Task 4 is superfluous for children 5 years old. The procedure for conducting diagnostics among preschoolers and younger schoolchildren. Conclusions about the level of development

Belopolskaya N.L. Exclusion of items (Fourth extra). Instructions for use + Stimulus material

ISBN: 978-5-89353-284-5, Publisher: "Kogito-Tsentr", Year of publication: 2009, Dimensions (manual): 140x205 mm. Dimensions (cards): 115x115 mm. Cover: soft cover. Circulation: 1500 copies - 28 pages.

Methodology "Exclusion of the fourth superfluous"

Target: to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child.

Stimulus material: pictures depicting 4 objects, one of which does not fit the others in the following ways: 1) in size; 2) in form; 3) by color; 4) by generic category (wild - domestic animals, vegetables - fruits, clothes, furniture, etc. - 4 pieces from simple to complex)

The procedure for carrying out the technique: The child is presented with a series of pictures showing different objects, accompanied by the following instruction: “In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous. You have 3 minutes to solve the problem.

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

Conclusions about the level of development. 10 points is very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

Stimulus material:

OPTION 1.

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

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

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

Procedure
APPENDICES 1, 2, 3 are offered alternately.

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

Analysis of results

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

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

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

ANNEX 1.

APPENDIX 2

APPENDIX3.

OPTION 2.

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

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

Evaluation of results

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

Conclusions about the level of development

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

APPENDIX 4 A.

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

OPTION 3.

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

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

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

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

Form for verbal option

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

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

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

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

APPLICATION.

The ability to highlight the main thing is valuable not only in learning, but also in life in general. However, even such a seemingly natural action of the child must be taught. But first, it is worth diagnosing the ability to highlight the essential features of phenomena and objects. For these purposes, the technique "Exclusion of the superfluous" is used.

The essence of the technique "Exclusion of the fourth superfluous"

• generalize concepts and objects on the basis of certain features;
• to abstract from the material covered in order to concentrate on the new;
• highlight the essential qualities of concepts united by a common feature.

Stimulus material is presented in two forms: objective and verbal. In the first case, to conduct the test, you will need 7 sets of 4 cards with the image of 4 objects, among which one does not fit the rest in:

• Group I - simple generalizations (for example, 3 trees and a flower);
• Group II - standard generalizations (3 fruits and cheese);
• Group III - differentiated generalizations (3 items of outerwear and a bathing suit);
• Group IV - generalizations, complicated in name and essence (3 dairy products and bread);
• Group V - generalizations that require a detailed answer (3 things for a baby and a hammer);
• Group VI - tasks with two solutions (chicken, chicken, duck and egg);
• Group VII - provocative tasks (lemon, pear and pepper are yellow, and grapes are blue), solving which the child must rely on the essential features of objects, and not on external ones. Such cards help to test the experimenter's assumptions about the concreteness or inertia of thinking.

For the verbal form of the test, a form with printed 12 lines of 5 words is used. The principle of operation is the same: you need to cross out a word that is not suitable for one of the 4 signs mentioned above, and then explain your choice.

The procedure for conducting diagnostics among preschoolers and primary schoolchildren

The test is carried out in an individual form, the child is given 3 minutes to work with all the cards. After this time, the adult enters into the pre-prepared protocol the card number, the word excluded by the child, as well as a brief explanation given by the subjects to their choice, or a leading question that led him to the answer.

Diagnostic instructions:

1. Together with the child, the experimenter looks at the pictures of the first card. The adult explains: “In these drawings, you see four objects. Three of them are similar, they can be called in one word, and one is inappropriate. Name the extra one and say what word can combine the remaining three.
2. The teacher analyzes the first card with the subject.
3. Then the child independently works out the remaining material in a set time. In case of difficulty, an adult can ask a leading question. For example, on the 2nd card of group I, trees with foliage and a Christmas tree are depicted. The subject can correctly exclude the object (Christmas tree), but give an explanation that is not entirely suitable: “These trees have leaves on the branches, and the Christmas tree has needles.” In this case, the teacher should praise the child, but say that there is a more correct explanation (some trees shed their leaves, and the Christmas tree is always green). However, for the objectivity of the data, you should not tell the subject whether he answered correctly or not, it is better to recommend thinking more.

The verbal version of the test can be carried out in groups, 3 minutes are given to work out the diagnostic form.

Instructions for organizing verbal testing:

Files: Stimulus Material Samples

Processing and interpretation of results

The assessment of the thinking processes of the baby is carried out according to the tasks of which group of cards the child coped with:

• Group I - the subject can make simple generalizations;
• Group II - the child establishes the simplest causal relationships and is able to generalize;
• Group III - the baby differentiates generalizations in terms of the essence of objects;
• Group IV - the subject can independently analyze, look for a common feature and formulate it verbally;
• Group V - the child knows about the functions of simple objects, can make complex speech formulations and explanations;
• Group VI - the baby can find two solutions to one problem;
• Group VII - the subject shows non-standard ways of generalization.

A 3-year-old child with normal intellectual development copes with tasks of group I, 4 years old - categories I and II, at 5 years old, subjects can easily examine group III cards, as well as some items from IV and V. At 6 years old, the child is able to work with material I- VI categories, and at a later age, children successfully complete tasks from all groups.

For the correct diagnosis of verbal testing, a special scale has been developed that assesses attention. The number of points depends on the correctness of the task and the time spent on it.

According to the indicator of time spent on the test, one can judge the level of development of critical thinking:

• cinquain (creation of 5 line non-rhyming poems to define the concept), more about which can be found in the article "";
• INSERT (highlighting the main thing when reading or listening in a special table) - it is described in the material "INSERT in the classroom at school: what is a technique and how to use it";
• fishbone (drawing up a short causal chain of a particular issue) - you can learn about this technique from the article “Fishbone technique in school lessons”.

The technique "Exclusion of excess" allows you to identify errors in the construction of cause-and-effect relationships in a child and choose the right corrective program in time. Such measures will help prevent more serious deviations in the development of thinking of the emerging personality.

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

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

I. Subject variant

Test Description

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

Instructions for the test

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

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

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

test material

II. Verbal variant

Instructions for the test

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

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

test material

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

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Processing and interpretation of test results

Scale for assessing the level of development of the generalization operation

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

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

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

Sources

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