Test for assessing personal qualities “Psychological personality profile” T.A. Ratanova, N.F. Shlyakhta

The method of differentiation of stimulus objects by N.I. Chuprikova and T.A. Ratanova consists in the fact that the subject receives sequentially several decks of cards with objects depicted on them (figures, letters, words) and sorts each deck into two groups as quickly as possible in accordance with the criteria. Each deck consists of 32 cards. The classification time is recorded using a hand-held stopwatch and is an indicator of the speed of differentiation of the corresponding objects. A total of four types of classification problems were created.

1. Sensory differentiation of lines and colors.

2. Perceptual differentiation of figures.

3. Establishing the identity or difference of pairs of figures or letters on each card.

4. Semantic differentiation of words according to their categorical meanings.

For each type of problem, two tasks have been compiled: one is easier (simple differentiations), the other is more difficult (complex differentiations). A total of 14 tasks (and 14 decks of cards) are used.

Sensory differentiation.

1. Simple differentiation of the image of horizontal and vertical lines.

2. Complex differentiation: differentiation of images of vertical and oblique lines (slope 8°).

3. Differentiation of images of squares (with a side of 20 mm), red and green (simple differentiation).

4. Differentiation of the same squares, but painted in colors that are closer in color - red and orange (complex differentiation).

Perceptual differentiations.

5. Simple image differentiation right triangle with sides (legs) of 20 mm and a rectangle (40x5 mm).

6. Complex differentiation: differentiation of images of a square with a side of 20 mm and a rectangle (22x18 mm).

Establishing the identity and difference of objects.

7. Establishing identity or difference in the form of two geometric shapes, colorless and the same size (simple task).

8. The same classification in terms of figures different color and size. Here the figures are identical in shape, but differ in one or two irrelevant characteristics (color and size). And the figures are different in shape, on the contrary, they are the same in one or two irrelevant characteristics (difficult task).

9. Classification of cards with written letters, identical or different in spelling. All letters are capitalized and the same size (AA, AB, BB, BA).

10. A more complex classification of cards with pairs of letters, identical or different in their semantic meaning. Capital and lowercase letters are used (Aa, 6A, ba, aB, 6B, etc.); a conflict arises between the identity of letters according to their criterion property of meaning and the differences according to the irrelevant property of writing.

Tasks 9 and 10 represent the Posner technique, widely used by Western cognitive psychology in studies of the nature of intelligence.

Semantic differentiations.

11. Differentiation of words that are far from each other in meaning:

12. Differentiation of words that are close in meaning to each other, denoting “dishes”, and words that do not belong to this category, but are situationally close to the meaning of words of the first group. For example, canteen, coffee, napkin, dinner, etc. (complex differentiation).

13. Classification of cards with words denoting signs of appearance (fat, tall, etc.) and character traits, i.e. internal psychological characteristics(sensitive, soft-hearted, malicious, etc.) and being far from each other in semantic meaning (simple differentiation).

14. A more complex classification of words denoting moral (stingy, decent, modest, etc.) and mental (wise, erudite, inquisitive, etc.) properties of a person; these words are close in semantic meaning, denoting personal characteristics people (complex, subtle differentiation).

Tasks 13 and 14, related to semantic differentiation, constituted a separate type called “personal characteristics”.

All tasks are completed 3-4 times. When processing the results of completing the task, the time of the first sorting of cards and the average time of two or three subsequent trials are determined separately for each subject, and four total indicators are calculated: 1) the average time of all simple differentiations in the first trials; 2) the average time of all simple differentiations, excluding the first test; 3) the average time of all complex differentiations in the first samples; 4) the average time of all complex differentiations, excluding the first test.

1. Ratanova T.A. Psychophysiological features intellectual development older teenagers //Psychol. magazine. 1999. T. 20. No. 2. - P. 93.

2. Chuprikova N.I., Ratanova T.A. The relationship between intelligence indicators and cognitive differentiation in junior schoolchildren//Questions of psychology. 1995. No. 3. -S. 104-114.

3. Chuprikov N.I., Ratanova T.A., Lokalova N.P. The speed of differentiation of signals and the dismemberment of motor images in schoolchildren with different academic performance // Questions of psychology. 1991. No. 4.-S. 159-169.

Ministry of Education and Science Russian Federation

Federal State Autonomous educational institution

higher education

"Tyumensky State University»

Institute of Psychology and Pedagogy

Practical work discipline: Training workshop on professional and personal growth and interaction

Checked:

Candidate of Pedagogical Sciences Brook Z.Yu.

Associate Professor of the Department of Psychology and Pedagogy of Childhood

Completed: 1st year student gr. 29 PO 1710 z/2 Ivanova Yu.S.

Tyumen, 2018

Test-questionnaire of self-attitude. V.V. Stolin, S.R. Panteleev

Goal: to identify three levels of self-attitude, differing in the degree of generalization:

1. global self-attitude;

2. self-attitude, differentiated by self-esteem, autsympathy, self-interest and expectations of attitude towards oneself;

3. level of specific actions (readiness for them) in relation to one’s “I”.

Progress:

Graph based on the results of the test-questionnaire (raw score)

Graph based on test results - self-attitude questionnaire (accumulated frequencies)

Analysis of the results obtained: Having passed the test - self-attitude questionnaire V.V. Stolin, S.R. Panteleev, designed to study three main characteristics of self-attitude, my result is within the average statistical norm, which means that I adequately perceive myself and correctly evaluate my behavior. These results show that I can evaluate myself, my capabilities and abilities, thus this can help me get rid of my shortcomings and become a driving factor on the path to self-development. The result can be explained by the fact that when choosing an activity, I focus on my strengths and capabilities; I don't deny mine positive qualities and working on the negative ones. The result obtained was unexpected, since initially I thought that a low level of self-esteem would be revealed. For myself, I would recommend becoming more determined and believing in yourself to achieve your aspirations. Internally tell yourself “I CAN”, and not what concerns the question “can I do this?”

Test “Readiness for self-development” T.A. Ratanova, N.F. Nobility

Purpose: the test helps determine readiness for self-development, readiness to change, to know oneself, influences the formation and development of personal qualities and the personality as a whole. Progress:

Reflection: “Getting into” square B - “I want to know myself” and “I can change.” Based on the results obtained, we can note the most favorable combination for further personal development. The desire to understand oneself more and more deeply is combined with the need for real self-improvement. I want to know more about myself, but I don’t yet have the skills to improve myself. As in the previous work, I can similarly recommend that you believe in yourself and your abilities, because... difficulties should not cause the reaction “I can’t, so I won’t do it.”

Test for assessing personal qualities “Psychological personality profile” T.A. Ratanova, N.F. Shlyakhta

Purpose: a test with which you can assess the degree of expression of certain personal qualities, as well as obtain your personal profile. Progress:

Reflection: Having analyzed the results obtained, we can say that such a quality as exactingness is the most expressed of all. Demanding is high level expectations from yourself and others. He who wants to achieve a lot must set high standards (Johann Wolfgang von Goethe). However, it must be adequate. Strong personalities Those who crave personal growth seek out demandingness and treat it with gratitude. After all, a high level of expectations stimulates interest in growth and development, while the weak are looking for an opportunity to evade, perhaps due to inattention, or perhaps due to fear and hesitation to speak about their demands. Recommendations: being demanding of others should begin with oneself; it must be appropriate and reasonable. The resulting personal profiles clearly showed that such qualities as ease, activity and optimism should be improved and developed. The development of optimism will provide me with a cheerful outlook, faith in my strengths and capabilities, because... this is quality mature personality focused on overcoming problems. Developing such a quality as ease will provide me with freedom to move without any tension, communicate with people around me and free me from uncertainty.

MINISTRY OF GENERAL AND PROFESSIONAL EDUCATION

RUSSIAN FEDERATION

MOSCOW STATE OPEN PEDAGOGICAL UNIVERSITY

T.A. RATANOVA, I.A. DOMASHENKO

HUMAN PSYCHOLOGY

Textbook

Moscow

Editorial and Publishing Center MGOPU

BBK 88. I 73

P 86
Human psychology: Textbook for students of all specialties of pedagogical universities // I.A. Domashenko, T.A. Ratanova. - M., MGOPU. ANOO NOU, 1999. – 272 p.

PROJECT

Academic Council of the Moscow State Open

Pedagogical University

"Educational and methodological support distance learning»
Scientific supervisors of the project

O.G. Kruglov, V.I. Ovsyannikov

The project is designed for students studying without interruption from their main activities, including distance learning. The textbook can also be used by students of all forms of study.

Recommended by the Ministry of General and Vocational Education

all specialties of pedagogical universities.

ISBN 5-8288-0274-7
© Domashenko I.A., Ratanova T.A. 1999

© Moscow State Open

Pedagogical University, 1999

©ANOO, NOU, 1999

Preface

Psychology is becoming the basis of scientific modernity, and the areas of its practical application are multiplying.

According to the classification (B.M. Kedrov, 1981), psychology occupies a central place in the system of sciences. Its fundamental knowledge, as well as knowledge obtained in biology, social and other sciences, is used by pedagogy to solve the problems of teaching and upbringing.

Psychology is ahead of pedagogy, paving new paths for it, and providing a broad search for new things in the matter of teaching and upbringing. Among the disciplines on which pedagogy is based, psychological science occupies a special place. Also K.D. Ushinsky emphasized that in terms of importance for pedagogy, psychology ranks first among all sciences, because In order to teach and educate, you need to know the psyche of those being taught and educated. Not a single pedagogical problem can be solved without relying on psychological knowledge. Goals and content of education, methods and means of teaching, optimization educational activities, individualization and differentiation of training, education creative personality, the specifics of pedagogical work - the psychological aspect is decisive everywhere.

Especially great importance psychology acquires in the light of the reform of the education system, during which new technologies of developmental education and personality formation emerge. The modern holistic approach, which makes it possible to more effectively carry out the process of teaching various disciplines at school and educating students, strengthens the role of psychology as a science in the training of teaching staff of the new generation and requires increased psychological preparation future teachers in pedagogical universities.

Under these conditions, the importance increases general psychology person, which precedes the study of other psychological disciplines: age-related, pedagogical, social psychology, special courses in psychology.

Human psychology in this regard is a kind of introduction to the system psychological sciences. She takes upon herself the solution of specific tasks of theoretical and practical preparation of a teacher training student for his professional activity, equipping him with the necessary knowledge, primarily about the psychology of personality, the main components of its structure, individual characteristics (temperament, character, abilities and their biological basis), its activities , communication, about methods of its research, about the patterns of basic mental processes etc. Without this knowledge, it is impossible to master other psychological sciences and successfully form a professional teacher capable of managing mental development, educational and labor activity students and their upbringing.

For this purpose, standards have been introduced in psychology and new ones have been developed. educational plans and programs in all psychological disciplines, including general human psychology, the importance of pedagogical practice has been strengthened.

This textbook is focused not only on a more complete and in-depth consideration of the basic theoretical principles of general psychology, but also on solving the problems of practical training of students to work with children. The textbook is compiled taking into account modern requirements, relies on classic and newest psychological research. It preserves the most established generally accepted topics and sections of the course, the importance of which over the years has been confirmed by the practice of teaching psychology in pedagogical institutes. However, the textbook differs significantly from others. It includes a number of new topics (“Historical outline of the emergence of psychology”, “Brain and technology”, “Psychology of activity”, “Speech”, etc.), revised and made changes to all other topics.

Students' attention is drawn to the main scientific schools and individual studies. A large role is given to the development of the basic conceptual apparatus. The pedagogical orientation of the course has been strengthened, aimed at revealing relevant scientific knowledge and its application in solving practical problems.

As a result of studying this psychology course, the future teacher will learn the basics of internal spiritual world person and his characteristics in children. He will master the general culture intellectual activity, will reveal the variety of connections between different parties mental life human emotional-volitional sphere, intellect and behavior.

This course is structured taking into account the organic connection between general, age and educational psychology. It is aimed at creating in students a holistic understanding of the subject of psychology, its main categories - man, personality, activity, communication, states, cognition and characteristics of their development, individual personality traits.

This textbook on human psychology is intended for distance learning (evening, correspondence) and can also be used by full-time students at pedagogical universities and institutes. Therefore, the authors sought to select the most important material for each topic, necessary and sufficient for pedagogical students educational institutions- future teachers. In the process of mastering it, students must master the basic concepts and categories, facts and patterns of human psychology. They must learn to apply the acquired knowledge in the practice of teaching and education based on a scientific approach to their teaching activities.

The information provided in the textbook will help you acquire skills of self-control of knowledge acquisition, independent work with scientific pedagogical literature, and also become familiar with diagnostic research methods.

For this purpose, at the end of each topic of the textbook there are lists of references and tasks for independent work, which allow you to conduct a self-test of knowledge acquisition, using the given methods to measure the individual characteristics of students in different aspects of their psyche. The experimental data obtained can be used when completing assignments during teaching practice, when writing tests, coursework and theses. All this will help to carry out the scientific and practical preparation of students for their professional activities.
STATE EDUCATIONAL STANDARD OF HIGHER PROFESSIONAL EDUCATION

HUMAN PSYCHOLOGY

Human. Everyday and scientific psychology. Story scientific psychology. Structuralism and functionalism. Behaviorism. Psychoanalysis. Gestalt psychology. Cognitive psychology. Humanistic psychology. Methods of psychology. Ontology and psychology in human life. Organism, individual, personality, subject. Human activity. Communication. Man as an individual. Gender and age. Temperament. Character. Capabilities. Man as a subject. Desires (will), feelings, mind. Needs, motives, goals. Emotions, moods, affects, passions. Role, status. Position.

Perception, memory, thinking, imagination, attention. Consciousness. Structure of consciousness. Self-awareness. Spiritual life of a person. Man as a person and individuality.