Perception is the process of a person receiving and processing various

information entering the brain through the senses.

Munsterberg Perception Test

Purpose of the study: to determine the selectivity of attention.

Equipment: assignment form.

Instructions: Among the alphabetic text there are words. Your task is to look through line by line to find these words as quickly as possible. Underline the words you find. Task completion time - 2 minutes.

Measuring Perceptual Volume

The purpose of the exercise is to determine the volume of visual perception in

depending on the degree of meaningfulness of the presented material.

The objects are sets of meaningless combinations of letters (8 letters per

set) and meaningful phrases (three words in each phrase). Total in experience

40 presentations, 20 for each object type, presented first

letters, then phrases. The test subject’s task is to reproduce in writing everything that

he was presented with.

Installation illusions

There is a certain type of illusion of perception, classical

examples of which are illusions of weight, volume, size.

The following features of situations and properties of emerging situations can be identified:

1. The subject is given the task of comparative assessment of the couple

objects according to any parameter: weight, volume, size.

2. The experience consists of two series: preliminary, or installation, and

main – control. The purpose of the preliminary series is to create

subject prerequisites for the emergence of illusions, the goal of the main series

- detect illusion.

3. In the preliminary series, a pair of obviously different

objects, in the control - a pair of identical ones.

4. In the control series, the subject usually makes an error in

direction of contrast: the object that appears smaller (lighter)

which in the installation series corresponded to the larger (heavier) one. IN

some cases (usually when there are small differences between objects in

preliminary series) there is an assimilative illusion: in

to the control pair, the object that is in

In the installation experiments, a larger (heavier) one also corresponded.

The purpose of the exercise is to demonstrate the illusion of size.

The exercise consists of a preliminary and control series.

Preliminary series. The subject is presented within 1

seconds 2 circles of significantly different diameters. Task

test subject - compare the circles by size and indicate the larger one. Except

In addition, he evaluates the degree of confidence in the correctness of his answers based on 3

point scale:

3 – firmly confident;

2 – not entirely sure;

1 – not sure.

In the preliminary series, 8 identical samples are presented.

Control series. The subject is presented without warning

two identical circles, equal in diameter to the smaller circle in

preliminary series. The subject's task does not change. If he

decides on the equality of the circles, then gives the corresponding

answer. The control series also contains 8 samples.

Illusions of perception

1. Constancy of perception

Constancy of perception is the ability to perceive

objects are relatively constant in shape, size, color, etc., with

changing conditions of perception.

The dimensions of the cat shown in the upper picture in the distance, and in

lower - in the foreground, identical. Is this how your brain perceives it?

Organization of perception

The phenomena of perception were described and analyzed by the school

Gestalt psychology (M. Wertheimer, W. Köhler, K. Koffka).

The most important of these principles is that any image or

the object is perceived as a figure standing out against some background.

One of congenital features brain structure signals

in such a way that everything that is smaller or has a more correct

configuration, and most importantly, what has some meaning for us,

perceived as a figure; she appears against some background, and the background itself

is perceived as much less structured (Fig. 2).

However, the entire picture of perception is rebuilt as soon as another

the background element becomes significant in turn. Then what a second

before this, one could see how the figure was losing its clarity and getting mixed up with the general

Vase of Ruby. In this picture the background can be either black or

white. It depends on what a person perceives – a vase or 2 profiles.

Figure and ground are interchangeable: a figure can turn into a background, and a background into

Illusions of perception of complex objects

When a person perceives complex, meaningful images

the mechanism of influence of past experience and thinking is triggered, highlighting

in the perceived image the most informative places, based on

which, by correlating the information received with memory, it is possible to

create a holistic view.

Who do you see in the picture - an old woman or a young fashionista? Alone

they see the profile of a young woman, while others see the profile of an old woman. Each of

of those watching, some hypothesis appears, and the brain tries to confirm this

hypothesis, organizing different elements drawings differently.

Shape recognition

Purpose of the exercise: to study the processes of perception and recognition.

The experimenter presents the subject with a table with image 9

figures and invites you to carefully consider and remember these figures in

for 10 seconds. After which the subject is shown a second table, with

a large number of figures. The test subject must find among them

figures of the first table.

First instruction: “Now I will show you images of figures. You have

have 10 seconds to try to remember as many as possible

figures" (Fig. 5).

Second instruction: “In the following figure (Fig. 6) among

drawn figures you must choose those that you saw in the first

Perception as a subject-oriented process (SOP) or an object-oriented process (OOP). Various theories treat perception as OOP or SOP. There is a third class of theories: the interaction of subject and object, which are characterized by the fact that: thinking and perception are independent processes; denial of participation in the knowledge of past experience; Process modeling is not allowed. Differences between OOP and SOP:

Object-oriented theories of perception:

Structuralist theory of perception. Sensation as a unit of perceptual image. The hypothesis of the summation of sensations. Analytical introspection is a method designed to measure sensations in natural conditions. Principle of Constancy: When the same stimulus energies fall on the same part of the sensory organ, they can be detected by AI and converted into the same pure sensations. The world consists of: Sensations that arise when a separate receptor is irritated; Memory images that represent traces of experienced sensations.

Gestalt theory of perception. Emphasis on the innate nature of perceptual processes. Based on the whole, not on units - example melody, triangle outline. The most important thing is not the elements, but the process that produces them. Physiological Gestalt theory - the concentration of chemicals at the ends of excitation.

Gibson(ecological theory of perception). Perception is what an individual achieves. It represents the process of direct contact with the outside world, the process of experiencing, impressions of objects. This is the psychological act of living observation. Opportunity extraction source – environment. Visual information is extracted from the light flux. Objects are illuminated - every point of the living space is provided with a luminous flux. We perceive not light, but the surfaces it contains. Surfaces have a texture that changes naturally. Texture gradient is a natural, invariant change in surface texture. Gradients are sources of visual information.

Subject-oriented theories of perception:

Helmholtz. Perception is an act mental activity. Three types of images: 1) primary image - has a sensitive nature, generated by physiological elements; completely cleared of experience. 2) image-representation - it contains human knowledge that develops in the experience of interaction with the outside world (for example, an idea of ​​​​the shape of things, their spatial localization, etc. 3) perceptual image - synthesis of (1) AND (2) through the process unconscious inference. Perception is the expression of knowledge about the world in sensory form.

Bruner. Perception– the process of categorization based on past experience. Every category has perceptual readiness. Ready to use – installation. Categorization is the process of assigning individual perceived objects to general class(signs of attribution - categories).

1) Primary (pre-categorical) - the characteristics of an object and its characteristics are highlighted. 2) Search for features - if the features highlighted in (1) correspond to some category, then categorization occurs instantly; if the signs are unclear, then additional signs are searched for.

3) Confirmatory check - search for signs that confirm assignment to a category.

4) Final confirmation - completion of the categorization process, the image has a final perceptual meaning

Neisser. Basic provisions: 1) Any cognitive activity must be considered in the context of natural purposeful activity. 2) Perception must be studied in the real conditions in which a person lives. 3) Perception must be considered as a continuously ongoing learning process.

Perception - constructive process anticipation of some information, making it possible for a person to accept this information when it becomes available. To make information accessible, the subject must actively explore the optic flow. The result of studying the environment - the selected information - modifies the original scheme, this is the perceptual cycle. ®Object (available information)® modifies® scheme ®directs® research® Concept of pepper. cycle explains how you can perceive the meaning of backgammon with form and content.

11. Attention: concept, types, properties. Development of attention.

Attention is not independent cognitive process, since it does not reflect anything in itself and as a separate mental phenomenon does not exist. At the same time, attention is one of the most important components of human cognitive activity, since it, arising on the basis of cognitive processes, organizes and regulates their functioning. Since cognitive activity is carried out consciously, attention performs one of the functions of consciousness.

Attention- this is a special state of consciousness, thanks to which the subject directs and focuses cognitive processes for a more complete and clear reflection of reality. Attention is associated with all sensory and intellectual processes. This connection is most noticeable in sensations and perceptions.

Characteristics of attention:

Sustainability– the duration of attracting attention to the same object or to the same task.

Concentration– increase in signal intensity when the field of perception is limited. Concentration offers not only long-term retention of attention on an object, but also distraction from all other influences that are not important to the subject at the moment.

Focus manifests itself as a result of concentration of consciousness on an object in order to obtain the most complete information about it.

Distribution of attention– the subjectively experienced ability of a person to hold a certain number of heterogeneous objects in the center of attention at the same time.

Switchability- this is the speed of transition from one type of activity to another (absent-mindedness - poor switchability).

Objectivity of attention is associated with the ability to identify certain complexes of signals in accordance with the task at hand, personal significance, relevance of signals, etc.

Attention span characterized by the number of objects to which the subject can direct and focus attention in a split second. The amount of attention is determined using special tachistoscope devices. In an instant, a person can pay attention to only a few objects (from 4 to 6).

Types of attention:

The manifestation of attention is associated with both sensory and intellectual processes, as well as with practical actions and with the goals and objectives of the activity. In this regard, the following types of attention are highlighted: sensory, intellectual, motor, intentional and unintentional attention.

Sensory attention occurs when objects act on the senses. It provides a clear reflection of objects and their properties in the sensations and perceptions of a person. Thanks to sensory attention, the images of objects that appear in the mind are clear and distinct. Sensory attention can be visual, auditory, olfactory etc. Basically, a person exhibits visual and auditory attention. Visual attention is the best studied in psychology because it is easy to detect and record.

Motor attention aimed at movements and actions performed by a person. It makes it possible to more clearly and clearly understand the techniques and methods used in practical activities. Motor attention regulates and controls movements and actions aimed at an object, especially in cases where they must be particularly clear and precise. Intelligent attention aimed at more efficient functioning such cognitive processes as memory, imagination and thinking. Thanks to this attention, a person remembers and reproduces information better, creates clearer images of the imagination, and thinks clearly and productively. Since this attention is internal in nature and is little accessible for research, it is the least studied in psychology.

Intentional (voluntary) attention arises when the subject has a goal or task to be attentive to some external object or to an internal mental action. It is mainly aimed at regulating external sensory and motor actions and internal cognitive processes. Intentional attention can become voluntary when the subject needs to show volitional effort in order to direct and focus attention on an object that needs to be cognized or with which to act.

If the direction and concentration of attention are associated with a conscious goal, we are talking about voluntary attention. N. F. Dobrynin identified another type of attention - post-voluntary attention (this is attention that naturally accompanies the activity of the individual; it arises if the individual is absorbed in the activity; it is connected with the existing system of associations). This may occur when the goal of paying attention remains, but volitional efforts disappear. Such attention begins to appear when activities that require volitional efforts become exciting and are carried out without much difficulty.

If direction and concentration are involuntary, we are talking about involuntary attention. According to K.K. Platonov, one of the forms of involuntary attention is an attitude (a state of readiness or predisposition of an individual to act in a certain way). Unintentional (involuntary) attention arises by itself without any purpose on the part of the person. It is caused by properties and qualities of objects and phenomena of the external world that are significant for a person. One of these properties is the novelty of the object. Involuntary attention is also attracted by all strong stimuli: bright light, loud sound, strong smell, etc. Sometimes not very noticeable stimuli can attract attention if they correspond to the needs, interests and attitudes of the individual.

Perception is an extremely important cognitive process, which is closely related to memory: the characteristics of the perception of material also determine the characteristics of its preservation.

Perception research methods:

• - Phenomenological method. One of the old but relevant methods. The sensory image is considered as an immediate given - a phenomenon.
• - Method of introspection. This is an introspection of the content of the image of consciousness with an emphasis on their dynamics. Clarity, sharpness, detail, and fading of images are analyzed. Relationship with other relevant objects under different stimulation and observation conditions.
• - Experimental method. Involves formulating a hypothesis, drawing up an experimental plan, defining and controlling dependent and independent categories, collecting experimental data, testing the hypothesis using statistical procedures. In experiments on perception, the following approaches are used: tachytoscopy (strictly dosed and limited exposure time, control over the speed of detection, recognition and identification of a stimulus) and chronometry (measurement of reaction time, which is an indicator of perceptual processes).
• - Measuring method. Relative or absolute assessment of the stimulation parameter.
• - Analysis of motor components of perceptual activity. Movements of the perceived organs are recorded, carrying operational information about the process of perception.
• - Manipulation of forward and feedback connections in the perceptual system. Using special devices: pseudoscope, pseudophone, vibrators, mirrors.
• - Genetic method. Identification of stages of development of perceptual abilities. Includes methods of ontogenetic and formative research of perception.
• - Analysis of events. It does not place restrictions on the exposure time, as well as on the mobility of the observer in the process of perception.
• - Clinical method. Study of perception caused by somatic or mental disorders. The level and functions of sensory motor systems and centers of perceptual mechanisms are assessed.
• - A method for modeling the work of perceptual processes. Strict exact description individual phenomena of perception.

Methods for studying perception:

• 1) the “Classification of Objects” technique - to identify visual agnosia;
• 2) Poppelreiter tables, which are images superimposed on each other and are needed to identify visual agnosia;
• 3) Raven tables - for studying visual perception;
• 4) tables proposed by M.F. Lukyanova (moving squares, wavy background) - for studying sensory excitability (for organic brain disorders);
• 5) tachistoscopic method (identification of listened to tape recordings with various sounds: clinking of glass, murmur of water, whisper, whistle, etc.) - for the study of auditory perception.

The study of perception is carried out in the direction of studying either individual properties of perception or sets of properties.
Gaida and Loskutov proposed a three-level division of object properties:
1st level. Peculiarities of perception reflect the properties of objects: localization in space / distance from the subject / direction of movement relative to the subject and (or) each other / relief / shape / size / duration of the impact of the object on the subject / sequence of impact.
2nd level. Properties more high order: objectivity / constancy / integrity / structure / generality.
3rd level. After inclusion in consciousness: selectivity / meaningfulness / purposefulness / categoricalness...
When studying a particular property of perception, the experimenter varies, based on his hypothesis, the physical characteristics of the object of perception and the attitude of the subject.
Gaida and Loskutov present an experiment: “perception of shape with passive and active touch. Change in physical characteristics - change in the shape of the figures. Change in attitude: request to describe the shape of the figure either without touching or by feeling. Sokolova E.T. describes an experiment studying the influence of motive on perception .
Experimental conditions vary greatly depending on what properties are being studied.
Gaida and Loskutov present 2 experiments on the constancy of size perception (limited field of view / tilt of the plane), one on the study of adaptation of visual perception to distortions of retinal images (glasses), 2 on visual illusions.

Properties of perception:

Apperception- dependence on the past

Objectivity– the object is perceived by us as a separate physical body isolated in space and time.

Integrity– sensations reflect individual properties of objects, perception is only a holistic image, formed on the basis of a generalization of knowledge about individual properties, qualities, obtained in the form of individual sensations.

Structurality(generalization) - we actually perceive a generalized structure that is formed over some time (when listening to music, we hear notes one after another).

Constancy– we perceive surrounding objects as relatively constant in shape, size, color.

Properties of sensations:

Quality- a feature that allows one to distinguish one type of sensation from another and varies within a given type.

Intensity- this is a quantitative characteristic of sensations, i.e. greater or lesser strength of their manifestation.

Duration(duration) is the time during which it persists

Perception Management

The wider your perception, the more colors, sounds, thoughts, emotions, impressions you receive, the more useful information gives you the world around us. Normal perception differs from expanded perception, just as the perception of a sleeping person differs from that of a waking person. Perception is narrowed because most of the information received by your senses of sight, hearing, smell and touch is filtered in the subconscious. A large number of methods have been created to make perception more conscious. This gives you the power to decide what information should be filtered. Work related to expanding perception will certainly lead to a transition to a higher quality level. You will come to a seamless holographic perception. Work on expanding perception will be carried out on three main “fronts”: visual (vision), auditory (hearing) and kinesthetic (sensation). You have already advanced along this path when you created images and imagined an ocean of energy (visual channel of perception); listened to several sounds simultaneously (auditory); practiced breathing through the heart (kinesthetic). The next stage in the development of perception will be synesthesia - the synthesis of all three channels of perception.

Let's start with the auditory channel. To do this, listen to some sound or turn on music that is pleasant to the ear. Now feel this sound. Ask yourself: how does it make me feel? How does it affect muscle tone? Connect your vision. Try to see this sound. Find the color with which you associate it.

Change the sequence of work from time to time. For example, start with a sensation, and then color it and match the sound. The result will be increased effectiveness of any self-management practice. After all, almost all of them are directly related to the use of perception channels. Work with images can be supplemented with sounds. Age regression will become easier for you. As you improve your perception, you will begin to experience every moment of your life more fully.

Perception disturbance

Agnosia/pseudo-agnosia - disorder various types perception (visual, auditory, tactile) while maintaining sensitivity and consciousness/ violation of control over the results of activity and general understanding of the situation.

Hallucinations/pseudohallucinations are perceptions that occur without the presence of a real object during mental/perception disorders, similar to hallucinatory ones, however, unlike them, lacking a “sense of objectivity and reality.”

Perception errors:

· The primacy effect (first impression effect, familiarity effect) - the first information is overestimated in relation to the subsequent one.

· Role effect - behavior determined by role functions is taken as a personal characteristic.

· The effect of physiognomic reduction - a conclusion about the presence psychological characteristics done on the basis of physical appearance.

· Beauty effect - a more attractive person is assigned more positive traits.

· The effect of expectation - expecting a certain reaction from a person, we provoke him to it.

· The phenomenon of assumption of similarity - a person believes that “his own people” treat other people the same way as he does.

Attention is the concentration and direction of mental activity on a specific object.

TYPES (main)

involuntary and voluntary attention

Involuntary (passive) attention, in the emergence of which our intention does not take part, and arbitrary (active), arising due to our intention, as a result of our application of willpower. Thus, what involuntary attention is directed to is itself remembered; what needs to be remembered requires voluntary attention

Attention functions:

· activates necessary and inhibits currently unnecessary psychological and physiological processes,

promotes organized and targeted selection of information entering the body,

· provides selective and long-term concentration of mental activity on the same object or type of activity.

determines the accuracy and detail of perception,

determines the strength and selectivity of memory,

· determines the direction and productivity of mental activity.

Concentration

Concentration of attention (concentration) - highlighting an object with the consciousness and directing attention to it.

Sustainability of attention

Sustainability of attention is the length of time during which a person can maintain his attention on an object.

Attention span

The scope of attention is the number of objects that a person can strictly simultaneously be aware of during perception in connection with any one task. You can cover 3-7 objects at the same time, although the objects are different.

Distribution of attention

Distribution is the ability to perform multiple activities simultaneously.

Switching attention

A person’s ability to hold a certain number of heterogeneous objects in the center of attention at the same time allows them to perform several actions at once, keeping them in the field of attention.

Methods for studying the characteristics of perception (T.N. Golovina).

Target: study of the ability to holistically perceive the shape of objects and correlate parts of geometric figures and object images.

Material: images of geometric shapes (circles, triangles) with incomplete contours and incomplete contours of two object images (butterfly and beetle) (Appendix 5).

Progress of the study: the child is asked to complete the drawing of the objects (“Complete the triangles”, etc.). Emphasize that all six triangles are the same size.

Evaluation of results. Children of senior preschool age perform well the task of restoring the integrity of figures. When finishing drawing objects, they understand the principle of operation, but sometimes allow slight asymmetry. Errors in completing drawings are typical for children with mental retardation. The greatest difficulties arise for them when completing the drawing of the circle. As a rule, the area of ​​the completed figure is reduced. When completing the drawing of object images, children with developmental delays do not understand the principle of operation, allow pronounced asymmetry, a sharp increase or decrease in the complemented part, and distort the shape of the object.

Methodology for studying the perception of the shape of objects (L.A. Wenger)

a) Methodology for children of primary preschool age.

Target: assessment of the degree of mastery of the action of correlation general form a specific object with the shape of a given standard.

Material: three open boxes (wall size 20 x 30 cm) with standard samples depicted on them: rectangle, circle, triangle; set of 24 items: 8 rectangular, 8 round and 8 triangular. Objects are divided into small and large (4 small and 4 large).

List of items:

Rectangular: cube, matchbox, bottle, button, bar, soap, battery, book;

Round: coin, medal, button, hemisphere, ladybug (toy), powder compact, ring, chicken;

Triangular: cone, key, stone, spruce (toy), roof, rocket (toy with a round base), mold, prism.

Progress of the study: The boxes are placed on the table in front of the child. They pay attention to the standard samples: “Look, here is a figure drawn like this (circle), and here is this one (triangle), here is this one (rectangle).” The child is shown objects one by one. “What shape does this look like - this (shows a circle), this (shows a rectangle) or this (shows a triangle)?”

Then they offer to put the object in a box with a picture of the standard sample that the child pointed to, and the whole procedure is repeated. So they give all 24 items, which he must put into three boxes.

Processing and evaluation of results: the main indicator when processing results is the correctness or error of completing the task. Qualitative analysis consists of assigning a child to one of the types of orientation.

First type- “pre-standard” orientation - random distribution of objects without correlating their shape with standards. Children are guided not by the shape, but by other signs of the object: size (large ones are placed in one box, small ones in another) or the objective meaning of the object (round and square buttons are placed in one box).

Second type- syncretic. When comparing an object with a standard, a child identifies individual features of the object, and not the shape as a whole. For example, spruce and rocket, which have round bases, are incorrectly classified as round.

Third type- mixed. Orientation depends on the complexity of the object. Children unmistakably attribute simple objects to the desired standard. When analyzing complex objects, they develop a syncretic type of orientation.

b) Methodology for children of middle preschool age (4-5 years old).

Target: identifying the degree of mastery of the action of correlating the general shape of a specific object with the shape of a given standard.

Material: three open boxes. On one of the walls of each box there is a standard sample of a complex shape. The standards are different in shape, but the same in size (each fits into a square measuring 4 x 4 cm), a set of cards with fifteen depicted objects (five for each standard: a car, a dog’s head, a shoe, a stroller, a tractor (the standard is a square); pyramid, carrot, acorn, iron, doll (standard - cone); guitar, lamp, matryoshka, beetle, pear (standard - pear).

Progress of the study: the child is given the instruction: “In front of you are cards with pictures. You must take any card, look at the picture and at the figures that are depicted on the boxes. The picture must be put in the box in which the figure is most similar to your picture” (Appendix 6).

Processing and evaluation of results. The number of cards placed correctly and incorrectly in the boxes is counted. Based on the result of completing the task, the child is assigned to one of the types of orientation in the task.

The first type is “pre-standard” orientation. Children are guided not by the similarity of an object to a standard, but by its external signs, for example, the degree of filling of each box or the content of the image.

The second type is syncretic orientation. Children mistakenly attribute the entire object to some standard based on highlighting one detail or, conversely, without taking into account the characteristic details of the contour.

Thus, images of a pear or a guitar are assigned to a standard that has the shape of an angle based on one detail - a recess on the side.

The third type is mixed orientation. The orientation changes depending on the complexity of the object. When analyzing complex objects (those with parts protruding beyond the contour, for example, strollers), these children exhibit syncretic orientation.

The fourth type is adequate orientation. Children focus on the relationship between the overall outline and individual details. The tasks are completed flawlessly.

c) Methodology for children of senior preschool age (6 years old).

Goal: identifying the degree of mastery of the actions of attributing the properties of objects to given standards.

Material: four identical tables with sixteen pictures depicting various objects (Appendix 4). Each page shows a standard figure for analyzing the shape of objects drawn in the pictures.

Progress of the study: the child is given instructions: “Look carefully at all the pictures on this page and the figure under them. Choose those pictures that are most similar to this figure and put crosses under them. You must mark the pictures on all the tables, comparing them with other figures drawn under them.”

For qualitative analysis, the characteristics of the types of orientation in tasks given in the description of the previous methodology are used.

“Koos Cubes” technique.

Target: studying the ability to perform perceptual modeling actions.

Material: a set of nine identical painted cubes (2 white sides, 2 red, 2 red-white diagonally), task cards with patterns, a stencil dividing the pattern into parts according to the number of cubes.

Progress of the study: instructions: “Look carefully at this pattern and try to put together the same one from these cubes.” The first pattern is laid out by the experimenter himself, inviting the child to repeat his actions.

Evaluation and interpretation: the nature of the child’s actions when completing tasks is taken into account (by trial and error, by placing cubes on a card, mentally), the level of complexity of tasks available to the child, receptivity to adult help and the nature of the help needed, the child’s attitude to the task.

Quantitative processing of the method results is possible. In this case, it is necessary to record the time of completion of each task and use the scale for processing children's version Wechsler intelligence test (Appendix 8).

Memory research.

Methodology “Learning 10 words” (A.R. Luria).

Target: study of memory (direct memorization), fatigue, attention activity.

Material: ten specially selected, unrelated words.

Progress of the study: The words are read to the child several times. After each reading, he reproduces the ones he remembers in random order. A series of words is presented until the child can reproduce it completely. The order in which the words are played does not matter.

Processing and evaluation of results: According to the reproduction protocol, a “memorization curve” is compiled (the number of words correctly reproduced after each reading of the series), according to which the memorization abilities are analyzed. Normally, the number of words reproduced increases with each presentation; mentally retarded children reproduce fewer numbers and may become stuck on “extra” words. A decrease in the curve with a large number of correctly reproduced words after the first presentation (8-9) indicates increased fatigue. “Plateau” on the graph is an indicator of the child’s emotional lethargy, lack of interest,

Methodology “Reproduction of stories”.

Target: study of the characteristics of understanding, memorization, and speech.

Material: texts of short stories. Usually the stories of Leo Tolstoy are used.

Progress of the study: the text is read by a psychologist, and the child must retell it.

Evaluation of results: the means used by the child for memorization, features of understanding or comprehension of the text, and difficulties in presentation are analyzed.

Methodology “Productivity of intentional memorization.”

Target: studying the productivity of intentional memorization.

Material: fifteen subject pictures (three series, five pictures each, selected according to common feature, for example: furniture, transport, vegetables).

Progress of the study: the child is offered a stack of jumbled pictures with the words: “Take the pictures, look at them carefully and remember. Try to remember as many pictures as possible, because later you will have to name them for me.”

Processing and interpretation: The child’s behavior while completing the task is recorded. Attention is drawn to the memorization techniques that the child uses (classification of pictures into series, repetition, etc.). The number of correctly reproduced pictures and the nature of errors are determined.

Study of thinking.

“Labyrinth” technique (L.A. Wenger).

Target: identifying the degree of mastery of visual-figurative thinking.

Material: Before the start of the experiment, seven sheets of cardboard are laid out on the children's tables, on which various branched paths are depicted (two sheets for two introductory problems and five sheets for ten main problems). Below we will call these images clearings: clearing A and clearing B - for introductory tasks; clearing 1, clearing 2, etc. - for basic tasks. At the ends of the paths, three-dimensional houses are laid out, 2 houses each in clearings A and B, 16 each in clearings 1-4 and 32 houses in clearing 5 (Appendix 9).

Progress: instructions for introductory tasks: “In front of you is a clearing, there are paths on it, and houses at the ends of the paths. An animal lives in one of these houses. You must take the squirrel to visit him. So that she doesn’t get lost, you need to look at the letter, where it says that you need to walk starting from the grass along the path past the Christmas tree, and then past the fungus, then you will come to the right house.” If the child has found the right house, he is shown the toy located in it, and then moves on to the second introductory task. If he makes a mistake, the experimenter repeats the instructions, ensuring that the problem is solved correctly.

When moving to the second introductory task, the experimenter points to a new clearing and a new “letter”. Then, together with the child, he goes around the rest of the tables with clearings, and in each clearing the child searches twice for a house with an animal. If the house is found correctly in the main tasks, the child is shown the toy located in it. If he makes a mistake, the experimenter says: “Let’s look for a house using another letter” or: “Let’s look for a house in another clearing.”

The main tasks (1-10) are solved in clearings 1-5.

Instructions for basic tasks:

To the clearing I.

Task 1. There is a large clearing here, and there are many houses. Try to find the one in which the animal lives. To find it, you need to follow the path from the grass, then turn here, here, here, here (the experimenter traces the path diagram given in the “letter” with a pointer),

Task 2. In this clearing there is another house in which the animal lives. To find it, you need to go as shown in the other “letter” (the child is given a new “letter”). You need to go from the grass along the path and turn as indicated here.

To the clearing P.

Task 3. To find a house with an animal here, you need to follow the path from the grass, past a flower, then past a fungus, a birch tree, a Christmas tree. Just as shown in the “letter”.

Task 4. In the same clearing there is another house in which the animal lives. To find a new house with an animal, you need to look at another letter. It shows that you need to walk from the grass, past a birch tree, a fungus, a Christmas tree, and a bench.

To the clearing III.

Task 5. In this clearing it is very difficult to find a house with an animal. Be careful, lead the squirrel as shown in the letter: from the grass, past the birch tree, then past the Christmas tree, the fungus, the fence.

Task 6. In this clearing there is also a house in which the animal lives. Here is a letter indicating how to find it. You need to walk from the grass, past the birch tree, past the bells, the spikelet, the apple.

To clearing IV.

Task 7. And here is another clearing, only Christmas trees and mushrooms are painted on it. It is very difficult to choose the right house. In order not to get lost, you need to go as indicated in the letter: from the grass along the path up until you reach the Christmas tree and the desired turn. Then turn and go straight until you find the Christmas tree and the desired turn. Turn around and you will find a house.

Task 8. In this clearing there is another house with an animal. Look at the second letter. You need to walk straight from the grass along the path until you find the fungus and the right turn. Then turn it around and go again to the place where there is a fungus and the desired turn. Turn here and you will find a house.

To the clearing V.

Task 9. There are even more houses here, you need to look for them as indicated in the letter: from the grass along the path straight to the mushroom and the right turn, then again to the mushroom and the right turn, then to the Christmas tree and the right turn.

Problem 10. In this clearing you need to find another house with an animal. You need to walk from the grass along the path to the Christmas tree and the desired turn, then again to the Christmas tree and the desired turn, then to the mushroom and the desired turn.

Evaluation of results: the number of the house chosen by the child and the number of points he receives for each choice are recorded in the protocol. The number of points is determined by the rating scale. The sum of points for all tasks is calculated. The maximum score is 44 points (see the rating scale table).

Rating scale for each task (in points):

	Task number

Item classification test.

Target: study of the process of generalization and classification.

Material: a set of cards with subject images suggesting categorical classification (furniture, dishes, toys, transport...).

Progress of the study: instructions “Lay out these cards on the table - what goes with what?” As the work progresses, the child can be given help and asked questions about the layout of the cards.

Evaluation and interpretation: when analyzing the results, it becomes clear by what criteria the child makes the classification: essential, functional, secondary, or combines objects according to the situation. The number of identified groups, the presence of groups of the same name, and the possibility of verbal mediation (explanation) of the decision are recorded. Attention is drawn to the difficulties in completing the task and the nature of the assistance needed.

Methodology “Elimination of the superfluous”.

Target: identifying the level of generalization.

Material: sets of cards, each of which depicts four objects: three belong to one category, the fourth, although externally similar, does not belong to this category.

Progress of the study: instructions to the child: “Each card shows four objects, three of which are similar to each other (they can be called in one word), and the fourth does not fit them, it is superfluous here. Find this item and tell me why it doesn’t fit with the others and what these three items can be called.”

Evaluation and interpretation: main indicators:

a) level of generalization: on what basis is the generalization made - essential (categorical), situational (use of objects in any situation), insignificant (incidental);

b) awareness of thinking is determined by the ability to motivate and explain the right decision. The use of the technique also allows us to assess such properties of thinking as inertia (repetition of a decision already made), instability (frequent changes to the decision), lack of independence (ease of changing the decision when providing assistance).

Methodology “Sequential pictures”.

Target: study of the characteristics of thinking - the ability to establish cause-and-effect relationships, to see the logical sequence of events.

Material: a series of 3 - 4 pictures reflecting the life of children. All drawings of one subject must be made on separate pieces of paper so that they can be laid out in any order. They should not be numbered on the back.

Progress of the study: All drawings with the same subject are presented simultaneously. They explain to the child that the pictures depict some event, and ask them to arrange the cards so that their sequence is restored and a coherent story is obtained.

The research protocol records the order in which the cards are laid out, the child’s course of reasoning, and his ability to correct (either independently or with the help of an adult) the motivation for laying out the cards.

Features of completing a task allow us to judge the predominance of one or another style of thinking:

concreteness of thinking - stories about individual drawings or their details; the child sees the plot, but cannot imagine it in a sufficiently logical sequence;

a high level of generalization and abstraction processes, the presence of critical thinking - logical, consistent stories about an event with motivation for an adequate choice.

Test “Description of a plot picture”.

Target: a study of children’s understanding of the plot of a picture, features of speech development, and the possibility of identifying the essential.

Material: plot pictures depicting any events;

Progress of the study: the child is presented with a picture and asked the question: “Tell me what’s happening here.”

Evaluation and interpretation of results: When describing a picture, a child may be in one of three stages: enumeration, description, or interpretation. If it is difficult to answer, questions are asked aimed at identifying the child’s ability to comprehend the situation and understand the connections between the images. The technique also allows you to evaluate speech development.

Methodology “Nonverbal analogies”.

Target: studying logical thinking, assessment of the level of development of comparison and generalization operations.

Material: cards tables in four parts. Three parts are filled with images of geometric shapes (an option - drawings of objects). The top two have certain similarities. There is a figure in the lower left part, and there is no image on the right.

Progress: the child is told “Think about what is drawn here and draw it.” It is possible to conduct a test with ready-made answer options, from which the child chooses the correct one.

Evaluation of results: the correctness of execution and the nature of the errors made are determined.

U.V. task system Ulyenkova.

Target: studying the characteristics of a child’s intellectual development and determining intellectual readiness for school (children 6-7 years old).

Material: assignments for

generalization of 14 series of specific concepts of small volume,

concretization of concepts,

generalization of a series of concepts of a wider scope,

classification of 16 subject cards,

comparison of several pairs of objects,

simple deductive reasoning,

definition of concept.

Instructions and progress of the study: tasks are given to the child in an attractive (game) form.

1. Say in one word:

a) plates - glasses - bowls,

b) tables - chairs - sofas,

c) shirts - trousers - dresses,

d) shoes - boots - slippers,

d) cat - cow - goat,

e) chicken - duck - turkey,

g) wolf - lynx - marten,

h) capercaillie - eagle - woodpecker,

i) forget-me-not - aster - tulip,

j) maple - aspen - oak,

l) scarf - cap - hat,

m) tractor - bus - steamship,

m) perch - pike - catfish,

o) ball - bear - cubes.

2. Name what (what) there are:

a) toys, d) trees,

b) shoes, f) birds,

c) clothes, g) fish,

d) flowers, h) animals.

3. Say in one word:

a) birds, fish, animals,

b) trees, grasses, shrubs,

c) furniture, dishes, clothes,

d) watches, scales, thermometers,

e) fires, diseases, hurricanes.

4. Arrange 16 subject pictures depicting birds, fish, dishes, furniture according to two logical bases: animals, household utensils.

5. How are they similar and how are they different:

a) dandelion and chamomile,

b) spruce and birch,

c) cat and dog,

d) animals and people,

d) animals and plants.

6. Two riddles are offered:

Seryozha sat on the river bank and watched the boat float, the large log float. Mom asked Seryozha: “Will grandfather’s wooden stick float?” What did Seryozha answer? Why does he think that?

Seryozha found a ball on the river bank and threw it into the water. The ball sank. Seryozha told his mother: “I thought the ball was wooden, but it turns out it’s not wooden.” Mom asked him: “How did you guess that the ball was not wooden?” What did Seryozha answer?

7. Conversation about the doll on the following questions:

What is it?

Why do you think it's a doll?

Why do you have a doll in your group?

How are dolls similar to people?

How are dolls different from people?

Dolls, balls, pyramids... all this?

Data processing: As assessment criteria for the formation of the main components of mental activity in children, the following can be: interest in the task; features of the emotional attitude to the process of activity and its result; desire to continue working; a stock of knowledge and ideas about the world around us and basic everyday concepts that allow us to solve the proposed problems; mastering the hierarchy of generalizations - mastering the concepts of the first, second and third degrees of generalization, as well as abstract generic concepts; the specifics of children's use of the system of accessible concepts; level of understanding and acceptance of the task; the quality of self-control in the process of completing a task and when assessing performance results.

Interpretation: There are five levels of children’s mastery of the general structure of mental activity:

The child is interested in the task, he relates to it emotionally, independently decides, reasons, justifies, and demonstrates elements of self-regulation of intellectual activity. Adult help is not needed or is needed to a minimal extent - 5 points;

Shows interest and a positive emotional attitude towards the task, accepts it without additional explanation. The course of mental activity can be controlled only with the help of an adult who encourages it or asks a series of leading questions. He notices mistakes and corrects them - 4 points;

Interested, but indifferent to the content. Solve only the easiest problems independently. Does not have the necessary reserves general ideas and the simplest everyday concepts. The answers are most often situational and do not highlight the main thing. Needs encouragement from an adult, guiding and prompting questions. Doesn't notice mistakes - 3 points;

Shows short-term interest when asked to solve a riddle. Indifferent to the content. There is not enough knowledge to solve problems. Gives impulsive answers that are not related to the content of the task. The efforts of an adult to help the child are in vain - 2 points;

Indifferent to both the task situation and the content of the task. Does not respond to adult questions related to the task, does not accept it - 1 point. (38.39)

Exploring the Imagination.

Methodology of O.M.Dyachenko and A.I.Kirillov.

Target: identifying the characteristics of the imagination of preschoolers.

Material: 20 pictures depicting the contours of elements of object images and simple geometric shapes.

Progress of the study: the child is asked to complete each of the figures to create a picture.

Processing and evaluation of results: quantitative processing is the determination of the degree of originality of the image given by the child, which is considered as an essential characteristic of creative imagination. The number of non-repeating images is counted (those in which the reference figure turns into the same image element are considered identical).

Images created on the basis of one standard can be compared with images of other children (when examining a group). In this case, the coefficient of originality (cor) is calculated, which is equal to the number of drawings that are not repeated by the child himself and are not repeated (by the nature of use for completing the drawing of the standard) by any of the children in the group.

Qualitative analysis involves assigning a child to one of six levels of problem solving:

0th - the child draws something of his own next to the standard, which is not used (free imagination);

1st - the figure is completed, and an image of a separate object (tree, girl, etc.) is obtained, but the image is contour, schematic, devoid of details;

2nd - a separate object is depicted, but with various details;

3rd - a separate object is included in some imaginary plot (a girl doing exercises);

4th - the child depicts several objects based on an imaginary plot (for example, a girl is walking with a dog);

5th - the figure is used in a qualitatively new way - as one of the secondary elements of the image of the imagination (for example, a triangle - the pencil lead with which a child draws a picture).