Methodology 10 words results. “10 Words” Methodology by A.R. Luria. Coma of moderate depth

Target: assessment of the state of auditory memory for words, fatigue, attentional activity, memorization, preservation, reproduction, voluntary attention. Description. A method for learning ten words was proposed by A. R. Luria. It allows you to study memory processes: memorization, storage and reproduction. The technique can be used to assess the state of memory, voluntary attention, exhaustion of patients with neuropsychiatric diseases, as well as to study the dynamics of the course of the disease and take into account the effectiveness of drug therapy. Carrying out the technique requires an appropriate environment. There should be no extraneous conversations in the room. The subject is asked to remember 10 words. They must meet several conditions: 1) uniformity: all words are singular nouns. number, im. cases consisting of the same number of syllables (one- or two-syllable); 2) words should, if possible, be unrelated to each other (words cannot be offered for memorization: table - chair; fire - water, etc.). Application . The technique can be used for both children (from five years old) and adults. Stimulus material.

A protocol with ten short one- and two-syllable words that have no connection with each other (see table). The most frequently used set of words is: Forest, Bread, Window, Chair, Water, Horse, Mushroom, Needle, Honey, Fire Research methodology

Thus, at each stage of the study a protocol is filled out. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column.

After finishing repeating the words, the experimenter says to the subject: “In an hour, you will tell me these same words again.” An hour later, the subject, at the request of the researcher, reproduces the remembered words without preliminary reading, which are recorded in the protocol in circles.

Study protocol

"Unnecessary words

Verbal report of the subject_________________________________________________________ Observations of the experimenter:_________________________________________________ Experimenter ____________________________________________________________Instructions. Instructions for children.- Instruction(s): “Now we will test your memory. I’ll tell you the words, you’ll listen to them, and then repeat them as much as you can, in any order.”- Instructions (b): “Now I will say the same words again, you will listen to them and repeat them - both those that you have already named and those that you will remember now. You can name the words in any order." Instructions for adults. - Instruction(s): “Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat the words in any order."- Instructions (b): “Now I will read you the same words again, and you must repeat them again, both those that you have already named and those that you missed the first time. The order of the words is not important." Processing the results. 1. Calculate

total

, correctly reproduced words at each repetition, and write down in column V of the protocol. 2. Construct a memorization graph based on these data. The serial numbers of repetitions are plotted on the abscissa axis, and the V values ​​are plotted on the ordinate axis.

i P Word learning schedule Where P-memorization coefficient of the i-th word, R- its absolute frequency;

n

5. Create summary tables for indicators V And i for a group of subjects; calculate the average indicators and plot these data on the individual graphs of this subject. Compare individual data with group averages. 6. Along with this, you can calculate the percentage of information loss an hour after memorization:

, correctly reproduced words at each repetition, and write down in column V of the protocol. 2. Construct a memorization graph based on these data. The serial numbers of repetitions are plotted on the abscissa axis, and the V values ​​are plotted on the ordinate axis.

V long lasting. V 6 - long-term memory capacity (after one hour) · - number of words reproduced in episode 6 Interpretation. Analyze the forms of the resulting graphs, using material from a verbal report and observations of the progress of work. Based on the shape of the curve, conclusions can be drawn regarding the characteristics of memorization. Thus, in healthy children, with each reproduction, the number of correctly named words increases, weakened children reproduce a smaller number, and may demonstrate getting stuck on “extra” words. A large number of “extra” words indicate disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly. The memory curve may indicate waning attention and/or severe fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates instability of attention. A plateau-shaped curve indicates the child’s emotional lethargy and lack of interest. In case of traumatic brain injury or neuroinfection, subjects remember the first and last words. At the same time, the volume of memorization of the material does not change. With neuroses, memorization is slow, the schedule is zigzag, it is necessary larger number presentations.

Testing consists of identifying the speed and magnitude of auditory-verbal memorization of 10 words. The technique is used to determine the amount of their reproduction after a certain period of time. The result of the study is to obtain information about whether the child can process auditory-verbal material for a long time and purposefully.

What is the technique?

The study uses simple one-syllable or two-syllable, frequency, but completely different in meaning 10 words. The technique involves using them in the singular and Usually the number of their repetitions can reach five, although it happens that you need to repeat words until perfect memorization. To make the results clearer, a curve is drawn after the study.

In this case, the following characteristics are studied:

• volume of auditory-verbal memorization;
• features of mnestic activity;
• speed of memorizing words in the given quantity;
• volume of playback over time;
• features of auditory perception.

Testing

A.R. Luria proposed a technique for determining fatigue, intensity of attention, and degree of memorization. It is convenient because it does not require the use of any special equipment. The only condition for obtaining a truly transparent result is maintaining silence. The fact is that any noise (especially if it is conversations) distracts and reduces the ability to remember words.

The study can be carried out with children from 7 years old. Healthy subjects usually remember 9-10 words. The technique assumes that the delayed result (memory test after a period of time) should show 80% of the previously obtained verbal chain. When working with children under 7 years of age, a smaller amount of initial information is used - 5-8 words.

Examples of chains for research:

1. Cat. Horn. Table. Mushroom. Honey. Ray. Water. Circle. Bridge. Smoke.
2. Bread. Weight. Brother. Move. Onion. Hedgehog. Mustache. Pain. Window. Tea.
3. Whale. Umbrella. Rum. Run. Laughter. Dog. Rose. Stump. Godfather Ruff.

Start of research

Before starting testing, the experimenter writes 10 words on one line. The technique involves the use of simple names that do not cause obvious associations with each other. Most often, each examiner uses one set of words. But if testing is carried out in a group of children, then several such chains need to be prepared, since the subjects may begin to give each other hints. It is very important in this experiment to pronounce the words clearly, and also to strictly adhere to the instructions.

First you need to tell your child a similar phrase: “I will read 10 words. They need to be listened to carefully. When I finish reading, you need to list the words that you remember. You can say them in any order. Clear?". Slowly and well-pronounced, the experimenter reads the words. When the child repeats them, then in the protocol of the method proposed by A.R. Luria, you need to put up crosses.

After this comes the next part of the work. You need to say: “I will read the same words as the first time. And you need to repeat those of them that you have already named and the others that you missed then.” Then the experimenter, just like the first time, marks with crosses the words that the child named.

Then you need to do several repetitions of the same procedure. Explanations are no longer needed, since the experimenter only needs to say the following: “One more time.”

Additional clarifications

In cases where the test person is given additional words, the tester must mark them next to the existing crosses. If repetitions occur, then each new time you need to put another mark.

It happens that when conducting research, a child tries to tell or comment on something. In such cases, you need to explain to him that this is not necessary to do now. In fact, the “10 words” technique (Luria) prohibits distracting conversations.

After the 5-time repetition, the experimenter begins to work on other tests. But after 50-60 minutes he returns to the memorized series and asks to tell it again. But the memory method no longer involves reading the 10 words already used. It is these repetitions that should now be marked with circles to avoid possible errors.

Filling out the table and building a memory curve

The research protocol looks like this:

It is subsequently used to construct a memorization curve. To do this, the repetition numbers are displayed horizontally, and the number of words named correctly is displayed vertically. The slope of the curve may vary. In children over 7 years of age who are healthy, the first 3 repetitions are presented in the form of one of the following options:

1. 5, 7, 9.
2. 6, 8, 9.
3. 5, 7, 10.

That is, by the third repetition the child is able to name 9-10 words. And with further reading of the series, the number of words called becomes 9-10.

Diseases of children indicated by the curve

Mentally retarded children tend to name a small number of words. It happens that a child says an extra word. And then he gets stuck on this mistake, repeating it again. Children with organic brain diseases demonstrate similar moments during testing. In addition, in a state of disinhibition, subjects name many unnecessary words.

Also, the curve graph may indicate severe fatigue and poor active attention. That is, when repeated, the child names 8-9 words, and then - an ever smaller number of them. This indicates absent-mindedness and forgetfulness in life, caused by transient asthenia. The curve may not have a sharp slope, but may look zigzag, which indicates instability and fluctuations in attention.

As the methodology shows, memorizing 10 words in rare cases comes down to the fact that the subjects begin to pronounce the same incomplete series. Stabilization of this kind indicates a lack of interest in improving the result and emotional lethargy. A low-lying straight line indicates dementia and indifference in paralytic syndromes.

The number of words listed by the subject an hour after the last repetition speaks about his memory in the literal sense. Therefore, using different but similar in complexity verbal chains, you can repeat this study to see the effectiveness of the treatment and evaluate the course of the disease.

Target: assessment of the state of auditory memory for words, fatigue, attention, memorization, preservation, reproduction, voluntary attention.

Description. A method for learning ten words was proposed by A. R. Luria. It allows you to study memory processes: memorization, storage and reproduction. The technique can be used to assess the state of memory, voluntary attention, exhaustion of patients with neuropsychiatric diseases, as well as to study the dynamics of the course of the disease and take into account the effectiveness of drug therapy.

Carrying out the technique requires an appropriate environment. There should be no extraneous conversations in the room. The subject is asked to remember 10 words. They must meet several conditions:

1. monotony: all words are singular nouns. number, im. cases consisting of the same number of syllables (one- or two-syllable);
2. words should, if possible, be unrelated to each other (words cannot be offered for memorization: table - chair; fire - water, etc.).

cases consisting of the same number of syllables (one- or two-syllable); 2) words should, if possible, be unrelated to each other (words cannot be offered for memorization: table - chair; fire - water, etc.).. The technique can be used for both children (from five years old) and adults.

Stimulus material. A protocol with ten short one- and two-syllable words that have no connection with each other.

The most frequently used set of words is: Forest, Bread, Window, Chair, Water, Horse, Mushroom, Needle, Honey, Fire.

Research methodology. I read the instructions to the subject (a). Then a series of words are read out. At the end of reading, the words remembered by the subject are recorded in the protocol. Then read out instructions (b). After recording the data in the protocol, the experiment is repeated without instructions. The material is presented several times until complete memorization or 5-6 times. Before the next readings of the material, the experimenter simply says: “One more time.”

Thus, at each stage of the study a protocol is filled out. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. After finishing repeating the words, the experimenter says to the subject: “In an hour, you will tell me these same words again.” An hour later, the subject, at the request of the researcher, reproduces the remembered words without preliminary reading, which are recorded in the protocol in circles.

Verbal report of the subject_________________________________________________________ Observations of the experimenter:_________________________________________________ Experimenter ____________________________________________________________

Instructions for children.

Instruction(s): “Now we will test your memory. I’ll tell you the words, you’ll listen to them, and then repeat them as much as you can, in any order.”

-·Instruction (b): “Now I will say the same words again, you will listen to them and repeat them - both those that you have already named and those that you will remember now. You can name the words in any order."

Instructions for adults.

Instruction(s): “Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat the words in any order."

Instruction (b): “Now I will read you the same words again, and you must repeat them again, both those that you have already named and those that you missed the first time. The order of the words is not important."

Processing the results

2. Construct a memorization schedule based on these data. The serial numbers of repetitions are plotted on the abscissa axis, and the V values ​​are plotted on the ordinate axis.

Word learning schedule

Ki - coefficient of memorization of the i-th word,

Pi is its absolute frequency;

n - number of repetitions.

4. Construct a graph of the frequency of memorization of each word. The ordinal numbers of words are plotted on the abscissa axis, and the values ​​of K are plotted on the ordinate axis.

Word memorization frequency graph

5. Compile summary tables for indicators V and K for a group of subjects; calculate the average indicators and plot these data on the individual graphs of this subject. Compare individual data with group averages.

6. Along with this, you can calculate the percentage of information loss an hour after memorization:

Vlong-term - long-term memory capacity (after one hour)

V6 - number of words reproduced in episode 6

Interpretation.

Analyze the forms of the resulting graphs, using material from a verbal report and observations of the progress of work. Based on the shape of the curve, conclusions can be drawn regarding the characteristics of memorization.

Thus, in healthy children, with each reproduction, the number of correctly named words increases, weakened children reproduce a smaller number, and may demonstrate getting stuck on “extra” words. A large number of “extra” words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly.

The memory curve may indicate waning attention and/or severe fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates instability of attention. A plateau-shaped curve indicates the child’s emotional lethargy and lack of interest.

In cases of traumatic brain injury or neuroinfection, subjects remember the first and last words. At the same time, the volume of memorization of the material does not change.

With neuroses, memorization is slow, the schedule is zigzag, and a greater number of presentations is required. Zigzag also indicates instability of attention and its fluctuations.

You should pay attention to the presence of the “edge effect”.

The number of words retained and reproduced in the first series shows the capacity of auditory short-term memory. The norm is considered to be 7±2 words (units of information).

The number of words retained and recalled one hour later indicates the capacity of auditory long-term memory.

Purpose: assessment of the state of auditory memory for words, fatigue, attention, memorization, preservation, reproduction, voluntary attention.

Description. A method for learning ten words was proposed by A. R. Luria. It allows you to study memory processes: memorization, storage and reproduction. The technique can be used to assess the state of memory, voluntary attention, exhaustion of patients with neuropsychiatric diseases, as well as to study the dynamics of the course of the disease and take into account the effectiveness of drug therapy.

Carrying out the technique requires an appropriate environment. There should be no extraneous conversations in the room. The subject is asked to remember 10 words.

They must meet several conditions:

1) monotony: all words are singular nouns. number, im. cases consisting of the same number of syllables (one- or two-syllable);

2) words should, if possible, be unrelated to each other (words cannot be offered for memorization: table - chair; fire - water, etc.).

Application. The technique can be used for both children (from five years old) and adults.

Stimulus material. A protocol with ten short one- and two-syllable words that have no connection with each other (see table).

The most frequently used set of words is: Forest, Bread, Window, Chair, Water, Horse, Mushroom, Needle, Honey, Fire

Research methodology. I read instructions (a) to the subject. Then a series of words are read out. At the end of reading, the words remembered by the subject are recorded in the protocol. Then read out instructions (b). After recording the data in the protocol, the experiment is repeated without instructions. The material is presented several times until complete memorization or 5-6 times. Before the next readings of the material, the experimenter simply says: “One more time.”

Thus, at each stage of the study a protocol is filled out. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. After finishing repeating the words, the experimenter says to the subject: “In an hour, you will tell me these same words again.” An hour later, the subject, at the request of the researcher, reproduces the remembered words without preliminary reading, which are recorded in the protocol in circles.

Study protocol

Subject ___________________________________________________ Gender___

Date of birth_______ Date of testing_________Time of experience_______

Subject's well-being

before experiment_________________ after experiment_________________________

Verbal report of the subject_______________________________________________________________

Experimenter's observations:_________________________________________________

Experimenter ______________________________________________________________

Instructions.

Instructions for children:

Instruction(s): “Now we will test your memory. I’ll tell you the words, you’ll listen to them, and then repeat them as much as you can, in any order.”

Instruction (b): “Now I will say the same words again, you will listen to them and repeat them - both those that you have already named and those that you will remember now. You can name the words in any order."

Instructions for adults:

Instruction(s): “Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat the words in any order."

Instruction (b): “Now I will read you the same words again, and you must repeat them again, both those that you have already named and those that you missed the first time. The order of the words is not important."

Processing the results:

2. Construct a memorization schedule based on these data. The serial numbers of repetitions are plotted on the abscissa axis, and the V values ​​are plotted on the ordinate axis.

Ki is the coefficient of memorization of the i-th word,

Pi is its absolute frequency;

n is the number of repetitions.

4. Construct a graph of the frequency of memorization of each word. The ordinal numbers of words are plotted on the abscissa axis, and the K values ​​are displayed on the ordinate axis.

Word memorization frequency graph

5. Compile summary tables for indicators V and K for a group of subjects; calculate the average indicators and plot these data on the individual graphs of this subject. Compare individual data with group averages.

6. Along with this, you can calculate the percentage of information loss an hour after memorization:

Vlong-term - long-term memory capacity (after one hour)

V6 - number of words reproduced in episode 6

Interpretation.

Analyze the forms of the resulting graphs, using material from a verbal report and observations of the progress of work. Based on the shape of the curve, conclusions can be drawn regarding the characteristics of memorization.

Thus, in healthy children, with each reproduction, the number of correctly named words increases, weakened children reproduce a smaller number, and may demonstrate getting stuck on “extra” words. A large number of “extra” words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly.

The memory curve may indicate waning attention and/or severe fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates instability of attention. A plateau-shaped curve indicates the child’s emotional lethargy and lack of interest.

In cases of traumatic brain injury or neuroinfection, subjects remember the first and last words. At the same time, the volume of memorization of the material does not change.

With neuroses, memorization is slow, the schedule is zigzag, and a greater number of presentations is required. Zigzag also indicates instability of attention and its fluctuations.

You should pay attention to the presence of the “edge effect”.

The number of words retained and reproduced in the first series shows the capacity of auditory short-term memory. The norm is considered to be 7±2 words (units of information).

The number of words retained and recalled one hour later indicates the capacity of auditory long-term memory.

Test "Pictogram" A.R. Luria (memory study)

Pictogram method proposed by A.R. Luria, is a variant of indirect memorization, but it is used not so much for studying memory as for analyzing the nature of associations. Can be used to study subjects with at least 7 years of education.

To conduct the experiment, all you need is a pencil and paper. You need to prepare 12-16 words and expressions in advance for memorization.

An approximate set of words that can be used:

1. Happy holiday

2. Hard work

3. Development

4. Delicious dinner

5. Brave action

6. Disease

7. Happiness

8. Separation

9. Poisonous question

2. Dark night

4. Justice

5. Doubt

6. Warm wind

8. Wealth

9. Hungry child

However, it is not necessary to use standard sets of words; they need to be varied slightly, that is, while maintaining the basic composition of the words, replace two or three of them.

The subject is told that his visual memory, they ask whether he noticed how it was easier for him to remember - “by ear or by sight.” Then they give him a sheet of paper and a pencil and say: “No words or letters can be written on this paper. I will name words and whole expressions that you will have to remember. To make it easier to remember, you must draw something for each word.” - something that could help you remember the given word. The quality of the drawing does not matter, you can draw anything and however you want, as long as it can remind you of the given word - like tying a knot for memory.

For example, I give you the first expression “Happy Holiday”. What can you draw to later remember the “Merry Holiday”? It is advisable not to suggest anything else to the patient unless absolutely necessary. If he persistently complains about his inability to draw, you can advise: “Draw whatever is easier.” If the subject declares that he is unable to draw a holiday, you can repeat to him that he should not draw " fun party", but only what can remind him of a fun holiday. If he easily selects the pictures and tells the experimenter out loud what he chooses and how he is going to remember, the experimenter silently keeps a protocol. The protocol is carried out according to the following scheme.

Specified expressions; Drawings and explanations of the patient; Perception after an hour

If the subject does not explain himself, you should ask him each time: “How will this help you remember the given word?” You should not object or express disapproval, no matter what unusual connections the patient makes, but if his drawings are too multi-subject, you can ask him to draw a little faster.

During the task, the experimenter varies the order of the words given to the test subject: depending on whether the test subject easily makes connections, the experimenter then offers easier, more specific expressions (“ delicious dinner", "hard work"), then more abstract, difficult ones ("development", "doubt", "justice").

After completing the task (from 12 to 16 words), the sheet with the pictures is put aside and only at the end of the study (an hour later) the subject is asked to remember the given words from the pictures. Recall should be offered out of order; it is better to offer one from the beginning, the other from the end. You can ask the subject to write down the word or expression that was given to him under the picture. You should definitely ask how he managed to remember the word, how the drawing helped him.

When interpreting the results of an experiment, first of all, you should pay attention to whether the generalized symbolization of a word is available to the subject, that is, whether he can independently find a generalized indirect image. Normally, even a schoolchild with a 5th grade education can find such an image; so, for example, for the words “hard work” he draws a shovel or a hammer, a man with a load, for the word “doubt” - a fork in the road (where to go?) or a question mark or a door (should I enter it?). For an intellectually disabled subject, such a task is difficult. For the words "hard work" he would like to draw a whole scene of working in a mine, but he is afraid that he will not be able to do it.

He can’t think of anything at all for the word “doubt.” With mild mental impairment, the subject is able to draw something for specific concepts: for the word “disease” - a bed; for the words “delicious dinner” - table, plates. But words such as “justice,” “doubt,” and “development” remain inaccessible to mediation. This kind of manifestation of concrete thinking and difficulties in generalization are observed in mental retardation and epilepsy. In other cases, the subject copes with the task of generalization, but cannot limit himself to identifying one image and draws many of them.

So, for example, when deciding to draw a growing plant for the word “development”, he draws not just one sprout, but a whole series of gradually increasing flowers in the amount of 7.8. For the word “disease,” he draws a bed and a patient on the pillow, and a bottle of medicine, and also a thermometer. Such multiple associations in pictograms indicate detailed thinking, a tendency to detail, and are usually observed in epileptics, as well as in some patients who have suffered encephalitis. Along the way, it is noted that these same categories of subjects draw too carefully and slowly, returning to the previous drawing and correcting it even when the experimenter has already asked them the next word. Such “returns” and the desire for unnecessary thoroughness in drawings also indicate the inertia of mental processes.

The second criterion on which the assessment of the completion of this task is based is the criterion of adequacy of associations.

Mentally healthy people usually establish diverse but meaningful connections. So, for example, for the expression “happy holiday” they can draw a flag or flowers, or even a glass of wine; for the word “separation” - an envelope or a locomotive, or a hand waving a handkerchief; to the word “development” - a growth chart or a plant, or a baby, or an egg, or an athlete. All these and many other connections are equally good, since they can really serve as a means of recalling a given word, they mediate it.

But a patient with schizophrenia draws a river for the word “doubt” and explains it this way: “There is Glinka’s romance “Doubt,” and Glinka is Neglinka - a river.” Such a connection is cumbersome and abstruse. In another case, to remember the words “delicious dinner,” the patient draws a toilet room and, in reasoning while performing tasks, comes to this as follows: “A tasty dinner means it smells good... smell... I’ll draw a restroom.” There is also a paradox in this association. Another elderly patient, to remember the words “warm wind,” draws lips and explains that this is “a mother’s kiss.” Despite the vivid emotionality, this association is not adequate to the task; After all, drawn lips do not serve the purpose of remembering given words.

In some cases, the emasculation and vacuity of associations of patients with schizophrenia reach such a degree that different words they only draw dashes and ticks. Such vividness of images is often observed in people of a hysterical disposition, although it is not excluded in mentally healthy people. Some patients perceive every word assigned to them for a pictogram through the prism of their personal tastes and aspirations.

So, for example, the patient says: “Warm wind” I can’t remember at all, since we don’t have a warm wind in the north; “delicious dinner” - for me, only yogurt is good for dinner; “happy holiday” - I don’t have holidays; “justice” - they are treating me unfairly,” etc. Such self-centeredness of perceptions is observed in epileptics and some psychopaths. At the same time, normal people there is a small amount of personal reaction, especially to emotionally significant words.

Therefore, if patients are so emotional towards everyone meaningful words they select completely neutral abstract universal human images, for example, “happiness” - the sun, “sadness” - bad weather, etc.), this can be assessed as a manifestation of some emotional isolation, introversion, or even coldness.

The last criterion by which the results of research on pictogram methods are assessed is the criterion of memorization. The technique itself was created to study memory. Of particular interest is a comparison of the results of a memory study using the method of memorizing 10 words and the pictogram method. If a patient learns 10 words poorly, but remembers the words in a pictogram much better, this indicates an organic weakness of memory. Assimilation of new things is difficult, but the ability to meaningfully mediate and logically connect the material helps the patient, so he copes better with the pictogram.

If the subject easily learns 10 words, but cannot remember the words in the pictogram, this indicates that indirect connections only prevent him from remembering. This ratio is observed in patients with schizophrenia with a thinking disorder and preservation of formal abilities to learn new things. Some conclusions about the patient’s memory can be drawn from how accurately he reproduces the given words - sometimes patients reproduce only the approximate content of the given words.

The pictogram should be assessed “as a whole”, i.e. By general character images chosen by the subject, and not according to individual associations. For example, abstract signs and symbols are often found in pictograms completely healthy people. Let's give an example of a pictogram drawn up by a mentally healthy, very capable student (Fig. 2.3).

In this pictogram, abstract symbols alternate with emotionally rich, lively, figurative ones.

In this pictogram, one might be alarmed by the very abstract associations to the words “separation” and “justice.” However, its overall liveliness and diversity, lightness and simplicity of design, and finally, the complete reproduction of all given words convince us that these two associations were not emasculated, but truly abstract symbols.

Rice. 2.3. Healthy female student pictogram

The pictograms compiled by patients with schizophrenia look completely different, with emasculated and empty associations (Fig. 2.4).

Fig.2.4. Empty, meaningless symbols.

The same words were offered to this patient, but there is no need to decipher them here. Neither at the time of composing the pictogram, nor during reproduction (which turned out to be completely impossible, despite the fact that when memorizing 10 words the patient discovered good opportunities retention) she could not explain why she could remember a “happy holiday” by a cross, and “development” by a tick, “illness” by two dots, and “friendship” by one.

Some subjects (in most cases this is typical for patients with schizophrenia, but in several cases over decades such pictograms were made by those who had suffered encephalitis and suffered from epileptic seizures) try to associate the concept with different outlines of the line. So, for example, the patient symbolizes a “merry holiday” with the rounded outlines of a winding line (above) and separation with an angular zigzag line (below). He does not explain in any way why he denotes “happiness” by a straight line resting on a shapeless lump above “separation”, and “doubt” by a straight line resting on a zigzag.

Geometric symbolization of concepts is generally very common in pictograms of patients with schizophrenia. So, for example, a patient with schizophrenia, who has composed a pictogram from only geometric shapes, symbolizes “doubt” as a circle, but then begins to doubt whether he has chosen the right diameter of the circle. He says that “a circle is uncertainty,” and quite seriously asks the experimenter: “In your opinion, will ‘uncertainty’ be narrower or wider than ‘doubt’ in area?”

Let us give examples of two more emasculated pictograms compiled by patients with schizophrenia (Fig. 2.5, 2.6).

Fig.2.5. Symbolic zigzags (of a patient with schizophrenia)

Figure 2.6. Pictogram of a patient with schizophrenia

There is no point in deciphering them, since only individual strokes are symbols (in Fig. 2.6 in the center, a spiral rising upward means “happiness”, and a spiral going down next to it means “illness”). Basically, arrows, ticks, lines, crosses and circles are devoid of objective content and even for the patients themselves do not serve as a means of communication and memorization; attempts to read your pictogram, i.e., to remember the given words, are unsuccessful.

You should also give some pictograms that appearance give the impression of being simple and concrete, but upon closer psychological analysis they reveal signs of a deep pathology of thinking. Figure 2.7 shows a pictogram of a schizophrenic patient with verbal hallucinosis. The patient’s associations are specific and meaningful in nature, but they are striking in their stereotypy both in content and in the execution of the drawings.

The last pictogram also bears specific character. Thinking disorders are found here not in the drawings, but in the patient’s explanations (schizophrenia, defective state)

The patient reproduces some words approximately, but cannot remember others. Her explanations indicate the bizarre, vague nature of the associations and at the same time their significant inertia, since the choice of some new images is influenced by the patient’s previous images and thoughts (illness - work, drunkard - fence).

Figure 2.7. Stereotypical drawings

In general, the “pictogram” technique is very multifaceted; it allows one to make many observations regarding the essential features of the psyche of patients.

Psychological safety: tutorial Solomin Valery Pavlovich

Methodology “Learning ten words”

Can be used to examine children (from five years of age) and adults.

Target: assessment of the state of memory, fatigue, attention activity.

Description. The research is carried out in several stages. At each of them, a protocol is filled out with nine short one- and two-syllable words. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. An hour later, the subject, at the request of the researcher, reproduces the remembered words without prior reading, which are recorded in the protocol in circles.

Protocol

Last name, first name_________________ age_________

Instructions for children. 1. Now we will test your memory. I will tell you the words, you will listen to them, and then repeat as many as you can, in any order. (The words are read to the subject clearly, slowly.)

2. Now I will say the same words again, you will listen to them and repeat them - both those that I have already named and those that you will remember now.

Instructions for adults. 1. Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat the words in any order.

2. Now I will read you the same words again, and you must repeat them again - both those that you have already named and those that you missed the first time. The order of the words is not important.

The experiment is then repeated without instructions. Before the next 3–5 readings, the experimenter simply says, “One more time.” After repeating the words 5 times, the experimenter tells the subject: “In an hour, you will tell me these same words again.”

Interpretation of results. Based on the resulting protocol, a graph is drawn up - a “memorization curve”.

Based on the shape of the curve, conclusions can be drawn about the characteristics of memorization. Thus, in healthy children, with each playback the number of correctly named words increases, weakened children reproduce a smaller number and may demonstrate getting stuck on “extra” words. A large number of “extra” words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly.

The memory curve may indicate weakening of attention and severe fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8–9 words, and then less and less each time (the curve on the graph decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates instability of attention. A plateau-shaped curve indicates the child’s emotional lethargy and lack of interest. The number of words retained and recalled an hour later indicates long-term memory.

THE MEANING OF WORDS What I am now going to assert is pure theorizing or, if you like, provocation, although it directly follows from the reasoning that was given earlier. Many people say that language has great importance for the development of thinking. I

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