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ESTABLISHING ASSOCIATIVE AND SITUATIONAL CONNECTIONS BETWEEN OBJECTS AND PHENOMENA IS ONE OF THE COMPONENTS OF THE CORRECTIONAL Speech Therapy PROCESS WHEN WORKING WITH CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT, AND ALSO SYSTEMATIZES CHILDREN’S CONCEPTS TEACHES THEM ABOUT THE WORLD AROUND AND DEVELOPS THEIR LOGICAL THINKING. ALL INITIAL TASKS FOR CHILDREN ARE OFFERED WITH THE MANDATORY USE OF VISUAL MATERIAL, WITH DETAILED EXPLANATIONS AND CORRECTIONS OF CHILDREN'S MISTAKES. IT IS APPROPRIATE TO USE TASKS TO DEVELOP ASSOCIATIONS WHEN STUDYING DIFFERENT LEXICAL TOPICS, SYSTEMATIZING THE OBTAINED KNOWLEDGE OF CHILDREN DURING THE WHOLE CORRECTION PROCESS. VARIOUS DIDACTICAL GAMES ARE OFFERED FOR THE DEVELOPMENT OF ASSOCIATIONS AND ANALOGIES IN PRESCHOOL CHILDREN.

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ESTABLISHING ASSOCIATIVE AND SITUATIONAL CONNECTIONS BETWEEN OBJECTS AND PHENOMENA IS ONE OF THE COMPONENTS OF THE CORRECTIONAL Speech Therapy PROCESS WHEN WORKING WITH CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT, AND ALSO SYSTEMATIZES CHILDREN’S CONCEPTS TEACHES THEM ABOUT THE WORLD AROUND AND DEVELOPS THEIR LOGICAL THINKING.

ALL INITIAL TASKS FOR CHILDREN ARE OFFERED WITH THE MANDATORY USE OF VISUAL MATERIAL, WITH DETAILED EXPLANATIONS AND CORRECTIONS OF CHILDREN'S MISTAKES. IT IS APPROPRIATE TO USE TASKS TO DEVELOP ASSOCIATIONS WHEN STUDYING DIFFERENT LEXICAL TOPICS, SYSTEMATIZING THE OBTAINED KNOWLEDGE OF CHILDREN DURING THE WHOLE CORRECTION PROCESS.

1. TYPES OF TASKS TO ESTABLISH ASSOCIATIVE AND SITUATIONAL RELATIONS BETWEEN OBJECTS AND PHENOMENA (MATERIALS USED BY E.A. POZHILENKO, R.I. LALAEVA, L.V. LOPATINA, N.V. SEREBRYAKOVA AND OWN TASKS):

NAME WHAT ARE THESE OBJECTS SIMILAR OR DIFFERENT?

peach, cherry, apricot and plum (have a pit inside)

apple, orange, lemon and grapefruit (have seeds inside)

plum and lemon (look like an oval)

orange and sun (orange and round)

What do cabbage, peas, watermelon and peppers have in common? (They are green.)

Tomato, beet, radish, onion? (They are round in shape.)

Eggplant, cucumber, zucchini and melon? (They are oval shaped.) What do turnips, corn kernels, and melons have in common? And

dandelion flower? (They are yellow.)

A tree and a bush, a tomato and a child? (They are growing.)

What do a ball and a watermelon have in common? What is their difference?

What does a carpet and an autumn forest have in common?

rowan berries and beads;

maple lionfish and helicopter;

acorn and mushroom;

nut and egg;

umbrella and mushroom?

Elephant and walrus. (Have tusks.)

Penguin and dolphin. (They swim well and eat fish.)

Cow and whale. (They feed their young with milk.)

Sea and forest urchins. (Have needles.)

Icicle, carrot, pencil and pyramid. (They have a sharp end.)

Snow and fur coat. (A fur coat warms people, and snow warms bushes and winter crops.)

Snow, fly, sparrow and helicopter. (They fly.)

Cotton wool, snow and Poplar fluff. (They are light and white in color.)

Wardrobe, sideboard and bookcase. (They have shelves and doors, they are made of wood, you can put something in them.)

Table, chair and sofa. (They are made of wood and have legs.)

Bench, stool and armchair. Log, chair and stump. (You can sit on them.)

Book, wardrobe, door, box and bedside table. (They can be opened and closed.)

Book shelf, book, pencil and table. (These items are made of wood.)

How are they similar? What is the difference?Fox and wolf, squirrel and badger, bear and hare, hedgehog and baby squirrel.

Wild and domestic animals: hare and rabbit, wild boar and pig, elk and cow, deer and horse. Insects and animals, birds and animals.

What do a nest, a kennel, a house, a hive, a hollow, a hole and a birdhouse have in common? (This different types habitation of living beings.)

Battery, sun, stove and fire? (Heat emanates from them.) What is their difference?

How are a window, a door, a sofa, a floor similar? wall, closet, ceiling? (They are rectangular in shape.)

What do a fur coat and snow have in common? (A fur coat warms a person, and snow warms the earth.)

What do the roof of a house and a hat have in common? (The house is covered with a roof, and the head is covered with a headdress.)

What do tree leaves and clothing have in common? (The trees shed their leaves and the man takes off his clothes.)

What do a bird, a fly and a dragonfly have in common? (They have wings and they fly.)

Turtle, crocodile and pelican? (Their offspring emerge from eggs.)

A plate and a nest? (They are round in shape.)

Paddle and duck foot? (They help you swim.)

With a chisel and a woodpecker's beak? (Sharp and strong and can make holes.)

What do seagulls and ducks have in common? (They swim and dive.)

Goose and polar bear? (They have webbed feet, swim, and their fluff and fur do not get wet.)

Turtle and goose? (They lay eggs.)

A rooster and an alarm clock? (They wake people up in the morning.)

Crocodile and chicken? (Their offspring emerge from eggs.)

Ship and goose? (They are swimming.)

Hair and comb (hair is combed with a comb),
feet and shoes (shoes are put on feet),

eyes and glasses (glasses are needed to see better).

How are a head and a watermelon similar? (They are round.)

Eyes and sky? (May be blue or gray.)

Saw, rake, mouth? (The items listed have teeth.)

Hair, nails, grass, trees and a child. (Growing.)

1. FIND AN OBJECT A PAIR, Combine logically related words and phrases into pairs (using visual material).

Match the picture to the word. (Pictures are laid out in front of the children: skis, ice, snow, slide, glasses, perfume, sun, skates - and the words are spokenlegs, arms, eyes, nose.The child chooses those pictures that are associated with a given word.) (Legs - skis, snow - slide, sled, nose - perfume, etc.) What connection exists between these objects?

Find a pair for the item - TOPIC “PETS”

Find a picture pair - WINTER THEME

TOPIC "TRANSPORT"

Pair two groups words - TOPIC"HOUSE.APARTMENT"

For example: ceiling - chandelier, wall - painting, floor - carpet.

1. Choose a picture.

Pictures are posted: shovel, rake, snowdrop, grass, tractor, leaves. The teacher pronounces the following words: field, forest, meadow, vegetable garden, tree. The child chooses a picture that matches a certain word. (Vegetable garden - shovel, field - tractor, etc.)

1. Game “Pair to Pair” (choose words by analogy).

The speech therapist suggests words so that similar pairs of words are obtained, and then asks to explain how these pairs are similar.

Cucumber - vegetable, chamomile (earth, flower, flowerbed).

Tomato - vegetable garden, apple (fence, garden, pear).

Clock - time, thermometer (bed, temperature, window).

Car - motor, boat (sail, water, deck).

Table - tablecloth, floor (furniture, boards, carpet).

Hammer - nail, knife (board, bread, box).

Costume - fabric, house (fence, bricks, stairs).

Chair - wood, roll (table, grain, knife).

Window - house, eye (mouth, glasses, face).

Telephone - ear, TV (radio, antenna, eye).

Hat - head, boot (brush, boy, leg).

Wool - sheep, milk (cheese, cow, cat).

Nail - hammer, screw (screwdriver, pliers, board).

Pen - pencil case, notebook (book, desk, briefcase).

Cat - kitten, chicken (duck, rooster, chick).

Tram - trolleybus, table (book, chair, tree).

Chicken - rooster, cat (kitten, cat, milk).

Car - driver, plane (driver, pilot, sky).

Reading - letter, counting (task, number, question).

1. Guess what the fourth word will be.

A nail is a hammer, a screw... A house is a roof, a book...

Square - cube, circle... Bird - egg, plant...

Good - better, slowly... Fire - fire, water...

Grain - barn, money... Electricity - switch, water...

Clothes - naked, shoes... School - training, hospital...

A person is a child, a dog... Rubber is a tire, steel...

A bird is a nest, a person... A coat is a button, a shoe...

Morning - night, winter...

Words for reference: screwdriver, cover, ball, seed, slower, flood, wallet, faucet, barefoot, cure, puppy, rim, house, lace, autumn.

For a complete diagnosis of the thinking process in junior schoolchildren apply the “Simple Analogies” technique. Based on the testing results, the current level of development is analyzed and problematic issues are identified.

Characteristics of the “Simple Analogies” method for assessing the thinking of junior schoolchildren

For successful schooling and development of preschoolers and students junior classes requires maximum attention, the ability to concentrate on a task and the ability to think logically. These qualities are not acquired immediately, but gradually develop and form during the process of growing up. For timely correction of the level of development of thinking, special testing is carried out.

When diagnosing the level of development of the thinking process in primary schoolchildren, it is important to remember that test scores are only the basis for further analysis in order to develop a correction program for each child.

Thinking develops simultaneously with other processes (imagination, attention, memory) in close interrelation. It reflects the characteristics of objects, helps to establish cause-and-effect relationships between objects. With the development of thinking, an objective perception of reality is formed. Therefore, it is so important not only to develop it, but also to control this process.

Authors of the test and objectives of the study

In the last century, the famous American inventor and psychologist William Gordon proposed a method for testing creative thinking abilities for adults - “Simple Analogies.” The idea interested child psychologists and teachers, so they simplified the test and adapted it for younger schoolchildren. Specialists from different countries, therefore the author of the technique is not clearly named.

Russian teachers in their practice are guided by the test technique described in the textbook on developmental psychology by I.Yu. Kulagina and V.N. Kalyutsky

The main goal of the study is to assess the flexibility and logical thinking of students primary school. But such diagnostics also has other objectives:

• check the accuracy and speed of establishing cause-and-effect relationships between the proposed objects;
• determine how quickly the child understands the problem and how quickly he begins to solve it;
• how developed are the student’s associative connections;
• analyze concentration, stability of attention and the ability to switch it;
• determine the leading type of thinking used by the student when solving a problem - logical or visual.

A child can choose analogies using visual or logical thinking. With the visual type, objects are assessed by external signs, and with logical - the essence of the concept is analyzed.

The thinking of younger schoolchildren is characterized by high rates of development, especially of the verbal-logical type. Based on this fact most of methods for diagnosing students.

How to test using the “Simple Analogies” method

The teacher or psychologist who conducts the testing explains to each student what he needs to do. The first question on the assignment form is usually used as an example, but you can also offer your own options. As a rule, two or three analogies are enough to understand the essence of the task.

Example of an explanation: in front of you are groups of words. In each of them, the first two words are in a certain connection that needs to be understood. The third word also has a similar connection to one of the words written below. Which of these words is appropriate should be noted on the form.

There is a task:

• school = teaching, hospital = ?;
• a) doctor; b) student; c) treatment; d) establishment; d) sick.

The word "school" has a connection with the word "education". By the same analogy, what word would the word “hospital” be associated with? Every student should ask himself this question and choose the answer word. The answer is this: if children are taught at school, then in a hospital they are treated, which means the word “treatment” is appropriate.

Several versions of the task with analogies have been developed. They usually consist of 32 questions and no more than three minutes are allotted for each. But you can also use forms with fewer tasks. For elementary school students, the following are most often chosen:

1. “Run - Scream, stand -?: a) be silent, b) crawl, c) make noise, d) call, e) stable.”
2. “Rye - Apple tree, field - ?: a) fence, b) gardener, c) apples, d) garden, e) leaves.”

To conduct the study you will need:

• stopwatch;
• stimulus material (form with tasks) according to the number of test takers;
• a pen or pencil to mark the selected answers.

Stimulus material

• 1. Horse: Foal = Cow: ? Pasture, Horns, Milk, Calf, Bull.
• 2. Thin: Thick = Ugly: ? Handsome, Fat, Dirty, Ugly, Cheerful.
• 3. Lead: Heavy = Fluff: ? Difficult, Featherbed, Feathers, Light, Chicken.
• 4. Spoon: Porridge = Fork: ? Butter, Knife, Plate, Meat, Dishes.
• 5. Egg: Shell = Potato: ? Chicken, Vegetable Garden, Cabbage, Soup, Husk.
• 6. Skates: Winter = Boat: ? Ice, Rink, Paddle, Summer, River.
• 7. Ear: Hear = Teeth: ? See, Treat, Mouth, Brush, Chew.
• 8. Dog: Wool = Pike: ? Sheep, Dexterity, Fish, Fishing Rods, Scales.
• 9. Cork: Float = Stone: ? Swimmer, Sinking, Granite, Carrying, Bricklayer.
• 10. Tea: Sugar = Soup: ? Water, Plate, Cereals, Salt, Spoon.
• 11. Tree: Bough = Arm: ? Axe, Glove, Leg, Work, Finger.
• 12. Rain: Umbrella = Frost: ? Stick, Cold, Sleigh, Winter, Fur Coat.
• 13. School: Education = Hospital: ? Doctor, Student, Institution, Treatment, Patient.
• 14. Song: Deaf = Picture: ? Lame, Blind, Artist, Drawing, Sick.
• 15. Knife: Steel = Table: ? Fork, Wood, Chair, Food, Tablecloth.
• 16. Fish: Net = Fly: ? Mosquito, Room, Buzz, Web.
• 17. Bird: Nest = Man: ? People, Chick, Worker, Beast, House.
• 18. Bread: Baker = House: ? Carriage, City, Dwelling, Builder, Door.
• 19. Coat: Button = Shoe: ? Tailor, Shop, Leg, Lace, Hat.
• 20. Scythe: Grass = Razor: ? Hay, Hair, Sharp, Steel, Tool.
• 21. Leg: Boot = Arm: ? Galoshes, Fist, Glove, Finger, Hand.
• 22. Water: Thirst = Food: ? Drink, Hunger, Bread, Mouth, Food.
• 23. Electricity: Wire = Steam: ? Light bulb, Current, Water, Pipes.
• 24. Steam locomotive: Cars = Horse: ? Train, Horse, Oats, Cart, Stable.
• 25. Diamond: Rare = Iron: ? Precious, Iron, Hard, Steel, Regular.
• 26. Run: Stand = Shout: ? Be silent, crawl, make noise, call, cry.
• 27. Wolf: Mouth = Bird: ? Air, Beak, Nightingale, Eggs, Singing.
• 28. Plant: Seed = Bird: ? Grain, Beak, Nightingale, Singing, Egg.
• 29. Theater: Spectator = Library: ? Actor, Books, Reader, Librarian, Lover.
• 30. Iron: Blacksmith = Wood: ? Stump, Saw, Carpenter, Bark, Leaves.
• 31. Leg: Crutch = Eyes: ? Stick, Glasses, Tears, Vision, Nose.
• 32. Morning: Night = Winter: ? Frost, Day, January, Autumn, Sleigh.

Table: test key (questions 1–16)

Testing is carried out for a group of schoolchildren or one at a time. The group should be small: no more than 10 - 15 people. Each child sits at a desk or table by himself.

The work is carried out like this:

1. The leader hands out forms with tasks to the participants, and on the board describes or explains in another convenient way what needs to be done.
2. Then the teacher stipulates the rules for completing the test. It is important to clearly and clearly state all the nuances and it is advisable to add that you cannot put unnecessary icons on the form.
3. After this, the time allotted for completing tasks is agreed upon, if it is limited. Usually - 2–3 minutes. Whether there are restrictions is determined by the psychologist or teacher conducting the testing, in accordance with the individual characteristics of the group.
4. Next, the students answer the assignments, after which the leader collects the forms and begins analyzing the results.

Not all children join in the process at the same speed. If there is a slow student in the team, you need to approach him more often while completing assignments and, if necessary, clarify the question or simply encourage the child. But it is forbidden to give hints!

Interpretation of results

Calculating the results does not take much time. Correct answer - 1 point. The maximum number of points is 32.

Table: corridors of final points

After analyzing the children’s answers, the psychologist issues recommendations to the teacher and parents on correcting the child’s condition, offers individual programs for the development of attention, perseverance, logical thinking, ability to analyze and systematize information.

To develop logical thinking, it is recommended to involve the child in interesting intellectual activities, for example, playing chess. Reading books with retelling, solving logical mathematical problems, and some computer strategy games are also useful.

“Simple Analogies” is one of the most objective, accurate and simple methods assessing the thinking of elementary school students. Such testing helps the teacher identify developmental problems and offer correction options individually for each test taker.

To fully diagnose the thinking process in younger schoolchildren, the “Simple Analogies” technique is used. Based on the testing results, the current level of development is analyzed and problematic issues are identified.

Characteristics of the “Simple Analogies” method for assessing the thinking of junior schoolchildren

For successful schooling and development, preschoolers and elementary school students require maximum attention, the ability to concentrate on a task, and the ability to think logically. These qualities are not acquired immediately, but gradually develop and form during the process of growing up. For timely correction of the level of development of thinking, special testing is carried out.

When diagnosing the level of development of the thinking process in primary schoolchildren, it is important to remember that test scores are only the basis for further analysis in order to develop a correction program for each child.

Thinking develops simultaneously with other processes (imagination, attention, memory) in close interrelation. It reflects the characteristics of objects, helps to establish cause-and-effect relationships between objects. With the development of thinking, an objective perception of reality is formed. Therefore, it is so important not only to develop it, but also to control this process.

Authors of the test and objectives of the study

In the last century, the famous American inventor and psychologist William Gordon proposed a method for testing creative thinking abilities for adults - “Simple Analogies.” The idea interested child psychologists and teachers, so they simplified the test and adapted it for younger schoolchildren. Specialists from different countries worked on this problem, so the author of the methodology is not clearly named.

Russian teachers in their practice are guided by the test technique described in the textbook on developmental psychology by the authors I.Yu. Kulagina and V.N. Kalyutsky

The main goal of the study is to assess the flexibility and logical thinking of elementary school students. But such diagnostics also has other objectives:

• check the accuracy and speed of establishing cause-and-effect relationships between the proposed objects;
• determine how quickly the child understands the problem and how quickly he begins to solve it;
• how developed are the student’s associative connections;
• analyze concentration, stability of attention and the ability to switch it;
• determine the leading type of thinking used by the student when solving a problem - logical or visual.

A child can choose analogies using visual or logical thinking. With the visual type, objects are assessed based on external features, and with the logical type, the essence of the concept is analyzed.

The thinking of younger schoolchildren is characterized by high rates of development, especially of the verbal-logical type. Most of the methods for diagnosing students are based on this fact.

How to test using the “Simple Analogies” method

The teacher or psychologist who conducts the testing explains to each student what he needs to do. The first question on the assignment form is usually used as an example, but you can also offer your own options. As a rule, two or three analogies are enough to understand the essence of the task.

Example of an explanation: in front of you are groups of words. In each of them, the first two words are in a certain connection that needs to be understood. The third word also has a similar connection to one of the words written below. Which of these words is appropriate should be noted on the form.

There is a task:

• school = teaching, hospital = ?;
• a) doctor; b) student; c) treatment; d) establishment; d) sick.

The word "school" has a connection with the word "education". By the same analogy, what word would the word “hospital” be associated with? Every student should ask himself this question and choose the answer word. The answer is this: if children are taught at school, then in a hospital they are treated, which means the word “treatment” is appropriate.

Several versions of the task with analogies have been developed. They usually consist of 32 questions and no more than three minutes are allotted for each. But you can also use forms with fewer tasks. For elementary school students, the following are most often chosen:

1. “Run - Scream, stand -?: a) be silent, b) crawl, c) make noise, d) call, e) stable.”
2. “Rye - Apple tree, field - ?: a) fence, b) gardener, c) apples, d) garden, e) leaves.”

To conduct the study you will need:

• stopwatch;
• stimulus material (form with tasks) according to the number of test takers;
• a pen or pencil to mark the selected answers.

Stimulus material

• 1. Horse: Foal = Cow: ? Pasture, Horns, Milk, Calf, Bull.
• 2. Thin: Thick = Ugly: ? Handsome, Fat, Dirty, Ugly, Cheerful.
• 3. Lead: Heavy = Fluff: ? Difficult, Featherbed, Feathers, Light, Chicken.
• 4. Spoon: Porridge = Fork: ? Butter, Knife, Plate, Meat, Dishes.
• 5. Egg: Shell = Potato: ? Chicken, Vegetable Garden, Cabbage, Soup, Husk.
• 6. Skates: Winter = Boat: ? Ice, Rink, Paddle, Summer, River.
• 7. Ear: Hear = Teeth: ? See, Treat, Mouth, Brush, Chew.
• 8. Dog: Wool = Pike: ? Sheep, Dexterity, Fish, Fishing Rods, Scales.
• 9. Cork: Float = Stone: ? Swimmer, Sinking, Granite, Carrying, Bricklayer.
• 10. Tea: Sugar = Soup: ? Water, Plate, Cereals, Salt, Spoon.
• 11. Tree: Bough = Arm: ? Axe, Glove, Leg, Work, Finger.
• 12. Rain: Umbrella = Frost: ? Stick, Cold, Sleigh, Winter, Fur Coat.
• 13. School: Education = Hospital: ? Doctor, Student, Institution, Treatment, Patient.
• 14. Song: Deaf = Picture: ? Lame, Blind, Artist, Drawing, Sick.
• 15. Knife: Steel = Table: ? Fork, Wood, Chair, Food, Tablecloth.
• 16. Fish: Net = Fly: ? Mosquito, Room, Buzz, Web.
• 17. Bird: Nest = Man: ? People, Chick, Worker, Beast, House.
• 18. Bread: Baker = House: ? Carriage, City, Dwelling, Builder, Door.
• 19. Coat: Button = Shoe: ? Tailor, Shop, Leg, Lace, Hat.
• 20. Scythe: Grass = Razor: ? Hay, Hair, Sharp, Steel, Tool.
• 21. Leg: Boot = Arm: ? Galoshes, Fist, Glove, Finger, Hand.
• 22. Water: Thirst = Food: ? Drink, Hunger, Bread, Mouth, Food.
• 23. Electricity: Wire = Steam: ? Light bulb, Current, Water, Pipes.
• 24. Steam locomotive: Cars = Horse: ? Train, Horse, Oats, Cart, Stable.
• 25. Diamond: Rare = Iron: ? Precious, Iron, Hard, Steel, Regular.
• 26. Run: Stand = Shout: ? Be silent, crawl, make noise, call, cry.
• 27. Wolf: Mouth = Bird: ? Air, Beak, Nightingale, Eggs, Singing.
• 28. Plant: Seed = Bird: ? Grain, Beak, Nightingale, Singing, Egg.
• 29. Theater: Spectator = Library: ? Actor, Books, Reader, Librarian, Lover.
• 30. Iron: Blacksmith = Wood: ? Stump, Saw, Carpenter, Bark, Leaves.
• 31. Leg: Crutch = Eyes: ? Stick, Glasses, Tears, Vision, Nose.
• 32. Morning: Night = Winter: ? Frost, Day, January, Autumn, Sleigh.

Table: test key (questions 1–16)

Testing is carried out for a group of schoolchildren or one at a time. The group should be small: no more than 10 - 15 people. Each child sits at a desk or table by himself.

The work is carried out like this:

1. The leader hands out forms with tasks to the participants, and on the board describes or explains in another convenient way what needs to be done.
2. Then the teacher stipulates the rules for completing the test. It is important to clearly and clearly state all the nuances and it is advisable to add that you cannot put unnecessary icons on the form.
3. After this, the time allotted for completing tasks is agreed upon, if it is limited. Usually - 2–3 minutes. Whether there are restrictions is determined by the psychologist or teacher conducting the testing, in accordance with the individual characteristics of the group.
4. Next, the students answer the assignments, after which the leader collects the forms and begins analyzing the results.

Not all children join in the process at the same speed. If there is a slow student in the team, you need to approach him more often while completing assignments and, if necessary, clarify the question or simply encourage the child. But it is forbidden to give hints!

Interpretation of results

Calculating the results does not take much time. Correct answer - 1 point. The maximum number of points is 32.

Table: corridors of final points

After analyzing the children’s answers, the psychologist gives recommendations to the teacher and parents on correcting the child’s condition, offers individual programs for the development of attention, perseverance, logical thinking, and the ability to analyze and systematize information.

To develop logical thinking, it is recommended to involve the child in interesting intellectual activities, for example, playing chess. Reading books with retelling, solving logical mathematical problems, and some computer strategy games are also useful.

“Simple analogies” is one of the most objective, accurate and simple methods for assessing the thinking of elementary school students. Such testing helps the teacher identify developmental problems and offer correction options individually for each test taker.

Methodology “Simple Analogies”

It is used to examine persons aged 10 years and older.

Target: revealing character logical connections and relationships between concepts.

Material: a series of logical tasks printed on a sheet of paper.

Instructions. Look, there are two words written on the left - on tophorse, below -foal. What is the connection between them? A foal is a baby horse. And on the right is the same: on top there is one word -cow, and below – 5 words to choose from. From these words you need to choose only one, which also refers to the wordcow Howfoal Tohorses, i.e., so that it denotes a baby cow.

It will be…calf. This means that you must first establish how the words on the left are related to each other, and then establish the same connection on the right.

Test material

PROCESSING AND INTERPRETING TEST RESULTS

Key to the test

Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Rep. 4 1 4 4 5 4 5 5 2 4 5 5 4 2 2 4
Question 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Rep. 5 4 4 2 3 2 4 4 5 1 2 5 3 3 2 4

Under the question number in the table the serial number of the correct answer is indicated.

Interpretation of test results

Typically, the subject learns the procedure for solving problems after 2-3 examples. Instability, fragility of the thinking process, and fatigue can be judged if the subject does random errors 3-4 times in a row, choosing a word based on a specific association, and then, without prompting, decides in the correct way.

The number of correct and incorrect answers is counted, the nature of established connections between concepts - specific, logical, categorical, the sequence and stability of choice is fixed essential features to establish analogies. Based on the type of connections, one can judge the level of development of thinking in the subject - the predominance of visual or logical forms.

Summary table of results using the “Simple Analogies” method

Subject

Number of correct answers

Conclusion

B.A.

Instability, fragility of the thinking process. Prevail visual forms thinking.

B.K.

G.A.

Instability, fragility of the thinking process, fatigue

G.D.

Visual forms of thinking predominate.

K.A.

K.O.

Logical forms of thinking predominate

MM.

Instability, fragility of the thinking process. . Visual forms of thinking predominate

M.D.

Instability, fragility of the thinking process, fatigue.

S.Yu.

Visual forms of thinking predominate

S.D.

Instability, fragility of the thinking process