Experimental activities were carried out on the basis of preschool educational institution No. 90 in Mogilev (Republic of Belarus). It involved children older than school age. A group of 10 children (6 girls and 4 boys) was randomly selected to conduct the experiment. The age of children is from 5.5 years to 6 years.
Ascertaining stage.
Objectives: 1. identify the features of switching and distribution of attention of children in the experimental group;
2. determine the attention span of older children preschool age.
The purpose of the ascertaining stage of the experiment was to study the switching and distribution of attention of 6-7 year old preschoolers.
When choosing the methods that we used in this experimental work, we attached particular importance to the following aspect: attention, as a mental process, being a form of reflection of reality, cannot be put on a par with processes such as perception, thinking, imagination, etc. Listed above processes have their own meaningful characteristics, i.e. have substantive content. Attention, especially its higher voluntary forms, ensures the unity of the reflected and the reflected and acts as a structuring factor. With the help of attention, a person masters the content of sensations, perceptions, ideas; attention appears, as it were, within these processes, but is not reduced to them. All this creates certain difficulties for its study, in particular, when deciding on the attribution of errors to attention itself due to the process in which it is included.
Taking into account this feature of the function under study, when experimentally studying attention, it is usually recommended to choose such an elementary activity that would not require special knowledge and skills and would not contain difficulties in the processes that support this activity.
Having reviewed and studied more than 15 methods for studying attention, we came to the conclusion that the most typical methods that satisfy these conditions are diagnostic methods of the corresponding focus, the authors of which are R.S. Nemov, V.S. Mukhina.
Methodology “Place icons” (R.S. Nemov).
The test task in this technique is intended to assess the switching and distribution of the child’s attention. Before starting the task, the child is shown a picture. 1 adj. 1., and explain how to work with it. This work consists of putting in each of the squares, triangles, circles and diamonds the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.
The child works continuously, completing this task for two minutes, and general indicator switching and distribution of his attention is determined by the formula:
S = 0.5 x N- 2.8n: 120
where S is an indicator of switching and distribution of attention;
N -- quantity geometric shapes, viewed and marked with appropriate signs within two minutes;
n is the number of errors made during the task. Errors are considered to be incorrectly placed or missing signs, i.e. geometric shapes not marked with appropriate signs.
Evaluation of results
- 10 points -- S indicator is more than 1.00.
- 8-9 points -- the S indicator ranges from 0.75 to 1.00.
- 6-7 points -- the S indicator ranges from 0.50 to 0.75.
- 4-5 points -- the S indicator is in the range from 0.25 to 0.50.
- 0-3 points -- the S indicator ranges from 0.00 to 0.25.
Conclusions about the level of development
- 10 points - very high
- 8-9 points - high.
- 6-7 points - average.
- 4-5 points - low.
- 0-3 points - very low.
The experiment was conducted at preschool educational institution No. 90. 10 children took part in it. Analyzing the results of the experiment, we obtained the following results, which are presented in Table No. 1.
Table 1. Level of development of switching and distribution of attention.
|
Last name, first name of children |
Number of points |
State of the art |
|||
|
5 points |
|||||
In our experimental group, three preschoolers were found with a low level of switching and distribution of attention: Dima Zh., Oleg B., Vika N.
Then we carried out the method of R.S. Nemova “Remember and dot the points”, designed to assess the attention span of older preschoolers. For this purpose, stimulus material is used (Appendix 1, Figure 1). A sheet with dots is pre-cut into 8 small squares, which are then folded into a stack so that there is a square with two dots at the top, and a square with nine dots at the bottom (all the rest are from top to bottom in order with a successively increasing number of points on them).
Before the experiment begins, the child receives the following instructions:
“Now we’ll play a game of attention with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”
Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots seen in an empty card (Fig. 3 app. 1) in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card. Evaluation of results.
The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows: 10 points-- the child correctly reproduced 6 or more dots on the card within the allotted time. 8--9 points-- the child accurately reproduced 4 to 5 dots on the card. 6--7 points-- the child correctly recalled from memory 3 to 4 points. 4--5 points-- the child correctly reproduced from 2 to 3 points. 0--3 points-- the child was able to correctly reproduce no more than one dot on one card.
Conclusions about the level of development
- 10 points - very high.
- 8-9 points - high.
- 6-7 points - average.
- 4-5 points - low.
Table 2. Level of development of attention span.
|
Last name, first name of children |
Number of points |
Number of points |
State of the art |
Having analyzed the table data, we note that:
In our experimental group, three preschool children with a low volume of withdrawal were found: Dima Zh., Oleg B., Vika N.
Let's compare the results of the first and second methods and draw up a summary table 3.
Table 3. Summary table “Level of development of attention of older preschool children”
|
Last name, first name of children |
Method 1 |
Method 2 |
Final level of development |
|
above average |
|||
Having analyzed summary table 3, we note that out of 10 people in the experimental group, 4 people showed a high level of attention, 1 child showed a level above average, 2 more preschoolers intermediate level development of attention, 3 preschoolers - low level of development.
Based on the diagnostic results, we concluded that children with low and average levels of attention development need a correctional program to improve their performance. Although the average level of switching and distribution of attention is typical for children of this age and is the norm, we included in the experimental group Sasha Ya., Denis G., Lena V., who showed an average level.
The process of acquiring knowledge, skills and abilities requires constant and effective self-control of students, which is possible only if a sufficiently high level of voluntary attention is formed.
In the first years of schooling, involuntary attention may predominate in a primary school student.
At this age, attention span increases. At primary school age, such properties of attention as switching and distribution are less developed. During school age they develop intensively. A child of primary school age is capable of concentrated and sustained attention under certain organizational conditions educational activities.
Research on concentration and attention span
The subject is given a form on which the mixed up lines are shown (see Fig. 10) and is asked to trace the line from left to right to determine where it ends. You need to start with line 1. The test taker must write down the number with which this line ends. When performing the task, you need to follow the line with your gaze, without using a finger or pencil; the experimenter monitors this.
Processing the results
The experimenter notes the time it takes the subject to trace each line and for the entire task as a whole. The entire task should not take more than five minutes to complete. All stops in the subject’s activity and the correctness of the task are recorded.
Methodology for studying attention span
To the subject on short time(1 s) each of eight cards with images from two to nine dots are presented one at a time (see Fig. 11). Each card is shown twice. After this, the subject notes on
The location of the dots is similar to the blank form. To play a card with 2-5 dots, 10 s are given, 6~7 dots - 15 s, 8-9 dots - 20 s.
Processing the results .The experimenter counts the number of correctly marked dots on each form and draws a conclusion about the subject’s attention span.
The following standards exist:
I- 3 dots on two cards,
II- 4 dots on two cards,
III- 6 points on two cards,
IV- 9 points on two cards,
V- 10 points on two cards,
VI- 11 points on two cards,
VII- 13 points on two cards,
VIII- 15 points on two cards,
IX- 16 points on two cards.
Rank places I and II indicate a small amount of attention, SH-UP - about average, VIII and IX - about a large one.
Assessment of attention span
To conduct the study, you will need a standard “Corrective Test” test form (Fig. 12) and a stopwatch. Some letters of the Russian alphabet are printed in random order on the form, including the letters “k” and “r”; only 2000 characters, 50 letters in each line.
Conducting research. The study must be carried out individually. You need to start only after making sure that the subject has a desire to complete the task. At the same time, the subject should not have the impression that he is being examined. The subject must sit at the table in a position convenient for performing this task. The experimenter gives him a “proofing test” form.
Instructions.The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “r” and cross them out. Exercise
AKSNBEANERKVSOAENVRAKOESANRKVNEORAKSVOES OVRKANVSAERNVKSOANEOSVNEKOSERVKOANKSA KANEOSVRENKSOENVRKSARESVMESCAOENSVKRAEO VRESOAKVNESAKVRENSOAKVRANEOKRVNAS NSAKRVOSARNEAOSKVNARESOKRVNAS VRAKSOE RVOESNARKVOKRANVOESVNEAROKVNESAOKRESAVKN ENRAERSKVOXERVOSANOVRKASOARNEORESVOERV OSKVNERAOSENVSNRLEOKSANRAESVRNVKSNAOERSN VKAOVSNERKOVNEANESVNOKLNRAEOSBROANSKOKR SENAOVKSEAVNESKRAOVKSEOKSVNRAKOKRESVKO ENS KOSNAKVNAESERVNSKOAENSVNRVKOSNEAKOVNSAYE OVKRENRESNAKOKAERVSARKVOSVNERANSEOVRAKVO ASVKRASKOVRAKNSOKRENGRSEAOOXAKRNRAKAERKS NOSKOEOVSKOAOERKOSKVNAKVSOELSNVSRNAK VNEOSEAVKRNVSNVKASVKANAKRNEOKOV SNVOVR SERVNRKSRVNEARANERVOAAESERANERVOARNVSARV ERNEAEORNASRVKOVRAEOSEOVNANEOVSKOVRNAKS ERVKOSKAOOENRVOSCRENAEONAKVSEOVKARESNAOVKO AOVNRVNSREAOKRENSREAKVSEOKRANSKVANEOVNRS KAORESVNAOESVOKRNRKRAERKOASARVNAE OSKRVK OKRANAOESKOERNVKARSVNRVNSEOKRANESVNKRANV ERAKOKSOVRNAEASVKLNOSENVRAKREOSOVRAOSEA NESVKREAKSVNEOSVNEORKAKSVNEOKROKANEOS RNESVNRKOVKOAREOVOXNVKAERVOSNEAKASNVOEN SVNEOVKRANRESKOANVRKANVSOERANVOSAR KVNSOE OKNEKRVSENRKAESVOKAREOKVNARESKVNEOSARNL KRNSAOERKOSNVKOERVOSCLERNSOANVRKVNENRAKS RNVKOSNEAKVRSOANSKVOASNEVONSKVRNAOENSOA NSOAKVRNSAOERSKOENARNVOSKAOKRNSEOVSENVK EKRNSOARVNESARKVRNSENVRAKVSE OKAERKOVNEAS OENRVKSERVNAOEASKRENVKSOAREOXERNEARVSKV NSOKRVNEOSKVNREOKRASVOERNRKVNRKASOVNAOK RVAKRNESOKARKVOASREOKRANVRESKNVKOESANE VRKOASNAKOKVOSERKVNERAKSVNEOKREASOKREOVNS SEOVNARKOSVNERANROASOCREAOSVRKAKR ERKOESVN OAERVKSOENRAKRNSEAKOVOSANRVOSENVOKNVRA ESNAKVOERENSAKVOAERKSENRAKRVSAEOVNESRKVO OKRESOANERVNESKAORVRKOSARKRESVNAKRES SVKOANRVSKOERNAKVSNERAEOVRNAKVSNVOEREAOK VRSNRKOEASOVRESKOANESNV SKAEORNAKERNSOKV
Rice. 12. Stimulus material for the “Corrective test” test
needs to be done quickly and accurately.” The subject begins to work at the experimenter's command. Opening hours- 10 min.
Processing and interpretation of results. When processing the results, the psychologist checks the results in the test subject's proofreading forms with the program - the key to the test.
From the protocol (Table 16) of the lesson, the following data is entered into the student’s psychological passport: the total number of letters viewed in 10 minutes, the number of correctly crossed out letters during work, the number of letters that needed to be crossed out.
Table 16
Protocol for studying the stability of attention
|
Indicator |
Result |
|
Number of letters viewed in 10 minutes Number of letters crossed out correctly Number of letters that needed to be crossed out Accuracy of task completion, % Accuracy rating, points Productivity assessment, score. Assessment of attention span, points |
The productivity of attention is determined to be equal to the number of letters viewed in 10 minutes, and the accuracy is calculated using the formula:
WhereT - number of letters crossed out correctly in 10 minutes,n - the number of letters that needed to be crossed out.
In order to obtain an integral indicator of attention stability, it is necessary to convert assessments of accuracy and productivity into corresponding points usinga special table obtained by conventional scaling (Table 2). The integral indicator of attention stability A is considered according to the formula:
A= IN+ C,
Where B and C- scores for productivity and accuracy, respectively.
To compare data on stability of attention with other properties of the attention function, it is necessary to again translate the integral indicator of stability of attention into scale ratings using a special table (Table 1).
Table 1Assessment of attention span in points
|
Productivity |
Accuracy |
||
|
signs |
points |
points |
|
|
Less than 1010 |
Less than 70 |
||
|
1010-1175 |
70-72 |
||
|
1175-1340 |
72-73 |
||
|
1340-1505 |
73-74 |
||
|
1505-1670 |
74-76 |
||
|
1670-1835 |
76-77 |
||
|
1835-2000 |
77-79 |
||
|
2000-2165 |
79-80 |
||
|
2165-2330 |
80-81 |
||
|
2330-2495 |
81-83 |
||
|
2495-2660 |
83-84 |
||
|
2660-2825 |
84-85 |
||
|
2825-2990 |
85-87 |
||
|
2990-3155 |
87-88 |
||
|
3155-3320 |
88-90 |
||
|
3320-3485 |
90-91 |
||
|
3485-3650 |
91-92 |
||
|
3650-3815 |
92-94 |
||
|
3815-3980 |
94-95 |
||
|
3980-4145 |
95-96 |
||
|
4145-4310 |
96-98 |
||
|
More than 4310 |
More than 98 |
||
Table 2
Scale for converting attention property indicators into comparable scale scores
|
Scale |
Sustainability |
Switching |
Volume |
|
estimates |
attention |
attention |
attention |
|
More than 50 |
More than 217 |
Less than 115 |
|
|
48-49 |
214-217 |
115-125 |
|
|
46-47 |
211-214 |
125-135 |
|
|
44-45 |
208-211 |
135-145 |
|
|
39-43 |
205-208 |
145-155 |
|
|
36-38 |
201-205 |
155-165 |
|
|
34-35 |
195-201 |
165-175 |
|
|
31-33 |
189-195 |
175-195 |
|
|
28-30 |
182-189 |
195-215 |
|
|
25-27 |
172-182 |
215-235 |
|
|
23-24 |
158-172 |
235-265 |
|
|
20-22 |
149-158 |
265-295 |
|
|
16-19 |
142-149 |
295-335 |
|
|
14-15 |
132-142 |
335-375 |
|
|
12-13 |
122-132 |
375-405 |
|
|
09-11 |
114-122 |
405-455 |
|
|
110-114 |
|||
|
Less than 9 |
Less than 110 |
More than 455 |
Note.1 point is never assigned.
Attention is an important indicator of a child’s intellectual development. There are several methods that allow you to determine how well a baby can concentrate on a particular task. However, most of them require interpretation by a professional psychologist. The Find and Cross out test is convenient because to analyze its results it is enough to have basic mathematical calculation skills.
Characteristics of the “Find and Cross Out” technique and its authors
The idea of creating the “Find and Cross Out” method belongs to Tatyana Davidovna Martsinkovskaya, Doctor of Psychological Sciences, a specialist in the field of history of psychology. The technique was originally conceived as part of a diagnostic procedure that determined the role of experience in the mechanism of socialization of children 5–6 years old. Later, Evgeniy Leonidovich Dotsenko, Doctor of Psychology, as part of research into the psychology of a maturing personality, adapted the test for children 3–4 years old. The essence of diagnostics is the sequential and time-limited crossing out of specified figures depicted on a sheet of paper. The objectives of testing are the following:
- study of attention productivity;
- determination of its stability, volume and switchability.
There are two options for the technique: for children 3–4 years old and for those aged 5–6. In the first case, the subject is offered a matrix with Christmas trees, stars, flowers, houses, buckets, mushrooms, flags and balls. In the second - with triangles, rectangles, flags, circles, stars, semicircles. To determine indicators of attention in children of primary school age and older, the “Landolt Rings” correction test is used.
Test procedure for preschoolers and primary schoolchildren
Testing "Find and cross out" is carried out in an individual form. The child is given 2.5 minutes to complete the task, during which the subject must cross out 2 items of the experimenter’s choice 5 times. 30 seconds are allotted to work with one pair. Each figure must be crossed out in a certain way to make it easier for the organizer to count the results: for example, a house with a horizontal line, and a mushroom with a vertical line.
Instructions:
- The child receives a sheet with pictures.
- The adult explains: “You see in front of you many objects that are familiar to you. We will play with them, or rather, cross them out. I will name 2 objects, tell you how to mark each of them, and give the command “begin”. After that you will get to work. When you hear “stop”, you will need to show which figure you stopped on. And then we will continue, and on command you will cross out the next pair of figures. And so on until I say “the end.”
- The experimenter marks the form every 30 seconds.
- After completing the task, the test taker returns the completed test.
Files: Materials for testing
Processing and analysis of results
According to research from the Institute of Psychology at the Russian Academy of Sciences, over the past 5 years, the productivity and stability of attention of children aged 5–6 years has increased by 4.5% compared to the results obtained 10 years ago.
In the process of analyzing the results, it is important to determine how many items the baby crossed out during the entire test, and how many in every 30 seconds.
To calculate the overall level of development of productivity and stability of attention, the formula is used:
S=(1/2 N - 2.8 n) / t, where S - general meaning indicators of attention, N - how many figures the child looked at, n - how many mistakes the subject made (that is, he marked or missed a figure incorrectly), t - time spent on work.
This formula calculates 6 indicators:
- for the entire time spent working on the test;
- for each of the five "approaches".
Therefore, the t indicator should be 150 seconds (the entire test) or 30 (working with one pair of figures).
After calculating the results, the experimenter converts the resulting value into points:
Then the adult makes a graph and compares the resulting curve with the sample:
- 10 points - all points of the constructed graph do not extend beyond one zone, and the line itself resembles sample curve 1;
- 8–9 points - all points are located in two ranges of values resembling curve 2;
- 6–7 points - the points are in three zones values, and the line itself is similar to sample 3;
- 4–5 points - the graph points are located in four areas, and the curve resembles graph 4;
- 3 points – all points are in five zones, and the curve is similar to graph 5.
To formulate conclusions about the stability and productivity of attention, you can do without graphs, which are needed if a portfolio of psychological personal development is created for a child (this is required in some preschool institutions and schools). The results are evaluated as follows:
- 10 points - very high levels of productivity and stability of attention;
- 8–9 points - high productivity and stability;
- 4–7 points - average indicators of both productivity and sustainability;
- 2–3 points - low levels of productivity and sustainability;
- 0–1 point - very low levels of productivity and sustainability.
If the child's performance is average, it is recommended to regularly (2-3 times a week) perform exercises that develop attention. For example, such as “Remember and dot the dots” (you can read more about this in the article “) or “Bourdon Test” (it is described in the material “How to correctly conduct the Bourdon test to diagnose the attention of younger schoolchildren”). In case of low indicators, the help of a psychologist is needed who can select an individual program of work with the baby.
The “Find and Cross Out” technique is a convenient and simple way to determine how well a child is able to concentrate, switch attention and absorb information. The data from such a test will be especially useful for determining the child’s readiness for further education at school.
Diagnosis of attention development
in children aged 6 to 10 years
Operating time - 5 minutes.
Example:
Diagnosis of attention development in children aged 6 to 10 years
Methodology "Corrective test" (letter version).
The technique is used to determine the amount of attention (by the number of letters viewed) and its concentration - by the number of mistakes made.
The norm for attention span for children 6-7 years old is 400 characters and above, concentration is 10 errors or less; for children 8-10 years old - 600 characters and above, concentration - 5 errors or less.
Operating time - 5 minutes.
Instructions: “On the form with letters, cross out the first row of letters. Your task is to, looking through the rows of letters from left to right, cross out the same letters as the first.
You need to work quickly and accurately. Operating time - 5 minutes."
Example:
Stimulus material
1
5
11
8
2
10
7
4
1
9
12
8
2
4
3
11
6
9
5
6
7
3
12
10
Schulte tables.
Methodology "Red-black table".
The technique is designed to assess attention switching. The subjects must find red and black numbers from 1 to 12 in a random combination on the table offered to them, eliminating logical memorization. The child is asked to show black numbers from 1 to 12 on the table in ascending order (the execution time T(1) is fixed). Then you need to show the red numbers in descending order from 12 to 1 (the execution time T(2) is fixed). Then the student is asked to show alternately black numbers in ascending order, and red numbers in descending order (the execution time T(3) is fixed). An indicator of attention switching is the difference between the time in the third task and the sum of time in the first and second tasks: T(3) - (T(1)+T(2)).
Stimulus material
1
5
11
8
2
10
7
4
1
9
12
8
2
4
3
11
6
9
5
6
7
3
12
10
Schulte tables.
This technique used to study the speed of orienting-search movements of the gaze and the volume of attention.
Instructions: "Point with a pointer and name all the numbers from 1 to 25. As quickly as possible, without making mistakes."
Research procedure: A table is presented, and at the “start” signal, the researcher starts the stopwatch. The time spent working with each table is recorded. (The tables are given in reduced form.)
Modification of Schulte tables (letter version).
Analysis of results: The operating time for each of the tables is compared. The norm is 30-50 seconds for 1 table. The average rate is 40-42 seconds. Normally, each table takes approximately the same time.
Methodology for studying concentration and stability of attention (modification of the Pieron-Ruser method).
Instructions: “Encode the table by arranging the signs in it according to the pattern.”
Analysis of results: The number of errors and the time spent on completing the task are recorded.
Grade: High level stability of attention - 100% in 1 minute 15 seconds without errors.
The average level of attention span is 60% in 1 minute 45 seconds with 2 errors.
Low level of attention span - 50% in 1 minute 50 seconds with 5 errors.
Very low level of concentration and attention span - 20% in 2 minutes 10 seconds with 6 errors (according to M.P. Kononova).
Diagnosis of memory development in children aged 6 to 10 years
Methodology "Random Memory".
The technique is used to study the level of development of short-term memory.
The subject is given a form, after which the experimenter gives the following instructions.
Instructions: “I will read numbers - 10 rows of 5 numbers each (the number of rows used in the technique varies from 5 rows of 4 numbers each to the maximum, taking into account age characteristics). Your task is to remember these numbers (5 or 4) in the order in which they were read, and then mentally add the first number with the second, the second with the third, the third with the fourth, the fourth with the fifth, and write the resulting four sums in the appropriate line form. For example: 6, 2, 1, 4, 2 (written on a board or paper). We add 6 and 2 - we get 8 (written down); 2 and 1 - it turns out 3 (written down); 1 and 4 - it turns out 5 (written down); 4 and 2 - it turns out 6 (written down)". If the subject has questions, the experimenter must answer them and begin the test. The interval between reading rows is 25-15 seconds, depending on age.
Test material:
The number of correctly found sums is counted (their maximum number is 40). Taking into account age characteristics, the following standards are used:
6-7 years - 10 amounts and above
8-9 years - 15 amounts and above
10-12 years - 20 amounts and above
The technique is convenient for group testing. The testing procedure takes little time - 4-5 minutes. To obtain a more reliable indicator of RAM, testing can be repeated after some time, using other series of numbers.
Methodology "Long-term memory".
The experimental material consists of the following task.
The experimenter says: “Now I’ll read you a series of words, and you’ll try to remember them. Get ready, listen carefully:
table, soap, man, fork, book, coat, axe, chair, notebook, milk ".
A number of words are read several times so that the children remember. The verification takes place in 7-10 days. The long-term memory coefficient is calculated using the following formula:
where A is the total number of words,
B - number of words remembered,
C - long-term memory coefficient.
The results are interpreted as follows:
75-100% - high level;
50-75% - average level;
30-50% - low level;
below 30% is a very low level.
“Remember a couple” technique.
Study of logical and mechanical memory by the method of memorizing two rows of words.
Required material: two rows of words. In the first row there are semantic connections between the words; in the second row they are absent.
Progress of the task. The experimenter reads to the subject(s) 10 pairs of words from the series under study (the interval between pairs is 5 seconds). After a 10-second break, the left words of the row are read (with an interval of 10 seconds), and the subject writes down the remembered words of the right half of the row.
Processing job data. The results of the experiment are recorded in the table:
Thinking
The "Fourth Odd One" technique.
Four words are read to the child, three of which are interconnected in meaning, and one word does not fit the rest. The child is asked to find the “extra” word and explain why it is “extra.”
-
book
, briefcase, suitcase, wallet;
- stove, kerosene stove, candle,electric stove
;
- tram, bus,tractor
, trolleybus;
- boat, car,motorbike
, bike;
- river,bridge
, lake, sea;
-
butterfly
, ruler, pencil, eraser;
- kind, affectionate, cheerful,wicked
;
- grandfather,teacher
, dad, mom;
- minute, second, hour,evening
;
- Vasily, Fedor,Ivanov
, Semyon.
("Extra" words are in italics.)
For each correct answer, 1 point is awarded, for each incorrect answer - 0 points.
10-8 points - high level of development of generalization;
7-5 points - average level of development of generalization,
cannot always highlight significant
signs of objects;
4 points or less - the ability to generalize is developed
weak.
The results of the study are recorded in the protocol.
Standardized method for determining the level mental development junior schoolchildren E. F. Zambatsevichene.
The research methodology is designed on the basis of some methods of the test of the structure of intelligence according to R. Amthauer. The R. Amthauer Structure of Intelligence Test includes 9 subtests used to measure speech, mathematical abilities, spatial imagination and memory and is designed for group use for children aged 12 years and above.
For primary schoolchildren, 4 subtests were developed, including 40 verbal tasks, selected taking into account the curriculum material of the primary classes.
The first subtest includes tasks that require subjects to differentiate the essential features of objects or phenomena from unimportant, secondary ones. Based on the results of completing some tasks of the subtest, one can judge the test taker’s stock of knowledge.
The second subtest consists of tasks that are a verbal version of eliminating the “fifth odd one out.” The data obtained from research using this technique allows us to judge the mastery of the operations of generalization and abstraction, and the ability of the subject to identify the essential features of objects or phenomena.
The third subtest is tasks on inference by analogy. To perform them, the subject must be able to establish logical connections and relationships between concepts.
The fourth subtest is aimed at identifying the ability to generalize (the test taker must name a concept that combines two words included in each task of the subtest).
Each task is assigned a certain score, reflecting the degree of its difficulty. The overall result for each subtest is determined by summing the scores for all 10 tasks.
In the first three subtests, the correct answers are in italics, and in the 4th subtest they are given in parentheses.
I subtest
Instructions for the subject: “Which word of all the ones I name is most suitable?”
II subtest
Instructions to the subject: “One word out of five is superfluous, it doesn’t fit with all the others. Listen carefully, which word is superfluous and why?”
III subtest
Instructions to the subject: “The word “nest” fits the word “bird,” tell me which word fits the word “dog” in the same way as the word “nest” fits the word “bird.” Why? Now we need to find a pair for other words. Which word fits the word “rose” in the same way as the word “vegetable” fits the word “cucumber?” Choose from those that I will tell you. So, a cucumber is a vegetable, and a rose is.
IV subtest
Instructions to the subject: “What general word can be called...?”
Evaluation of students' performance of test tasks.
The score for each task is obtained by summing all correct answers for a given subtest. Maximum quantity The points a student can receive for completing subtests I-II is 26 points, III - 23 points, IV - 25 points. Thus, the total maximum score for all 4 subtests is 100 points.
The results obtained by the student are interpreted as follows:
100-80 points - high level of mental development;
79-60 points - average level;
59-40 points - insufficient (below average) level of development;
39-20 points - low level of development;
less than 20 points is a very low level.
When discussing the results, one should take into account not only the overall level of development, but also the role of each component in the overall result. It is important to assess how harmoniously or asynchronously the diagnosed intellectual skills are developed, as well as which of the parameters significantly improves or worsens the result.
Methodology "Logical tasks".
The technique was developed by A. Zak and is intended for diagnosing the level of formation theoretical analysis and internal action plan for younger schoolchildren. The results of the study make it possible to establish the degree of development of the theoretical method of solving problems in general, to draw a conclusion about the peculiarities of the formation in a child of such an intellectual skill as reasoning, i.e. how a child can draw conclusions based on the conditions that are offered to him as initial ones, without involving other considerations related to the situational rather than the substantive side of the conditions.
The technique can have both individual and frontal use.
Estimated operating time: 30-35 minutes.
Instructions to subjects:
"You have been given sheets with the conditions of 22 problems. Look at them. The first four problems are simple: to solve them, just read the condition, think and write in the answer the name of only one person, the one who, in your opinion, will be the most cheerful, the strongest or the fastest of those mentioned in the problem.
Now look at problems 5 to 10. They use artificial words and meaningless letter combinations. They replace our ordinary words. In problems 5 and 6, meaningless letter combinations (for example, naee) represent words such as more fun, faster, stronger, etc. In problems 7 and 8, artificial words replace ordinary people's names, and in problems 9 and 10 they replace everything. When you solve these six problems, you can “in your mind” (to yourself) substitute understandable, ordinary words instead of meaningless words. But in the answers to problems 7 to 10 you need to write a meaningless word that replaces the person’s name.
Next come problems 11 and 12. These problems are “fairytale” because they tell something strange and unusual about animals known to all of us. These problems must be solved using only the information about animals that is given in the task conditions.
In problems 13 to 16, you need to write one name in the answer, and in problems 17 and 18 - whoever thinks is correct: either one name or two. In problems 19 and 20, it is obligatory to write only two names in the answer, and in the last two problems - 21 and 22 - three names, even if one of the names is repeated."
Tasks to present:
1. Tolya is more fun than Katya. Katya is more fun than Alik. Who's the most fun?
2. Sasha is stronger than Vera. Faith is stronger than Lisa. Who is the weakest?
3. Misha is darker than Kolya. Misha is lighter than Vova. Who is darkest?
4. Vera is heavier than Katya. Vera is easier than Olya. Who is the lightest?
5. Katya is worse than Lisa. Lisa is naeeer than Lena. Who has the most?
6. Kolya tprk than Dima. Dima is better than Borya. Who is everyone?
7. Prsn is more fun than Ldvk. Prsn is sadder than Kvshr. Who is the saddest?
8. VSNK is weaker than Rpnt. Vsnp is stronger than Sptv. Who is the weakest?
9. Mprn is smaller than Nvrk. Nvrk is worse than Gshds. Who has the most money?
10. Vshfp klmn than Dvts. Dvts klmn than Pnchb. Who is everyone's leader?
11. A dog is lighter than a beetle. A dog is heavier than an elephant. Who is the lightest?
12. A horse is lower than a fly. A horse is taller than a giraffe. Who is tallest?
13. Popov is 68 years younger than Bobrov. Popov is 2 years older than Semenov. Who is the youngest?
14. Utkin is 3 kg lighter than Gusev. Utkin is 74 kg heavier than Komarov. Who is the heaviest?
15. Masha is much weaker than Lisa. Masha is a little stronger than Nina. Who is the weakest?
16. Vera is a little darker than Lyuba. Vera is a little darker than Katya. Who is darkest?
17. Petya is slower than Kolya. Vova is faster than Petya. Who's faster?
18. Sasha is heavier than Misha. Dima is lighter than Sasha. Who is easier?
19. Vera is more fun than Katya, and easier than Masha. Vera is sadder than Masha and heavier than Katya. Who is the saddest and the hardest?
20. Rita is darker than Lisa and younger than Nina. Rita is lighter than Nina and older than Lisa. Who is the darkest and the youngest?
21. Yulia is more fun than Asya. Asya is lighter than Sonya. Sonya is stronger than Yulia. Julia is heavier than Sonya. Sonya is sadder than Asya. Asya is weaker than Yulia. Who is the funniest, the lightest and the strongest?
22. Tolya is darker than Misha. Misha is younger than Vova. Vova is shorter than Tolya. Tolya is older than Vova. Vova is lighter than Misha. Misha is taller than Tolya. Who is the fairest, who is the oldest and who is the tallest?
Correct Answers
:
1. Tolya.
2. Lisa.
3. Vova.
4. Katya.
5. Katya.
6. Kolya.
7. LDvk.
8. SPTV.
9. Mprn.
10. Vshfp.
11. Elephant.
12. Fly.
13. Semenov.
14. Gusev.
15. Nina.
16. Faith.
17. Kolya and Vova.
18. Dima and Misha.
19. Katya, Masha.
20. Nina, Lisa.
21. Julia, Asya, Sonya.
22. Vova, Tolya, Misha.
Research results.
1. Level of development of the ability to understand the learning task
Correctly solved 11 problems or more - high level.
From 5 to 10 tasks - average level.
Less than 5 tasks - low level.
2. Level of development of the ability to plan your actions.
Correctly solved all 22 problems - high level.
The last 4 (i.e. 18-22) are not solved - average level.
Less than 10 tasks - low level.
Only problems 1 and 2 have been solved - the child can act “in his head” to a minimal extent.
Only the first problem has been solved - he cannot plan his actions, he even finds it difficult to replace in his “mind” a given ratio of quantities with the opposite one, for example, the ratio “more” to the ratio “less”.
3. Level of development of the ability to analyze the conditions of the problem.
Correctly solved 16 problems or more, including problems 5 to 16, means a high level of development.
Problems 5 to 16 partially solved (half or more) - average level.
Problems 5 to 16 have not been solved - the level of development is low, the child is not able to identify the structural generality of the problem, its logical connections.
Speech development
Ebbinghaus technique.
The technique is used to identify the level of speech development and the productivity of associations.
Instructions:
"Fill in the missing words."
Instructions : "Place the dots."
Analysis of results: The speed of finding and productivity of associations is recorded.
Diagnostics of the formation of skills in educational activities
Diagnostics of the formation of the prerequisites for educational activities is aimed at determining the readiness of the future student for a new type of activity for him - educational. Unlike gaming, educational activities have a number of specific features. It assumes a focus on results, arbitrariness and commitment.
Most of the educational tasks faced by a first-grader are aimed at fulfilling a number of conditions, certain requirements, and focusing on rules and patterns. It is these skills that relate to the so-called prerequisites of educational activity, i.e. those that are not yet fully educational activities, but are necessary to begin to master it.
In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of learning in the early stages of mastering knowledge and school requirements largely depends.
To diagnose the prerequisites for educational activities, a set of techniques is used, consisting of diagnosing the ability to focus on a system of requirements - the "Beads" technique, the ability to focus on a sample - the "House" technique, the ability to act according to the rule - the "Pattern" technique, the level of development of arbitrariness - the "Graphic" technique dictation".
Additionally, the following methods are given: “Drawing by dots” to determine the maturity of the ability to navigate the system of requirements, the “Mysterious Letter” method for studying the level of cognitive activity of younger schoolchildren, as well as the “Abridged Alphabet” method.
"Beads" technique.
Purpose of the task: identify the number of conditions that a child can maintain during the activity when perceiving a task by ear.
Organization of the task: the task is performed on separate sheets with a drawing of a curve representing a thread:
To work, each child must have at least six markers or pencils different colors. The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.
Instructions for Part I: “Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instructions are repeated twice). Begin paint".
Instructions for Part II of the task (this part of the test begins after all the children have completed the first part): “Now I’ll tell you again which beads you should have drawn, and you check your drawings to see if you did everything correctly. If anyone notices a mistake, make a new drawing next to it. Listen carefully." (The test condition is repeated again at a slow pace, each condition being highlighted by voice.)
Assessment of task completion (for assessment, the teacher chooses the best of the two possible options):
Level 1 - the task is completed correctly, all five conditions are taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, fixed color of the middle bead.
Level 2 - 3-4 conditions are taken into account when completing the task.
Level 3 - 2 conditions are taken into account when completing the task.
Level 4 - no more than one condition is taken into account when completing the task.
"House" technique.
The child is asked to draw the image of the house as accurately as possible. After finishing the work, offer to check if everything is correct. Can correct if it notices inaccuracies.
This technique allows you to identify the ability to focus on a sample and accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.
Accurate reproduction is scored 0 points, 1 point is awarded for each mistake made.
The errors are:
a) an incorrectly depicted element; the right and left parts of the fence are assessed separately;
b) replacing one element with another;
c) absence of an element;
d) gaps between lines in places where they should be connected;
d) severe distortion of the pattern.
Methodology "Pattern".
The technique consists of three control dictations and one training one.
The children are told: “We will learn to draw a pattern. You have rows of triangles, squares and circles drawn on a piece of paper. We will connect triangles and squares to make a pattern. You must listen carefully and do what I say. We will have these three rules :
1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should go only forward;
3. Each new connection must be started from the figure where the line stopped, then the line will be continuous and there will be no gaps in the pattern.
Look on the piece of paper to see how you can connect triangles and squares."
Then the tester says: “Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square” (introductory - training - series).
The inspector monitors how each child completes the task, and, if necessary, corrects mistakes and explains to the child what he did wrong. Children make four connections as they learn.
The first episode follows. The examiner says: “Now we will draw without prompts. You must listen carefully and connect the figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. That is, you must start each new connection with the figure on which the line ended. If you make a mistake, do not correct the mistake, but start with the next figure.”
Dictation for the first episode:
"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."
You should dictate slowly, so that all children have time to draw the next connection. You cannot repeat the same thing twice, because... This may lead some children to draw unnecessary connections.
After the children have finished their work, the second series follows, and then the third. The series differ from each other only in the nature of the pattern reproduced under dictation. The rules for doing the work remain the same.
Dictation for the second series:
"Connect a square with a triangle, two triangles, a triangle with a square, two squares, two more squares, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, a triangle with a square, two squares, a square with a triangle."
Dictation for the third series:
"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."
Children are not provided any assistance during the task. After finishing the work, the leaves are collected. The forms will be given out before the start of the examination. A sample pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of the figures is 2x2 mm).
Evaluation of results.
Each correct connection counts for two points. The correct connections are those corresponding to the dictation. Penalty points (one at a time) are awarded:
1. for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. those preceding the dictation and following it);
2. for “gaps” - omissions of connection “zones” - between correct connections.
All other possible types of errors are not taken into account at all, because their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the latter are subtracted from the former).
The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.
Interpretation of the results obtained.
60-72 points is a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in work.
48-59 points - the ability to act according to the rule is not sufficiently developed. Can maintain orientation to only one rule when working.
36-47 points - low level of ability to act according to the rule. He constantly gets confused and breaks the rule, although he tries to follow it.
Less than 36 points - the ability to act according to the rule has not been developed.
Methodology "Graphic dictation".
This technique is used to determine the level of development of the child’s voluntary sphere, as well as to study capabilities in the field of perceptual and motor organization of space.
The material consists of 4 dictations, the first of which is training.
1. "We begin to draw the first pattern. Place the pencil at the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right . One cell up. One cell to the right. Then continue to draw the same pattern yourself."
2. "Now place the pencil on the next point. Get ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. One cell up. One to the right. Now continue to draw the same pattern."
3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell to the right. Three cells up. Now continue to draw this pattern yourself."
4. "Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word “left” is highlighted in a voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word " "to the left" is again highlighted in the voice). One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."
You are given one and a half to two minutes to complete each pattern independently. Total time The procedure usually takes about 15 minutes.
Analysis of results.
Error-free reproduction of the pattern - 4 points. For 1-2 mistakes they give 3 points. For more errors - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then 0 points are given. Three patterns (one training) are evaluated in this way. Based on the data obtained, the following execution levels are possible:
10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Methodology "Drawing by points".
The technique includes 6 tasks, each of which is placed on a separate sheet of a special booklet given to the test subject. The samples in problems No. 1 and 5 are irregular triangles, in problem No. 2 - an irregular trapezoid, in problem No. 3 - a rhombus, in problem No. 4 - a square and in problem No. 5 - a four-rayed star:
The examination can be carried out either frontally or individually. Children are seated at tables one at a time. A book with a task is placed in front of each child. The experimenter, standing so that he can be clearly seen by all the children, opens the same book and shows a sheet with task No. 1. Then he says: “Open your books to the first page. Look: yours is the same as mine.” . (If any of the children opened the wrong page, the experimenter corrects him.)
Pointing to the vertices of the sample triangle, the experimenter continues: “You see, there were points here that were connected so that this drawing was obtained (an indication follows the sides of the triangle; the words vertex, sides, “triangle” are not pronounced by the experimenter). Other points are drawn nearby ( follows an indication of the points shown to the right of the sample). You yourself will connect these points with lines so that you get exactly the same drawing. You will leave them here, you will not connect them.
Now look in your books: are these points the same or not?” Having received the answer “no,” the experimenter says: “That’s right, they are different. There are red, blue and green. You must remember the rule: you cannot connect identical dots. You cannot draw a line from red dot to red, from blue to blue, or from green to green. The line can only be drawn between different points. Did everyone remember what to do? You need to connect the dots to get exactly the same drawing as here (follows an indication of the triangle sample). Identical points cannot be connected. If you draw a line incorrectly, tell me, I'll erase it with an eraser, it won't count. When you have completed this drawing, turn the page. There will be other dots and a different pattern, you will draw it."
At the end of the instruction, the children are given simple pencils. As the task progresses, the experimenter erases incorrectly drawn lines at the children’s request, makes sure that no task is missed, and encourages the children if necessary.
Assessment of task completion.
The main indicator of task completion is the total score (TS). It is output as follows. In each task, first of all, the accuracy of the sample reproduction is established. In problems No. 1 and 5, any triangle is considered to reproduce the pattern (at least approximately), in problems No. 2, 3 and 4 - any quadrilateral, in problem No. 6 - any star. Incomplete figures, which can be completed to those listed above, are also considered to reproduce the pattern.
If the child reproduces the sample at least approximately, he receives one point for each correctly reproduced element of the figure (in problems No. 1-5 a separate line acts as an element, in problem No. 6 - a ray). An element that does not include violations of the rule (that is, does not contain connections of identical dots) is considered to be correctly reproduced.
In addition, one point is awarded for:
1. compliance with the rule, i.e. if it has not been violated even once in this task;
2. completely correct reproduction of the sample (as opposed to approximate);
3. simultaneous compliance with both requirements (which is only possible if the decision is completely correct).
The total score is the sum of the points the child received for all 6 problems. The score received for each problem can fluctuate: in problems No. 1 and 5 - from 0 to 6, in problems No. 2, 3, 4 and 6 - from 0 to 7.
Thus, the total score can range from 0 (if there is not a single element correctly reproduced and the rule is not followed in any of the problems) to 40 (if all problems are solved without error).
Erased, i.e. lines assessed by the child himself as incorrect are not taken into account when calculating the assessment.
In a number of cases, a rougher and simpler estimate—the number of correctly solved problems (NSP)—is sufficient. The NRP can range from 0 (not a single task has been solved) to 6 (all 6 tasks have been solved).
Interpretation of results:
33-40 points (5-6 tasks) - a high level of orientation towards a given system of requirements, can consciously control their actions.
19-32 points (3-4 tasks) - orientation towards the system of requirements is not sufficiently developed, which is due to the low level of development of voluntariness.
Less than 19 points (2 or less tasks) - an extremely low level of regulation of actions, constantly violates the given system of requirements proposed by the adult.
Methodology "Reducing the alphabet".
The technique is intended to identify the child’s subject organization, which helps or hinders him in accepting an educational task. In other words: the methodology allows you to determine whether the child has developed a specific subject matter of educational activity.
The technique was developed by G. A. Tsukerman and is intended for individual use with students in grades 1-3.
Method material: Two envelopes. One depicts a boy about 10-15 years old, the other a girl. 10 cards with words written in block letters:
The meaning of the work: Children must classify the squats: put them in envelopes. The basis of the classification depends on how the child understood the problem formulated by the adult. (Does he know how to accept an adult’s task or replaces it with his own task, without noticing this substitution).
Instructions.
1. “Name these letters (writesE, Yo, Yu, I). Right. What work do these letters do in words?" (Help the child remember something like the following: these letters indicate their vowel sound and the softness of the consonant in front).
2. “Do you think we can do without these letters, shorten the alphabet, so that it is easier for children to learn to read?” (write down the thoughts expressed by the child).
3. “You think so, but my two senior students answered this question differently. They invented a new Russian letter, in which any word can be written without these letters! Do you want to see what they came up with?.. Only here’s the problem. The boy came up with his own way of writing, and the girl came up with hers. Everyone wrote the words in their own way and put their words in their own envelope. (Show envelopes with pictures of a boy and a girl). And I took out the cards and mixed them up. Now you will read the words, see what two ways of writing they came up with. And you will put their words into envelopes: the boy’s words - here, the girl’s words - here. But I will tell you the first words myself: I know exactly the names of my students. And here are their names. But written in a new way. Can you read it?" (Help the child pronounce the consonants softly, recognize the word, but do not explain the meaning of the new written signs.)
4. “That’s right, the boy’s name is Alyosha, the girl’s name is Tanya. Have you already guessed what they invented?” (Write down the child’s guess; if the child shrugs, encourage him: “Nothing, here are two new words for you. Read them. You’ll understand everything soon.”) Give the word (LENTA - MOR*AK). Again, if necessary, help the child read them, ask them to put them in envelopes: which word Tanya wrote, and which word Alyosha wrote. Record all the child’s actions and words, praise for everything: “Excellent. How did you guess? Now 2 new words. Put them in envelopes again...”.
If the child cannot formulate the essence of Tanya and Alyosha’s inventions by the end of the work, further research should be stopped.
If the child was able to formulate a new principle of writing, ask him to invent his own letter, not like Alyosha’s, and not like Tanya’s, and write the word with his own letterBALL, ICE.
Convert special attention to the child's work with the last couple of wordsSAIL - BEADS. If a child thinks about these words for a very long time, help him a little: “Yes, it’s difficult to figure it out correctly. But still, which of these words do you think Alyosha wrote?” No matter how confusingly and confusingly the child formulates the only correct answer: “This cannot be determined at all,” help him and praise him very much (!!!).
Processing: Decide for each child:
1. How did he solve the problem (2-4 pairs of words):
a) naturally - focusing solely on the meaning of the word (the word SAILOR was written by a boy, because girls are not sailors...);
c) started to solve naturally, switched to a formal solution (or vice versa).
2. How was the last problem (which has no solution) solved?
3. Was the child able to meaningfully formulate the new ways shown to him of indicating the softness of consonants in writing.
4. Was the child able to invent his own way of indicating softness (refusal, repeated exactly one of the two shown to him, invented his own sign of softness).
Methodology "Mysterious letter".
The technique is intended for diagnosing the cognitive activity of younger schoolchildren. Can be carried out both in a group and individually.
5 minutes before the end of the lesson (the lesson itself is normal), the experimenter announces: “You guys have received a mysterious letter, from whom it is unknown. At the bottom of this piece of paper is a code. Look, guys!”
The content of the letter can be anything: abstract or tied to the topic of the lesson; small in volume - 2-3 sentences and a signature, and the usual system of matching letters of the alphabet and numbers is used as a cipher:
Each child receives a piece of paper with a “Mysterious Letter”. Under the guidance of the experimenter, the children decipher the first word. The deciphered word is marked on a piece of paper. After this, a break is announced for 10 minutes. The experimenter invites other children (who wish) to find out who the letter came from. Those who do not want to continue working can leave the piece of paper on their desk and go for a walk. After the break, before the start of the next lesson, the children hand in the signed pieces of paper.
Interpretation of results.
High level of cognitive activity - transcribed in full.
Cognitive activity is moderately expressed, quickly decreasing - he started deciphering, but did not finish.
Low level of cognitive activity - did not take up decoding.
The conclusion about the severity of cognitive activity is recorded on the sheet with the task, below.
