technique
The methodology consists of 4 subtests designed for children 7-9 years old, includes verbal tasks, selected taking into account the program material of the primary grades.
The composition of the first subtest includes tasks that require the subject to differentiate the essential features of objects and phenomena from non-essential, secondary ones. Based on the results of completing the tasks of the subtest, one can judge the stock of knowledge of the subject.
The second subtest consists of tasks that are a verbal version of the exclusion of the "fifth extra". The data obtained in the study of this technique make it possible to judge the possession of operations of generalization and abstraction, the ability of the subject to highlight the essential features of objects and phenomena.
The third subtest is tasks for inference by analogy. To perform them, the subject needs to establish logical connections and relationships between concepts.
The fourth subtest is aimed at identifying the ability to generalize (the child must name a concept that combines two words included in each task of the subtest).
Before presenting the control tasks for each subtest, it is necessary to give 2-3 training exercises, which made it possible to bring the children to a full understanding of the proposed tasks.
1 subtest
|
The boot has |
Lace, yarn, sole, straps, button | ||
|
Lives in warm regions |
Bear, deer, wolf, camel, seal | ||
|
24, 3, 12, 4, 7 months | |||
|
winter month |
September, October, February, November, March | ||
|
Doesn't live in Russia |
Nightingale, stork, titmouse, ostrich, starling | ||
|
Father is older than his son |
Often, always, sometimes, rarely, never | ||
|
Times of Day |
Year, month, week, day, Monday | ||
|
Water always |
Transparent, cold, liquid, white, tasty | ||
|
The tree has |
Leaves, flowers, fruits, root, shadow | ||
|
City of Russia |
Paris, Moscow, London, Warsaw, Sofia |
2 subtest
|
Tulip, lily, bean, chamomile, violet | ||
|
River, lake, sea, bridge, swamp | ||
|
Doll, teddy bear, sand, ball, shovel | ||
|
Kyiv, Kharkov, Moscow, Donetsk, Odessa | ||
|
Rosehip, lilac, chestnut, jasmine, hawthorn | ||
|
Circle, triangle, quadrilateral, pointer, square | ||
|
Ivan, Peter, Nesterov, Makar, Andrey | ||
|
Chicken, rooster, swan, goose, turkey | ||
|
Number, division, subtraction, addition, multiplication | ||
|
Cheerful, fast, sad, delicious, careful |
3 subtest
Cucumber |
Dahlia | ||
|
weed, dew, garden, flower, earth |
|||
Garden | |||
|
fence, mushrooms, apple tree, well, bench |
|||
Doctor | |||
|
glasses, sick, ward, patient, thermometer |
|||
Bird | |||
|
beak, seagull, nest, egg, feathers |
|||
|
Glove |
Boot | ||
|
stockings, sole, leather, leg, brush |
|||
Wet | |||
|
sunny, slippery, dry, warm, cold |
|||
Thermometer | |||
|
glass, temperature, bed, sick, doctor |
|||
Boat | |||
|
river, sailor, swamp, sail, wave |
|||
Needle | |||
|
wood |
sharp, thin, shiny, short, steely |
||
Floor | |||
|
tablecloth |
furniture, carpet, dust, board, nails |
38. Diagnostics of the intelligence of a teenager
Intelligence tests or general ability tests are designed to measure a person's level of intellectual development. Since the time of the first intellectual tests, the concept of intelligence has undergone various changes in terms of approaches to testing intelligence as a mental reality. Back in the 1920s, a crisis arose in the psychology of intelligence. The question arose about the existence of the term "intelligence" in the status of a psychological category. Intelligence has traditionally been studied within the framework of two main areas - testological and experimental-logical. The essence of the testological direction lies in the fact that intelligence is understood as what intelligence tests measure, namely, the totality of cognitive abilities.
The experimental-psychological direction, as a reaction to the non-constructiveness of testological theories, is represented by the theories of J. Piaget (the idea of a genetic explanation of intelligence based on taking into account the laws of its ontogenetic development) and L. S. Vygotsky (the influence of socio-cultural factors on the development of intelligence). In addition to the above, there is a structural approach to the study of intelligence, as an example of domestic research aimed at studying intelligence as a mental reality. The results obtained using intelligence tests are quantified as an intelligence quotient (IQ).
Back in 1905, Alfred Binet, on behalf of the French Ministry of Education, developed methods by which to measure the level of mental development of a child. For each age, their own tasks were selected, which could be solved by 80-90% of children from a sample of 300 children of this age. Children under six years old were offered 4 tasks each, and over six years old - 6 tasks. The indicator of intelligence in the Binet scales was the mental age, which was determined by the success of the test tasks. The test began with completing tasks corresponding to the child's chronological age, if he coped with all the tasks, he was offered tasks for an older age (if he did not solve all of them, then the test was terminated).
Intelligence tests are a set of methods developed within the framework of an objective diagnostic approach. They are designed to measure the level of intellectual development and are one of the most common in psychodiagnostics. Intelligence tests are standardized methods aimed at measuring the general level of an individual's ability to solve a wide class of mental problems.
Manifestations of intelligence are diverse, but they have something in common that allows them to be distinguished from other features of behavior. This common is the involvement in any intellectual act of thinking, memory, imagination, all those mental functions that provide knowledge of the surrounding world. Accordingly, intelligence as an object of measurement does not mean any manifestations of individuality, but primarily those that are related to cognitive properties and characteristics.
Intelligence tests are used in various areas of social practice, not only for diagnostics, but also for scientific research. These tests are a good diagnostic tool and, in addition to analyzing the structure of the intellect, make it possible to predict the success of respondents in certain types of activities, for example, success in professional and educational activities.
The main task of a psychodiagnostic when applying intelligence tests is to translate the obtained objective diagnostic information into the language of the consumer. Without this, the information received may turn out to be ineffective or harmful [Glukhanyuk 2005: 64].
In school practice, a special school test of mental development (SIT) is used. It is designed to diagnose the level of intellectual development of students in grades 6-8.
STU consists of six subtests:
1. awareness (2 subtests);
2. analogies (1);
3. classification (1);
4. generalization (1);
5. number series (1).
They include tasks that are typical in form for most verbal intelligence tests. The tasks included in them were compiled on the basis of information obtained in the course of a psychological analysis of curricula and textbooks for grades 6–7 of a general education school. The concepts used in the tasks are selected according to the main cycles of academic disciplines: natural, humanitarian, and physical and mathematical. STUR is focused on the social norm, which is fixed by the content of the school curriculum.
Thus, the intellect is a relatively independent, dynamic structure of the cognitive properties of a person, arising on the basis of hereditarily fixed (and innate) inclinations, which is formed in conjunction with them. It manifests itself in activities determined by cultural and historical conditions, provides adequate interaction with the surrounding reality, its directed transformation.
