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School education involves the assimilation of a large amount of theoretical material and the application of the knowledge gained in practice. At the same time, maximum attention and the ability to think logically are required from the child. Of course, these qualities are formed and improved gradually. But before the start of training, teachers need to assess the already existing level of their development in order to carry out a certain correction based on the results. Today, one of the most accurate, quick and objective ways to diagnose the thinking of younger students is the "Simple Analogies" technique.

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In the middle of the last century, the American psychologist William Gordon proposed the creation of analogies as a way of development. The test was developed for adults. However, educators and psychologists liked its diagnostic accuracy so much that they decided to adapt the technique for children. The joint efforts of specialists from several countries have greatly simplified the test, introducing significant qualitative changes into it.

At present, the “Simple Analogies” methodology is actively used in Russian schools. Its author is not clearly named. However, domestic teachers follow the technique of performing the test, which is described in detail in the textbook on developmental psychology for universities by I.Yu. Kulagina and V.N. Kalyutsky.

The purpose of the methodology

Diagnostics of the thinking of younger students has several orientations:

• Check how quickly and accurately the child is able to establish causal relationships between objects.
• Assess his critical perception of information and the level of associative links.
• Establish the degree of the child's workability in the new material.
• Assess the stability, concentration, distribution and

An important goal pursued by the "Simple Analogies" technique is the establishment of a dominant type of thinking, or conceptual connections between objects that the child uses in solving problems. This may be a reliance on external similarity or a conclusion from the essence of the concept (logical thinking).

Description

Classically, this test is presented on a printed form with 32 points. Each position includes two words that have a certain logical connection with each other. This couple acts as an example. Another word is given nearby, to which, according to the example, it is necessary to choose an association by analogy. The selection process comes from the auxiliary words given just below. In this case, the logical connection must be justified by the very analogy given in the sample.

For example: sun - panama, rain - ...?

Of the words "water", "cold", "puddles", "umbrella", the last word has a strong logical connection. Since the analogy here is "protection". A person is protected from the sun with a Panama, from the rain - with an umbrella.

The technique "Simple analogies" for younger students can be carried out individually or in a group. In group testing, children are planted one at a time, thereby preventing cheating from a neighbor.

With regard to time, there are also two options: with a limit (two to three minutes per question) and without it. The teacher can set the time frame only with reference to the mental and physiological characteristics of the child.

Instruction

The "Simple Analogies" methodology has clear instructions for testing and involves four stages:

• Training. First, the teacher needs to place two signal samples on the board. Tasks are similar to those in the forms, but not similar. Then the children are given forms with a comment about the signature of each (last name, first name).
• Training. Now the attention of the children switches to the board and the task is explained. First, children try to select an association orally.
• Test execution. After the teacher's parting words for a careful reading of the sample in the form, the children begin to write. To clarify the task, you can jointly analyze the first position. For example: "bear - teddy bear." The teacher should emphasize that we are talking about animals and their cubs. Hence, the association to the word "horse" by this analogy will be "foal".
• Counting results. At this stage, the forms are collected and checked. Works are evaluated in accordance with the recommended test criteria.

The important points of the conduct include the teacher's explanation of how to fill out the form correctly. Check the box next to the correct answer or underline it. This is necessary so that the child does not get confused and does not waste time on the solution.

If there is a slow kid in the group, then the teacher should approach him more often during the test, but only to encourage or clarify the question, and not help answer correctly.

Interpretation

A significant advantage is the accurate, fast calculations that the "Simple Analogies" method gives. Its quantitative interpretation looks like this:

• with 31-32 points, the child's logical thinking is highly developed;
• with 25-30 points, the quality of thinking is assessed well, but attention should be worked on;
• with 15-24 points, the logic and attention of the child need regular training;
• with 5-14 points, we can talk about daily skills development classes.

At low rates, correction of attention and logical thinking is required. Such classes will help the child in further education, significantly increasing the level of his development.

Complex analogies

For children who received the maximum score, a test using complex analogies can be carried out. The principle of establishing communication remains the same, only the system for completing tasks becomes more complicated. Now the child must distribute the types of analogies into groups. Association selection is not required.

The technique "Simple and complex analogies" is the most effective and fastest way today to check the attention of schoolchildren in order to ensure a high-quality educational process.

In the practice of psychodiagnostics, the study of thinking is given one of the main roles. The diagnosis of this mental process is applicable in a variety of cases - in the work of a school psychologist, in professional selection, in medical, judicial practice, and many others. are divided according to their orientation (what characteristic of thinking they study) and according to the age of the subjects for whom they are suitable. The "Complex analogies" technique is one of the most used in the arsenal of practical psychologists, since not only the test results are informative, but the research process itself.

What is the technique used for?

The technique "Complex analogies" is intended for the diagnosis of thinking, its verbal and logical component. It reveals how a person has the ability to understand complex logical relationships, to highlight abstract connections. This verbal test is designed to work with teenagers, youths and adults, i.e. persons over 14 years of age.

The technique "Complex analogies" is able to detect such things as diffuseness, slippage of conclusions, illogicality, spreadability. It is also effective for working not only with healthy people, but also those suffering from reasoning - a violation of thinking, which manifests itself in a tendency to empty, superficial reasoning, verbosity, and the absence of a holistic thought in the statement.

Description of stimulus material

The technique "Complex analogies" has in its arsenal stimulus material, consisting of twenty pairs of words, united by a certain logical connection. The subject will have to determine it and solve problems. There are six types in total, they are presented in a cipher table with samples of logical connections. The work of a person is to determine the encrypted connection in the samples and correlate them with the proposed 20 pairs of words. For example, in the pair "Cheerful-sluggish" there is an opposition, these words are antonyms. In the cipher table, you need to find the same pair with the opposition of concepts and mark the corresponding letter of the cipher in the answer sheet. In this case, the pair corresponds to the cipher "Light-darkness".

"Complex analogies", methodology: its form consists of two columns: on the left are all 20 pairs of words, on the right - the letters A, B, C, D, D, E, corresponding to one of the ciphers. To show the relationship between the words in the first column, you need to circle the letter of the cipher.

• The code A denotes the logical connection "one-many" or "one - a set of units", for example, "chapter-novel".
• In cipher B, the second word indicates to which class of phenomena or objects the first belongs. For example, "singing is an art."
• Cipher B indicates 2 words belonging to the same class, but the second is larger in scale than the first. For example, "Sea-ocean".
• Cipher G is represented by opposite concepts, for example, "praise-scold".
• In cipher D, the second word is a consequence of the first, for example, "fright-flight."
• Code E - synonyms, for example, "cry-roar".

Research procedure

The "Complex Analogies" technique involves instructing the subject before testing: "You have a table with 20 pairs of words that are logically related. They are in the left column. In the right column there are 6 letters that correspond to the type of logical connection. You need to determine which the connection is established between the pair, and in the "Cipher" table, find the most suitable one for it. After that, you should circle the letter from the right column, which corresponds to the type of connection you have chosen from the "Cipher" table. You have 3 minutes for all the work.

In the process of testing, it is important to pay attention to how the subject reacts to the task, what reasoning he says out loud. If necessary, you can prompt the execution of 1 task in order to see if the instruction was correctly understood, and in what direction the person is thinking. Then he does everything on his own.

Method "Complex analogies": interpretation of the results

After the subject has finished testing, you must first count the number of correct answers and assign a mark. If less than 6 correct answers were given - 0, 5 correct answers - 12-14, 9 hits - 19-20 points.

If a person gave the majority of correct answers, it can be concluded that he can understand logical connections, he can operate with abstract concepts.

If the subject experiences difficulties at the instruction stage, hardly talks out loud about how pairs of words are related, performs most tasks only with the help of a specialist, one can draw conclusions about the low level of development of logical thinking, about the difficulty in understanding analogies between abstract concepts, about illogical reasoning.

It is worth noting that even adults find it difficult to cope with some pairs of words. The technique of "Complex analogies" is not quite simple. Therefore, it is worthwhile to carefully approach the explanation of the instructions, make sure that the person correctly understood the task, and only then proceed to its implementation.

The technique proposed by E.A. Korobkova is aimed at identifying the extent to which the subject is able to understand complex logical relationships and highlight abstract connections. In addition, the technique provokes manifestations of reasoning in patients prone to it.

To conduct experiments, you need a form:

1. Sheep - flock

2. Raspberry - berry

3. Sea ocean

4. Light - darkness

5. Poisoning - death

6. Enemy - enemy

The technique can be used in the study of subjects with at least 7 grades of education, but most often, due to the very great difficulty, it is used in the study of subjects with secondary and higher education.

Instruction: "Let's look at the connection between these pairs of words (above)", and describe in detail the principle of connection of each pair. So, for example, they explain to him that "light - darkness" are opposite concepts, "poisoning - death" have a causal relationship, "sea - ocean" have a quantitative difference. After that, the subject is asked to read each pair of the ones below, to say which pair of the top ones it belongs to and to name the principle of this connection. The experimenter does not give any more explanations, but only writes down the decisions of the subject until he makes 2-3 attempts to independently solve. If these first solutions indicate that the subject did not understand the problem, the experimenter gives repeated explanations and solves 2-3 problems together with the subject. The correct solution of the problem should have approximately the following form "physics - science" corresponds to the pair "raspberries - berries", because physics is one of the sciences, just like raspberries are one of the types of berries. Or: "fright - flight" corresponds to "poisoning - death", because both here and there are causal relationships.

If the subject hardly understands the instructions and makes mistakes when comparing, this does not yet give the right to draw a conclusion about an intellectual decline; many mentally healthy people have difficulty completing this task. It is necessary to analyze the errors, or rather, the entire course of reasoning of the subject. Most often, this technique turns out to be useful for identifying slippages, external paralogical conclusions, that is, the spreading of thinking that is observed in schizophrenia. The patient, for example, begins to talk at length about the fact that "fright - flight" corresponds to the pair "enemy - enemy", because this happens during the war, or answers that "physics - science" corresponds to the concepts of "light - darkness", so how are these concepts studied by physics, etc.

FORM OF THE PROTOCOL TO THE "COMPLEX ANALOGIES" METHOD

Note.In this protocol, it is better to write down both related pairs of words (rather than the task number) in order to avoid possible errors. The discussion should be recorded in full. It is possible to alternate in one column the replicas and questions of the experimenter (enclosing them in brackets) and the answers of the subject.

Scales: level of development of thinking

Purpose of the test

The technique is used to identify how the subject is able to understand complex logical relationships and highlight abstract connections. Designed for teens and adults.

Test Description

The technique consists of 20 pairs of words-logical tasks that are proposed to be solved by the subject. Its task is to determine which of the six types of logical connection is contained in each pair of words. The “cipher” will help him in this - a table that shows examples of the types of communication used and their letter designation: A, B, C, D, D, E.

The subject must determine the relationship between the words in a pair, then find an “analogue”, that is, select a pair of words with the same logical connection in the “cipher” table, and then mark in a series of letters (A, B, C, D, D, E ) the one that corresponds to the found analogue from the "cipher" table. The task is limited to three minutes.

Instructions for the test

“There are 20 pairs on the form in front of you, consisting of words that are logically connected with each other. Opposite each pair there are 6 letters, which denote 6 types of logical connection. Examples of all 6 types and their corresponding letters are given in the "cipher" table.

You must first determine the relationship between the words in the pair. Then choose the closest pair of words to them by analogy (association) from the "cipher" table. And after that, in the letter row, circle one of the letters that corresponds to the analogue found in the “cipher” table. The time to complete the task is 3 minutes.

Test

Cipher

A. Sheep - flock
B. Raspberry - berry
B. Sea - ocean
G. Light - darkness
D. Poisoning - death
E. Enemy - enemy

Pairs of words

1. Fright - flight
2. Physics is a science
3. Right - right
4. Garden bed
5. Pair - two
6. Word - phrase
7. Cheerful - sluggish
8. Freedom - will
9. City - country
10. Praise - abuse
11. Revenge - arson
12. Ten is a number
13. Cry - roar
14. Chapter - novel
15. Rest - movement
16. Courage is heroism
17. Coolness - frost
18. Deception - mistrust
19. Singing is an art
20. Bedside table - closet

Processing and interpretation of test results

Key to the test

Question 1 2 3 4 5 6 7 8 9 10
Answer D B E A E A D E C D
Question 11 12 13 14 15 16 17 18 19 20
Answer D B E A D E C D B C

Processing and interpretation of test results

The results are evaluated according to the table:

Scoring Number of correct answers
9 19
8 18
7 17
6 15
5 12-14
4 10-11
3 8-9
2 7
1 6

If the subject correctly, without much difficulty, solved all the tasks and logically explained all the comparisons, this gives the right to conclude that he can understand abstractions and complex logical connections.

If the subject hardly understands the instructions and makes mistakes when comparing, only after a thorough analysis of errors and reasoning can one conclude that the conclusions are slipping, the spreading of thinking, the arbitrariness, illogical reasoning, diffuseness, vagueness of thought against the background of understanding logical connections, a false understanding of the analogy logical connections.

The reasoning of the subject has the greatest informative value. Usually the greatest difficulty is caused by the ratio of the concepts "thrift - stinginess", "coolness - frost".

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