38. Diagnosis of adolescent intelligence
Intelligence tests or general aptitude tests are designed to measure the level intellectual development person. The concept of intelligence, since the time of the first intelligence tests, has undergone various changes in approaches to testing intelligence as a mental reality. Back in the 20s of the twentieth century, a crisis situation arose in the psychology of intelligence. The question arose about the existence of the term “intelligence” in the status of a psychological category. Intelligence has traditionally been studied within the framework of two main directions: testological and experimental-logical. The essence of the testological direction is that intelligence means what intelligence tests measure, namely the totality of cognitive abilities.
The experimental psychological direction, as a reaction to the non-constructiveness of testological theories, is represented by the theories of J. Piaget (the idea of a genetic explanation of intelligence based on taking into account the patterns of its ontogenetic development) and L.S. Vygotsky (the influence of socio-cultural factors on the development of intelligence). In addition to the above, there is a structural approach to the study of intelligence, as an example of domestic research aimed at studying intelligence as a mental reality. The results obtained from intelligence tests are expressed quantitatively in the form of intelligence quotient (IQ).
Back in 1905, Alfred Binet, on behalf of the French Ministry of Education, developed methods that can be used to measure the level of mental development of a child. For each age, specific tasks were selected that could be solved by 80-90% of children from a sample of 300 children of this age. Children under six years of age were offered 4 tasks, and children over six years old were offered 6 tasks. The indicator of intelligence in the Binet scales was mental age, which was determined by the success of completing test tasks. The test began with the completion of tasks corresponding to the child’s chronological age; if he coped with all the tasks, he was offered tasks for an older age (if he did not solve all of them, the test was stopped).
Intelligence tests are a set of techniques developed within the framework of an objective diagnostic approach. They are designed to measure the level of intellectual development and are one of the most common in psychodiagnostics. Intelligence tests are standardized techniques aimed at measuring the general level of an individual's ability to solve a wide class of mental problems.
Manifestations of intelligence are diverse, but they have something in common that allows them to be distinguished from other behavioral features. This commonality is the involvement in any intellectual act of thinking, memory, imagination, all those mental functions that provide knowledge of the surrounding world. Accordingly, intelligence as an object of measurement does not mean any manifestations of individuality, but primarily those that are related to cognitive properties and characteristics.
Intelligence tests are used in various areas of social practice not only for diagnosis, but also for scientific research. These tests are a good diagnostic tool and, in addition to analyzing the structure of intelligence, make it possible to determine the prognosis for the success of respondents in certain types of activities, for example, success in professional and educational activities.
The main task of a psychodiagnostician when using intelligence tests is to translate the obtained objective diagnostic information into the language of the consumer. Without this, the information received may turn out to be ineffective or harmful [Glukhanyuk 2005: 64].
In school practice, a special school test of mental development (SHTUR) is used. It is intended to diagnose the level of intellectual development of students in grades 6–8.
SHTUR consists of six subtests:
1. awareness (2 subtests);
2. analogies (1);
3. classification (1);
4. generalization (1);
5. number series (1).
They include tasks that are typical in form for most verbal intelligence tests. The tasks included in them were compiled on the basis of information obtained during psychological analysis curricula and textbooks for grades 6–7 of secondary schools. The concepts used in the tasks are selected according to the main cycles of academic disciplines: natural sciences, humanities and physics and mathematics. SHTUR is focused on social standards, which are fixed by the content of the school curriculum.
Thus, intelligence is a relatively independent, dynamic structure of a person’s cognitive properties, arising on the basis of hereditarily fixed (and innate) inclinations, which is formed in conjunction with them. It manifests itself in activities determined by cultural and historical conditions, ensures adequate interaction with the surrounding reality, its directed transformation.
Diagnosis of intellectual development
3rd – 4th grade students
The proposed methodology includes 5 subtests.
a brief description of subtests:
Subtest I “Awareness” is aimed at identifying one’s horizons. The student's task is to complete the sentence with one of the given words, making a logical choice based on inductive thinking.
Subtest II “Exclusion of Concepts” is aimed at the formation of the logical action of classification and the ability to abstract. With a qualitative analysis of the results of completing tasks, it becomes possible to establish whether a student can be distracted from random and secondary signs, from the usual relationships between objects, and about his ability to use such a mental technique as classification.
The III subtest “Generalization” is aimed at the formation of generalizing concepts (subsuming two concepts under a general category - generalization). The tasks are aimed at identifying a generic characteristic. In this case, not only an analysis of the properties of an object or phenomenon occurs, but also certain relationships between objects are established, which is ensured by a mental process of a more complex level than comparison. The definition of objects can be accurate when the generic concept and specific difference are indicated, or correct, but not accurate enough when only the generic characteristic is indicated. The definition of an object at a lower level is considered when the presence of the object and insufficient definition are indicated, when visual signs are noted - shape and color.
IV subtest “Analogies” is aimed at the formation of the logical action of “inference” (by solving analogies). The tasks are aimed at studying the ability to draw conclusions by analogy. To complete them, the student must be able to establish logical connections and relationships between concepts. This task tests whether a student can consistently maintain a given method of reasoning when solving a long series of diverse problems.
Subtest V “Number series” is aimed at assessing the ability to find the rules by which series of numbers are constructed. The student must restore and continue the series, taking into account the rule embedded in it.
The examination form is group (up to 15 people).
Duration: academic hour (40 minutes).
Handout: pen, assignment form, which also serves as an answer form (Appendix 1).
The first tasks, number 1, from each subtest are read aloud by the teacher, and students read simultaneously to themselves. After reading the first task of subtest I, students are asked: “Which word out of five fits the given part of the phrase?” If the answer is correct, the question is asked: “Why?” After a correct explanation, students in the entire group proceed to work independently on the subtest (underline the selected answers on the form).
After reading the first task of the II subtest, the teacher reports that one word out of five is superfluous, it should be excluded and asks: “Which word is superfluous?” If the answer is correct, the question is asked: “Why?” After a correct explanation, students work independently (underline the chosen answer on the form).
After reading the first assignments III In the subtest, students are asked to name a generalizing concept suitable for two words: “How can we call this together in one word?” After the correct answer, students independently enter generalizing concepts next to the tasks.
After reading the first task of the IV subtest, students are asked to select from five words written under the line (second line) one that would fit the word “clove”, just as the word “vegetable” fits the word “cucumber”. After the explanation follows independent work students (underline the selected answers on the form).
In subtest V, the student restores and continues the number series, taking into account the rule embedded in it and writes down the missing numbers on the answer form.
Processing the results of diagnosing the intellectual development of students:
When processing the diagnostic results for each student, the sum of points received for completing individual subtests and the total score for the five subtests as a whole are calculated. The key to diagnosing the intellectual development of students is Appendix 2. For each subtest, a student can score a maximum of 10 points, because Each correct answer is worth 1 point. The maximum number of points that a student can score for completing all five subtests is 50. For each uncompleted or incorrectly completed task, 1 point is deducted from the total score.
There are five levels of intellectual development:
Annex 1Assignment form
Last name, first name _______________________ Class________________
Sum of points_____ Level of intellectual development______
I. AWARENESS
1. The boot always has... (lace, buckle, sole, straps, button).
1. In a year - ... (4 months, 3 months, 12 months, 24 months, 7 months).
1. The month of winter is ... (September, February, March, October, November).
1. Trees always have... (leaves, flowers, roots, fruits, shadow).
1. Time of year - ... (August, autumn, holidays, Saturday, morning).
6. Lives in hot regions... (bear, deer, wolf, camel, penguin).
7. Doesn’t live in our country... (nightingale, ostrich, stork, tit, starling).
8. The father is older than his son... (often, always, never, rarely, sometimes).
9. Time of day - ... (year, month, week, day, Monday).
10. Passenger transport - ... (combine harvester, dump truck, bus, excavator, diesel locomotive).
II. EXCLUSION OF CONCEPTS
1. tulip, lily, bean, chamomile, violet
1. river, lake, sea, bridge, pond
1. doll, jump rope, sand, ball, spinning top
1. table, carpet, chair, bed, stool
1. poplar, birch, hazel, linden, aspen
6. chicken, rooster, eagle, goose, turkey
6. circle, triangle, quadrilateral, pointer, square
6. Sasha, Vitya, Stasik, Petrov, Kolya
6. number, division, addition, subtraction, multiplication
10. cheerful, fast, sad, tasty, careful
III. GENERALIZATION
1. perch, crucian carp...
1. broom, shovel...
1. summer, winter...
1. cucumber, tomato...
1. lilac, hazel...
1. wardrobe, sofa…
1.day, night...
1. elephant, ant...
10. tree, flower...
IV. ANALOGIES
1. cucumber cloves
vegetable weed, flower, dew, garden, earth
2. vegetable garden
carrot fence, mushrooms, apple tree, well, bench
3. teacher doctor
student glasses, hospital, ward, patient
4. flower bird
vase beak, seagull, nest, feathers, tail
5. boots glove
hand stockings, sole, leather, leg, brush
6. dark wet
light sunny, slippery, dry, warm, cold
7. clock thermometer
time glass, patient, bed, doctor, temperature
8. car boat
motor river, lighthouse, sail, wave, shore
9. table floor
tablecloth furniture, carpet, dust, boards, nails
10.chair needle
wooden sharp, thin, shiny, short, steel
V. NUMBER SERIES
1. 5, 15, ..., 35, 45, ...
2. 34, 44, 54, ..., ..., 84
3. 12, 22, ..., 42, 52, ..., 72
4. ..., 5, 7, 9, 11, ...
5. ...,21, 17, 13,
6. ..., 4, 8, 16, ...
7. 80, 40, 20, 10, …
8. …., 3, 9, 27, …
9. ..., 30, 40, 50, …
10. ..., 50, 43, 36, …
Appendix 2
The key to diagnosing intellectual development
3rd – 4th grade students
I. AWARENESS II. EXCLUSION OF CONCEPTS
1. sole 1. bean
1. 12 months 2. bridge
1. root 4. carpet
1. autumn 5. hazel
1. camel 6. eagle
1. ostrich 7. pointer
1. always 8. Petrov
1. day 9. date
1. bus 10. delicious
III. GENERALIZATION IV. ANALOGIES
1. fish 1. flower
1. tools 2. apple tree
1. seasons 3. sick
4. vegetables 4. nest
5. bush 5. leg
5. furniture 6. dry
5. month 7. temperature
5. time of day 8. sail
5. animals 9. clover
5. plants 10. steel
V. NUMBER SERIES
1) 25, 55
1) 64, 74
1) 32, 62
1) 3, 13
5) 25, 9
6) 2, 32
7) 5
8) 1, 81
9) 20, 60
10) 57, 29
Instructions for conducting psychological diagnostics
Diagnosis of intellectual development.
Goal: to identify the level of logical thinking, attention, and memory of students in general education institutions.
Stages of psychological diagnostics:
1. Preparatory stage
1.1. Teachers in general educational institution it is necessary to carefully study the diagnostic materials, read the recommendations for its implementation and think through all organizational aspects of the work.
1.2. Should be prepared in advance Handout for each student indicated in the annexes (worksheet with assignments and answer sheet). The form with tasks also serves as a form for answers.
1.3. To conduct psychological diagnostics, it is recommended to use a stopwatch or a watch with a second hand.
1.4. Psychological diagnostic materials can be printed on both sides of the sheet.
2. Main stage
2.1. Diagnostics is carried out by an educational psychologist, subject teacher, and class teacher.
2.2. Diagnostics for Blocks 1 and 2 are carried out at intervals of a week. Recommended times are weekdays (Tuesday – Thursday) from 9.00 to 12.00.
2.3. It is necessary to avoid the teacher’s use of the words “test”, “exam”, “check” in all explanations and instructions. You should strive to create a calm, comfortable atmosphere of trust.
2.4. The teacher must strictly follow the instructions provided in the methods.
2.5. It is necessary to strictly monitor the time students complete sets of tasks. Students complete the tasks independently; the teacher explains only the examples indicated in the instructions.
3. Final stage
3.1. Answer forms are processed by an educational psychologist, subject teacher, and class teacher according to the key to diagnosis.
Individual results of psychological diagnostics are documented on diagnostic sheets.
3.2. The diagnostic results are entered into Table 1 - OU, using the “+” sign in the corresponding column. It is recommended to use font 10.
A teacher-psychologist of a general education institution acts as a consultant at all stages of diagnosis, provides methodological assistance to teachers, and is directly involved in conducting diagnostics and processing the results.
Qualitative characteristics of students’ levels of intellectual development
Level I - a very high level of intellectual development and potential abilities. The prognosis for further education is very favorable. High rate of short-term memory, verbal-logical operations, predominance of voluntary attention and verbal-figurative memory Performs tasks independently, without the need for external stimuli. Knows how to set a goal for an activity, outlines a plan for its implementation, selects adequate means, and checks the result.
Level II - high level of intellectual development and potential abilities. The prognosis for further education is favorable. Attention is focused, volitional control of attention is present, and he completes tasks without the help of an adult. A large amount of short-term memory, a fairly high level of verbal-figurative memory. Able to plan his activities. The level of verbal and logical thinking is above average.
Ш level – average level intellectual development and potential abilities. The prognosis for further education is conditionally favorable. Voluntary attention predominates. Outlines a plan of action, but carries it out with the stimulating help of an adult; volitional effort is not always present. During work, he is often distracted, the process of switching attention is often slow, and is carried out with repeated repetition of the goal of the activity by an adult. Insufficient activity, independence, and when performing tasks requires the guiding help of an adult. He overcomes difficulties only with psychological support. Memory is motor, verbal-logical, emotional. The capacity of short-term memory is close to the average for this age group. He is able to compare, compare, and abstract, but he completes tasks with the organizing and guiding help of an adult.
Level IV - reduced level of intellectual development and potential abilities. The prognosis for further education is conditionally favorable. Attention is involuntary, unfocused, there is no volitional effort, unstable. The level of activity and independence is low; when completing tasks, individual educational assistance from an adult and external stimulation are required. The student’s activities are often ill-conceived and chaotic, individual data of the problem being solved are lost during the work process, and the result is not checked. Slow remembering and fast forgetting. When performing tasks that require analysis, comparison, highlighting the main thing, and establishing patterns, the teaching help of an adult is perceived with difficulty.
Level IV - low level of intellectual development and potential abilities. The prognosis for further education is conditionally unfavorable. Attention is involuntary, scattered, the volume of auditory perception is small, it is difficult to adapt to a new situation and switches to the new kind activities. Memorization and reproduction are carried out with great difficulty. The horizons are limited, the knowledge is unsystematic, and there are many mistakes in speech. Object-figurative thinking, the level of verbal-logical thinking is low. Constant individual psychological and pedagogical support from adults is required.
Use qualitative characteristics of levels of intellectual development for all categories of students.
Methodology for determining the level of mental development of children of primary school age
Target : studying the level of mental development of children of primary school age.
Stimulus material : The test consists of four subtests, including verbal tasks.
I subtest
- study of the ability to distinguish essential features of objects and phenomena from insignificant ones, as well as assessment of the subject’s stock of knowledge;
II subtest
- research into the abilities of generalization and abstraction, as well as identifying essential features of objects and phenomena;
III subtest
- study of the ability to establish logical connections and relationships between concepts;
IV subtest
- identifying the ability to generalize.
Order of conduct : The tasks are read aloud by the experimenter, the child reads simultaneously to himself. It is best to conduct this test individually with the subject. This makes it possible to find out the reasons for the child’s mistakes and the course of his reasoning with the help of additional questions.
Text of the methodology
I subtest
Instructions: “Choose one of the words in brackets that correctly completes the sentence you started.”
a) The boot has... (lace, buckle, sole, straps, button).
b) In warm regions lives... (bear, deer, wolf, camel, seal),
c) In a year... (24, 3, 12, 4, 7) months.
d) The month of winter... (September, October, February, November, March).
e) The largest bird... (crow, ostrich, falcon, sparrow, eagle, owl).
c) Roses are... (fruits, vegetables, flowers, tree).
g) The owl always sleeps... (at night, in the morning, during the day, in the evening),
h) Water is always... (clear, cold, liquid, white, tasty).
i) A tree always has... (leaves, flowers, fruits, root, t*t).
j) City of Russia... (Paris, Moscow, London, Warsaw, Sofia).
II subtest
Instructions: “Here there are five words written on each line. Four words can be combined into one group and given a name. One word does not belong to this group. This “extra” word must be eliminated.”
a) Tulip, lily, bean, chamomile, violet.
b) River, lake, sea, bridge, swamp.
c) Doll, teddy bear, sand, ball, shovel.
d) Kyiv, Kharkov, Moscow, Donetsk, Odessa.
e) Poplar, birch, hazel, linden, aspen.
f) Circle, triangle, quadrilateral, pointer, square.
g) Ivan, Peter, Nesterov, Makar, Andrey.
h) Chicken, rooster, swan, goose, turkey.
i) Number, division, subtraction, addition, multiplication.
j) Cheerful, fast, sad, tasty, careful.
III subtest
Instructions: “Read these examples carefully. They have two words written on the left that are somehow related to each other. On the right is another group of words: one word above the line and five words below the line. You need to choose one word below that is related to the word above, just like the words on the left. For example:
This means that you need to establish, firstly, what connection exists between the words on the left, and then establish the same connection on the right side.
A)
b)
V)
G)
d)
e)
and)
h)
And)
To)
IV subtest
Instructions: “These pairs of words can be called one word, for example:
Pants, dress, jacket... - clothes.
Come up with a name for each pair”:
a) Broom, shovel...
b) Perch, crucian carp...
c) Summer, winter...
d) Cucumber, tomato...
d) Lilac, rosehip.
e) Wardrobe, sofa...
g) Day, night...
h) Elephant, ant...
i) June, July...
j) Tree, flower...
Right answers:
I subtest:
a) sole
b) camel
at 12
d) February
d) ostrich
e) flowers
g) during the day
h) liquid
i) root
j) Moscow
II subtest
a) beans
b) bridge
c) sand
Moscow
e) hazel
e) pointer
g) Nesterov
h) swan
i) number
j) delicious
III subtest
h) dahlia / flower
b) doctor / patient
c) garden / apple tree
d) bird / nest
d) boot/leg
e) wet / dry
g) thermometer / temperature
h) boat / sail
i) needle / steel
j) floor/carpet
IV subtest
a) working tools
b) fish
c) time of year
d) vegetable
d) bush
e) furniture
g) time of day
h) animal
i) months of summer
j) plants
Processing the results
1 subtest
If the answer to the first task is correct, the question is asked “why not a lace?” If the explanation is correct, the solution is scored 1 point, and if it is incorrect, 0.5 points.
If the answer is wrong, the child is given help - he is asked to think and give another, correct answer (stimulating help). For the correct answer after the second attempt, 0.5 points are given. If the answer is again incorrect, the child’s understanding of the word “always” is determined, which is important for solving 6 out of 10 tasks of the same subtest. When solving subsequent tasks of subtest I, clarifying questions are not asked.
// subtest
If the answer to the first task is correct, the question is asked: “Why?” If the explanation is correct, 1 point is given; if it is incorrect, 0.5 points are given. If the answer is incorrect, assistance similar to that described above is provided. For the correct answer after the second attempt, 0.5 points are given. When answering the 7th, 9th, 10th (g, i, j) tasks, additional questions are not asked, since children of primary school age cannot yet formulate the principle of generalization used to solve these tasks. When answering the 7th (g) task of subtest II, an additional question is also not asked, since it has been empirically found that if a child solves this task correctly, then he knows such concepts as “first name” and “surname”.
III subtest
For the correct answer - 1 point, for the answer after the second attempt - 0.5 points.
IV subtest
If the answer is incorrect, you are asked to think again. The estimates are similar to those above. When solving subtests III and IV, clarifying questions are not asked.
When processing the research results for each child, the sum of points received for completing each subtest and the total score for the four subtests as a whole are calculated. The maximum number of points that a subject can score for solving all four subtests is 40 (100% success rate). In addition, it is advisable to separately calculate the overall total score for completing tasks on the second attempt (after incentive assistance).
Interpretation.
An increase in the number of correct answers after the experimenter invites the child to think more may indicate an insufficient level of voluntary attention and impulsive responses. The total score for the second attempt is an additional indicator useful for deciding which group of children with mental retardation the subject belongs to. The success rate (SS) of solving verbal subtests is determined by the formula:
OU = x 100% / 40
where x is the sum of points received by the subject. Based on the analysis of the distribution of individual data (taking into account standard deviations), the following levels of success were determined for normally developing children and students with mental retardation:
4th level of success - 32 points or more (80-100% GP),
Level 3 - 31.5-26 points (79.0-65%),
Level 2 - 25.5-20 points (64.9-50%),
Level 1 - 19.5 or less (49.9% and below).
Intelligence– a relatively stable structure of abilities, which are based on processes that ensure the processing of information of different quality and its conscious assessment. Intellectual qualities– personality qualities that predetermine the functioning of the intellect, i.e. the individual’s abilities to process information of different quality and consciously evaluate it.
The difficulty of determining the level of mental abilities is explained primarily by the fact that human mental activity is ambiguous and consists of a combination of many factors. The concept of intelligence itself seems controversial: what exactly is considered intelligence? Ability to solve problems in a short time big number complex problems or the ability to find a non-trivial solution? These questions are addressed by the theory of intellectual differences. Currently, there are at least three interpretations of the concept of intelligence:
1) biological: “the ability to consciously adapt to a new situation”;
2) pedagogical: “ability to learn, learnability”;
3) the structural approach formulated by A. Binet: intelligence as “the ability to adapt means to ends.” From the point of view of the structural approach, intelligence is a set of certain abilities.
Let's take a closer look at the structural concept. The first intelligence testing technique was created in 1880. John Cattell. It was he who first used the word “test”. He measured reaction time. A little later, the Binet test appeared: it assessed the levels of psychological functions such as understanding, imagination, memory, willpower and the ability to attention, observation and analysis. At the same time, the idea of a stage difference—mental age—has become widespread. It must be said that this technique is only applicable for children under 12 years of age. For children over 12 years of age, the first place is no longer age, but individual differences, which has been confirmed by many studies (the fact of EEG stabilization as an indicator of a certain physiological maturity). In 1911, Stern combined these two concepts by proposing the term IQ - “intellectual quotient” - the ratio of mental age to chronological age.
Currently, developments in the field of determining IQ by G.Yu. Eysenck. The fundamental basis of intellectual differences is the speed of mental processes. According to Eysenck, there is a logarithmic relationship between the complexity of a problem and the time spent on solving it. The general level of abilities is determined using a set of tests using verbal, digital and graphic material. Tasks are divided into two types: closed (you must choose the right solution); open (find the answer). In this case, there may be two, three, etc. answers. A maximally open problem is to find the greatest number of answers in a fixed amount of time.
Research has shown that different people cope differently with these two types of tasks. This is especially pronounced in children. Thus, one child may cope well with closed-type tasks, while open-type tasks may cause him difficulties, and vice versa. In this regard, it is necessary to include tasks of both types in the test.
Intellectual abilities began to be rapidly studied with the advent of factor analysis.
L. Thurstone proposed a method for grouping tests based on correlation matrices between all pairs of tests included in a single battery. This method allows us to identify several independent “latent” factors that determine the relationship between the results of various tests. Initially, L. Thurstone identified 12 factors, of which 7 were most often reproduced in studies.
V. Verbal Comprehension: tested with tasks for understanding text, verbal analogies, verbal thinking, interpretation of proverbs, etc.
W. Verbal fluency: measured by tests for finding rhymes, naming words of a certain category, etc.
N. Numerical factor: tested with tasks on the speed and accuracy of arithmetic calculations.
S. Spatial factor: is divided into two subfactors. The first determines the success and speed of perception of spatial relationships (perception of rigid geometric figures on a plane), the second is associated with the mental manipulation of visual representations in three-dimensional space.
M. Associative memory: measured by tests of rote memorization of associative pairs.
R. Speed of perception: Defined by the rapid and accurate assimilation of details, similarities, and differences in images. Thurstone distinguishes verbal (“perception of the clerk”) and “imaginative” subfactors.
I. Inductive factor: tested by tasks to find a rule and to complete a sequence.
The factors discovered by L. Thurstone, as shown by further research, turned out to be dependent (non-orthogonal). “Primary mental abilities” correlate with each other, which speaks in favor of the existence of a single “G-factor”.
Based on the multifactorial theory of intelligence and its modifications, numerous tests of the structure of abilities have been developed. The most common ones include the General Ability Battery Test (GABT), the Amthauer Structure of Intelligence Test, and a number of others.
In the model of intelligence proposed by R. Cattell, three types of intellectual abilities are identified: general, partial (private) and operational factors. He attempted to construct a culture-free test on very specific spatial-geometric material (“Culture-Free Intelligence Test,” CFIT, 1958). Three versions of this test have been developed:
1) for children 4–8 years old and mentally retarded adults;
2) two parallel forms (A and B) for children 8–12 years old and adults without higher education;
3) two parallel forms (A and B) for high school students, students and adults with higher education.
In hierarchical models, ability factors are placed on different “floors”, determined by the level of their generality. The typical and most popular model in the literature is F. Vernon's model. At the top of the hierarchy is the general factor according to Spearman (G-factor). At the next level there are two main group factors: verbal-educational abilities (close to what is called “verbal-logical” thinking in terms of Russian psychology) and practical-technical abilities (close to visual-effective thinking). At the third level - special abilities (S): technical thinking, arithmetic ability, etc. and finally, at the bottom of the hierarchical tree, more specific subfactors are placed, for the diagnosis of which various tests are aimed. The hierarchical model has become widespread thanks to tests, primarily by D. Wexler, which were created on its basis.
Intelligence tests– a group of tests designed to assess the level of development of a person’s thinking (intelligence) and his individual cognitive processes (memory, attention, imagination, speech, perception) are used to diagnose mental development.
Psychodiagnostic tasks, the solution of which requires the use of intelligence tests: diagnosing readiness for school, determining the causes of school failure, identifying gifted children, differentiating education, identifying difficulties and developmental deviations
and etc.
Most psychologists now recognize that intelligence tests measure the level of development of certain intellectual skills, i.e. level of mental development, but cannot diagnose the contribution of natural capabilities (i.e., innate ability called intelligence) and the individual’s training in the presented result. Thus, the global predictive value of intelligence tests on a life-long scale cannot be considered proven, since it is often not potential that is tested, but the result of development. At the same time, it is recognized that tests provide valuable material about the achieved level of development of certain abilities, which can be effectively used for various tasks of training and education.
Let's consider some psychodiagnostic techniques according to their relevance to different ages.
Wechsler test was first published in 1939. In its form, it is individual (i.e. it can be carried out with only one subject) and includes two scales: verbal and non-verbal (action scale), and provides for the calculation of IQ for each scale separately and total IQ.
There are currently three forms of Wechsler scales designed for different ages. In 1955, one of the last adult intelligence scales (WAIS) was published, which included 11 subtests.
In addition to scales for adults, Wexler created scales for children (from 6.5 to 16.5 years). The children's version of the test includes 12 subtests.
1. "Awareness". The subject is asked 30 questions from different fields of knowledge (everyday, scientific) and the peculiarities of memory and thinking are diagnosed (for example: who is Alexander the Great? What is confiscation? When does February 29 occur?).
2. “Comprehension.” The subtest includes 14 questions, the answers to which require the ability to build inferences (what will you do if you cut your finger? Why is it better to build a house from bricks than from wood? etc.).
3. "Arithmetic" The subtest consists of 16 tasks, in which you need to operate with numerical material, you need intelligence and attention (if you cut an apple in half, how many parts will there be? The seller had 12 newspapers, he sold 5. How many are left?)
4. “Similarity.” The subject needs to complete 16 tasks to find the similarity of concepts; here it is necessary to logically process concepts and carry out a generalization operation. (Instructions: “I’ll name you some two objects, and you try to say what they have in common, how they are the same. Just try to say as much as possible until you say everything yourself or until I stop you. Well, let's try...” Suggest task No. 5: Plum - peach (or cherry). If unsuccessful, provide help: “They have seeds, these are fruits, they grow on trees”).
5. "Vocabulary" The subtest requires the test taker to define 40 concepts, both concrete and abstract. To complete tasks, you need a large vocabulary, erudition, and a certain culture of thinking (for example, the word “bicycle” is presented. Possible answers and their rating: “2” - a type of transport. They ride (or ride) on it. Like a motorcycle, without a motor (or you have to turn it with your feet); “1” – it has pedals, wheels (other parts – at least two);
“0” – I have one. Large, three-wheeled, for children.
6. “Repetition of numbers.” This subtest diagnoses the characteristics of attention and working memory; it is required to repeat after the experimenter a series of numbers, which can include from three to nine characters.
7. “Missing parts.” The subject is presented with 20 pictures with images of objects (Figure 6) that are missing some details; they must be named. Attention and perceptual abilities are especially important here.
Figure 6. Example of pictures of the “Missing details” subtest of the Wechsler test
8. “Sequential pictures.” The subject is presented with 11 plot pictures (Figure 7). They should be put in such an order that a story with sequential events is obtained. Logical thinking, understanding of the plot, and the ability to organize it into a coherent whole are required.
Figure 7. Example of pictures of the “Sequential Pictures” subtest of the Wechsler test
9. "Koss's Cubes" The subject is asked to use cubes with differently colored edges to put together a model according to the pattern shown on the card. The analytical-synthetic, spatial abilities of the subject are diagnosed.
10. “Folding figures.” It is necessary to put together complete figures (boy, horse, car, etc.) from the cut parts (Figure 8). You need to be able to work according to a standard, to correlate parts and the whole.
Figure 8. Example of stimulus material for the “Folding Figures” subtest of the Wechsler test
11. "Coding". The numbers from 1 to 9 are given, each of which corresponds to a sign. It is required, looking at the sample, to put down the corresponding icons with the proposed row of numbers. Attention, its concentration, distribution, switching are analyzed.
12. “Labyrinths”. You need to find a way out of the labyrinths depicted on a piece of paper (Figure 9). The ability to solve perceptual problems, arbitrariness, and stability of attention are diagnosed.
Figure 9. Example of stimulus material for the “Labyrinths” subtest of the Wechsler test
The test passed all necessary checks. High indicators of its reliability and validity were obtained. Wexler also created a scale for preschoolers and junior schoolchildren
(for ages from 4 to 6.5 years). This scale was published in 1967. It consists of 11 subtests. The standard IQ calculated from the test has a mean of 100 and a square (standard) deviation of 15.
One of the most significant drawbacks of the Wechsler test is the vagueness of its content (which is typical for many foreign methods), therefore, based on the test results, it is difficult to build correctional and developmental work with subjects (A.G. Shmelev, 1996).
Another popular test of mental development that is suitable for primary schoolchildren is J. Raven's test, or “Raven's Progressive Matrices”. This is an intelligence test designed to diagnose a person’s mental abilities using color and black and white versions of drawings, which must be analyzed and regular connections between them found.
The black-and-white version of the test is intended for examining children from 8 years of age and adults up to 65 years of age. The test consists of 60 matrices or compositions with a missing element. The subject selects the missing element from among 6–8 proposed ones. The tasks are grouped into five series (A, B, C, D, E), each of which includes 12 matrices of the same type, arranged in order of increasing difficulty. The test is not limited in time and can be carried out either individually or in a group.
When performing the test, the subject must analyze the structure of the sample, understand the nature of the connections between the elements and select the missing part by comparison with the answers offered for choice. To successfully complete tasks, the subject is required to be able to concentrate attention, mentally operate with images in space, as well as well-developed perception and logical thinking (a kind of “visual logic”).
A simpler version of “Raven’s Colored Matrices” includes a series of tasks (A, Av, B).
It is intended for examining children from 5 to 11 years old, for people over 65 years old, for people with language difficulties, for various groups of patients with intellectual disabilities. In addition to the usual blank form, the test exists in the form of so-called “inserts”, when the test taker can use cut-out cards with answer options, inserting the selected part as the missing part (most often this is used for preschoolers).
The results of testing using the Raven's test are highly correlated with the results of the Wechsler and Stanford-Binet tests. The conversion of indicators into standard ones with the calculation of IQ is provided.
To diagnose the mental development of students in grades 3-6 by a Slovak psychologist
designed by J. Wanda Group Intelligence Test (GIT). It was translated and adapted for a sample of Russian schoolchildren in the LPI (M.K. Akimova, E.M. Borisova et al., 1993).
The GIT, like other intelligence tests, reveals to what extent the subject has mastered the words and terms proposed in the tasks at the time of the examination, as well as the ability to perform certain logical actions - all this characterizes the level of mental development of the subject, which is essential for the successful completion of a school course .
The GIT contains 7 subtests: execution of instructions, arithmetic problems, addition of sentences, determination of similarities and differences of concepts, number series, analogies, symbols.
In the first subtest, the test taker is required to follow a series of simple instructions as quickly and accurately as possible (underline the largest number, determine the number of letters in three words and underline the longest one, etc.). To correctly complete all tasks, basic knowledge of the third grade of high school is required. The difficulty is to quickly grasp the meaning of the instructions and carry them out as accurately as possible.
The second subtest (arithmetic problems) is built on the principle of an achievement test and identifies mastery of specific academic skills in the field of mathematics.
The third contains 20 tasks, which are sentences with missing words. The student must fill in these blanks himself. The success of completing tasks depends on the ability to grasp the meaning of a sentence, the skills of its correct construction and vocabulary. Mistakes are made by those students who do not yet know how to build complex designs sentences using words that do not carry the main informative load.
The next subtest (determining the similarities and differences of concepts) showed that it poorly differentiates the subjects: almost all students successfully completed the tasks included in it. Difficulties are caused by pairs of words whose meanings are unfamiliar to students of this age (“difficulty-problem”, “opinion-view”, etc.). The logical operation itself involved in this subtest is quite accessible to schoolchildren; it is practiced at school if it is necessary to find synonyms and antonyms.
The “analogies” subtest includes 40 items. Mastery of this operation is necessary both at the stage of the child’s acquisition of knowledge and at the stage of its application. The words included in the subtest should be well known to students of this age. The tasks included logical relations “species - genus”, “part - whole”, “opposite”, “sequence order”, etc.
The next subtest required completing number series, understanding the pattern of their construction. In GIT, rows are formed by:
1) increasing or decreasing each subsequent member of the series by approaching the previous one or subtracting a certain integer from it (14 tasks);
2) multiplying (or dividing) each subsequent number by an integer (2 tasks);
3) alternating the actions of addition and subtraction (3 tasks);
4) alternating the actions of multiplication and addition (1 task).
A qualitative analysis of the test showed the main reasons for the difficulties that students may experience when completing it:
a) lack of specific knowledge in a certain area (ignorance of concepts, complex syntactic structures, etc.);
b) insufficient knowledge of some logical-functional relationships between words;
c) a certain rigidity, stereotypical approaches to solutions;
d) some features of the thinking of younger adolescents (associativity, insufficiently deep analysis of concepts, etc.).
It must be taken into account that all these difficulties are associated with the peculiarities mental development and life experience of children of this age (E.M. Borisova, G.P. Loginova, 1995).
To diagnose the mental development of students in grades 7–9 by the team of K.M. Gurevich developed School test mental development (SHTUR).
His assignments include concepts that are subject to mandatory learning in academic subjects of three cycles: mathematics, humanities and natural sciences. In addition, awareness of certain concepts of socio-political and scientific-cultural content was determined.
The test consists of 6 subtests: 1 and 2 – for general awareness; 3 – to establish analogies; 4 – for classification; 5 – for generalization; 6 – to establish patterns in number series.
The SHTUR differs from traditional tests in the following ways:
– other ways of representing and processing diagnostic results (refusing the statistical norm and using the degree of approximation to the socio-psychological norm as a criterion for assessing individual results);
– correctional orientation of the technique, i.e. the ability to provide on its basis special methods for correcting noticed developmental defects.
SHTU meets the high statistical criteria that any diagnostic test must meet. It has been tested on large samples and has proven its effectiveness in solving problems of determining the mental development of adolescent students.
It can be used to diagnose the mental development of high school students (grades 8–10). R. Amthauer Structure of Intelligence Test. It was created in 1953 (last revised in 1973) and is designed to measure the level of intellectual development of persons aged 13 to 61 years.
It was developed primarily as a test for diagnosing the level of general abilities in connection with the problems of professional psychodiagnostics. When creating the test, the author proceeded from the concept that intelligence is a specialized substructure in the holistic structure of personality and is closely related to other components of personality, such as the volitional and emotional spheres, interests and needs.
Intelligence is understood by Amthauer as the unity of certain mental abilities, manifested in various forms of activity. The test included tasks for diagnosing the following components of intelligence: verbal, arithmetic, spatial, and mnemonic.
It consists of nine subtests (awareness, classification, analogies, generalizations, arithmetic problems, number series, spatial representations (2 subtests), memorization of verbal material), each of which is aimed at measuring different functions of intelligence. Six subtests diagnose the verbal sphere, two – spatial imagination, one – memory.
R. Amthauer, when interpreting the test results, assumed that it could be used to judge the structure of the test subjects’ intelligence (by the success of each subtest). For a rough analysis of the “mental profile,” he proposed separately calculating the results for the first four and the next five subtests. If the total score of the first four subtests exceeds the total score of the next five, it means that the subject has more developed theoretical abilities, if on the contrary, then practical ones.
In addition, based on the test results, it is possible to highlight the priority development of humanitarian (based on the results of the first four subtests), mathematical (5th and 6th subtests) or technical (7th and 8th subtests) abilities, which can be used during career guidance work.
To diagnose the mental development of high school graduates and applicants, the Psychological Institute of the Russian Academy of Education has developed a special mental development test - ASTUR(for applicants and high school students). It was created on the same theoretical principles of normative diagnostics as SHTUR (team of authors: M.K. Akimova, E.M. Borisova, K.M. Gurevich, V.G. Zarkhin, V.T. Kozlova, G.P. Loginova, A.M. Raevsky, N.A. Ferens).
The test includes 8 subtests: 1 – awareness; 2 – double analogies; 3 – lability;
4 – classifications; 5 – generalization; 6 – logical circuits; 7 – number series; 8 – geometric shapes.
All test tasks are based on the material school programs and textbooks. When processing test results, you can get not only an overall score, but also an individual test profile of the subject, indicating priority mastery of concepts and logical operations based on the material of the main cycles academic disciplines(social and humanitarian, physical and mathematical, natural science) and the predominance of verbal or figurative thinking.
The test takes about one and a half hours. It has been tested for reliability and validity and is suitable for selecting students for different faculties.
Thus, based on testing, it is possible to predict the success of subsequent training of graduates in educational institutions different profiles. Along with the characteristics of mental development, the test allows you to obtain a characteristic of the speed of the thought process (the “lability” subtest), which is an indicator of the severity of the properties of the nervous system (“lability - inertia”).
Instructions. Before you start taking mental tests, we would like you to become familiar with the rules of self-testing:
1. The following pages contain a test that consists of 50 tasks. It measures your learning and cognitive abilities.
2. To complete all test tasks you are given a strictly defined time - 15 minutes. Therefore, when starting to complete the test tasks, turn on the stopwatch or note the time to the nearest second, or even better, ask someone to keep track of the time.
3. The test to measure intellectual ability can only be used once. Therefore, if out of curiosity you get acquainted with the content of test tasks or the correct answers, then with their help you will no longer be able to obtain an accurate assessment of your capabilities. For the same reason, when you start taking tests, don't get ahead of yourself to the correct answers. You can evaluate the correctness of your answers only by completing the entire test.
4. Start self-testing only when you are well rested and alert. Before you start taking tests, choose a comfortable place where you will not be distracted during the entire testing period. Ask your loved ones not to disturb you, turn off the phone, turn off the TV and radio. You should not discuss tasks with anyone while working and do not allow anyone to help you.
5. Work as quickly as possible. If you don’t immediately find the answer to any test item, don’t linger on it for too long, move on to the next one. Remember that no one person will be able to solve all the questions on this test correctly in the allotted time.
6. Your answer in each case will consist of singular or pairs of numbers. You can choose from several suggested options or come up with the correct answer yourself.
Sample test tasks
Before you start completing test tasks, please get acquainted with the training samples.
1. Fast is the opposite in meaning of the word:
1 - heavy;
2 - elastic;
3 - fast;
4 - light;
5 - slow.
(Correct answer is 5)
2. Gasoline costs 44 kopecks per liter. How much (in kopecks) does 2.5 liters cost?
(Correct answer is 110)
3. The meaning of the words miner and minor is:
1 - similar;
2 - opposite;
3 - neither similar nor opposite. (Correct answer is 3)
4. Which two of the proverbs below have the same meaning?
1. The first damn thing is lumpy.
2. Bad luck is the beginning.
3. The hut is not red in its corners, it is red in its pies.
4. Not everything is Maslenitsa for the cat.
5. An old friend is better than two new ones. (Correct answer is 1.2)
You are given 15 minutes to complete 50 test tasks. When you are ready to begin completing the test tasks, time yourself and turn the page.
TEST TASKS
1. The eleventh month of the year is:
2. Severe is the opposite in meaning of the word:
1 - sharp;
2 - strict;
3 - soft;
4 - hard;
5 - stubborn.
3. Which of the following words is different from the others?
1 - definite;
2 - doubtful;
3 - confident;
4 - trust;
5 - true.
4. Is it true that the abbreviation “n. e." means "AD" ("new era")?
5. Which one the following words different from others?
1 - call;
2 - chat;
3 - listen;
4 - speak;
5 - no different words.
6. The word impeccable is the opposite in its meaning to the word:
1 - unsullied;
2 - obscene;
3 - incorruptible;
4 - innocent;
5 - classic.
7. Which of the following words is to the word chew as the sense of smell is to the nose?
1 - sweet;
3 - smell;
5 - clean.
8. How many of the following pairs of words are completely identical?
Sharp, M.S. Sharp, M.S.
Fielder, E.N. Fielder, E.N.
Connor, M.S. Conner, M. G.
Woesner, O.W. Woerner, O.W.
Soderquist, P.E. Soderquist, B.E.
9. Clear is the opposite in meaning of the word:
1 - obvious;
2 - obvious;
3 - unambiguous;
4 - distinct;
5 - dim.
10. An entrepreneur bought several used cars for $3,500 and sold them for $5,500, earning $50 per car. How many cars did he resell?
11. The words knock and drain have:
1 - similar value;
2 - opposite;
12. Three lemons cost 45 kopecks. How much (in kopecks) do 1.5 dozen cost?
13. How many of these 6 pairs of numbers are exactly the same?
61197172 61197172
83238324 83238234
14.Close is the opposite in meaning of the word:
1 - friendly;
2 - friendly;
3 - stranger;
4 - native;
15.Which number is the smallest? 1)6;
16. Arrange the words below in such order to form the correct sentence. Enter the number of the last word as your answer:
eat the salt love of life
17. Which of the following pictures is most different from the others?
18. Two fishermen caught 36 fish. The first one caught 8 times more than the second one. How much did the second one catch?
19. The words ascend and revive are:
1 - similar value;
2 - opposite;
3 - neither similar nor opposite.
20. Arrange the words below in order to make a statement. If it is correct, then the answer will be 1, if incorrect - 2:
The stone is gaining momentum overgrown with moss.
21. Which two of the following phrases have the same meaning:
1) Keep your nose to the wind.
2) An empty bag is not worth it.
3) Three doctors are no better than one.
5) Seven nannies have a child without an eye.
22.What number should replace the “?” sign?
73 66 59 52 45 38 ?
23. The length of day and night in September is almost the same as in:
24. Let's assume that the first two statements are true. Then the final one will be: 1 - true; 2 - incorrect; 3—uncertain.
1) All progressive people are party members.
2) All advanced people occupy large positions.
3) Some party members occupy major positions.
25. A train travels 75 cm in 1/4 s. If he moves at the same speed, what distance (in centimeters) will he travel in 5 s?
26. If we assume that the first two statements are true, then the last: 1 - true; 2 - incorrect; 3—uncertain.
1) Borya is the same age as Masha.
2) Masha is younger than Zhenya.
3) Borya is younger than Zhenya.
27. Five half-kilogram packs of minced meat cost 2 rubles. How many kilograms of minced meat can you buy for 80 kopecks?
28. The words spread and stretch have:
1 - similar value;
2 - opposite;
3 - neither similar nor opposite.
29. Divide this geometric figure into two parts with a straight line so that, adding them together, you can get a square. Write down the line number corresponding to the correct answer.
30. Let's assume that the first two statements are true. Then the last one: 1 - true; 2 - incorrect; 3—uncertain.
1) Sasha greeted Masha.
2) Masha greeted Dasha.
3) Sasha didn’t say hello to Dasha.
31. A Zhiguli car worth 2,400 rubles was discounted during a seasonal sale by 33 1/3%. How much did the car cost during the sale?
32. Which of these figures is most different from the others?
.jpg)
33. A dress requires 2 1/3 m of fabric. How many dresses can you make from 42 m?
34. The meanings of the following two sentences: 1 - similar; 2 - opposite;
1) Three doctors are no better than one.
2) The more doctors, the more diseases.
35. The words increase and expand have:
1 - similar value;
2 - opposite;
3 - neither similar nor opposite.
36. The meaning of two English proverbs: 1 - similar; 2 - opposite; 3 - neither similar nor opposite.
1) It is better to moor with two anchors.
2) Don't put all your eggs in one basket.
37. The grocer bought a box of oranges for 36 rubles. There were 12 dozen of them in the box. He knows that 2 dozen will go bad before he sells all the oranges. At what price per dozen (in kopecks) does he need to sell oranges to make a profit of 1/3 of the purchase price?
38. The words pretension and pretentious have:
1 - similar value;
2 - opposite;
3 - neither similar nor opposite.
39.If half a kilo of potatoes cost 0.0125 rubles, then how many kilograms could you buy for 50 kopecks?
40. One of the members of the row does not fit with the others. What number would you replace it with?
¼, 1/3, 1/8, ¼, 1/8, 1/8, ¼, 1/8, 1/6.
41. The words reflected and imaginary have:
1 - similar value;
2 - opposite;
3 - neither similar nor opposite.
42. How many acres is a plot of 70 x 20 m?
43.The following two phrases by meaning:
1 - similar;
2 - opposite;
3 - neither similar nor opposite:
1) Good things are cheap, bad roads.
2) Good quality comes from simplicity, bad quality from complexity.
44. A soldier, shooting at a target, hit it 12.5% of the time. How many times must a soldier fire to hit her a hundred times?
45. One of the members of the row does not fit with the others. What number would you put in its place?
¼, 1/6, 1/8, 1/9, 1/12, 1/14
46. Three partners in the joint stock company “Intensivnik” decided to divide the profits equally. T. invested 4500 rubles in the business, K. - 3500 rubles, P. - 2000 rubles. If the profit is 2400 rubles, then how much less profit will T. receive compared to if the profit were divided in proportion to the contributions?
47.Which two of the proverbs below have similar meanings?
1) Strike while the iron is hot.
2) Alone in the field is not a warrior.
3) The forest is being cut down, the chips are flying.
4) All that glitters is not gold.
5) Look not by appearance, but judge by deeds.
48. Meanings of the following phrases:
1 - similar;
2 - opposite;
3 - neither similar nor opposite:
1) The forest is being cut down, the chips are flying.
2) A big deal doesn’t happen without losses.
49. Developments of five geometric figures (cubes) are given. Two of them belong identical cubes. Which?
.jpg)
50. A printed article has 24,000 words. The editor decided to use two font sizes. When using a font bigger size 900 words fit on a page, less - 1200. The article should take 21 full pages in the magazine. How many pages of small print should be printed?
Correct answers to the IQ test
Once you have completed this test, you can calculate your results. The table following the test contains the correct answers to all tasks. For each match between your answer and the correct one, award yourself one point. Now calculate the sum of your correct answers. The higher your score on this test, the higher your current level of intellectual development, the better your abilities for further learning and cognitive activity.
If the test score you received is 24 points or more, then the level of your intellectual abilities allows you to begin mastering a wide range of professions right now. In addition, your level of intellectual development is sufficient for you to be able to count on fairly high success in performing activities in any creative class profession.
And if your score exceeds 30 points, then you can be proud of your results. Few people reach such a high level of development of intellectual abilities.
Test scores of less than 16 points are considered low.
Firstly, a low result may not be reliable enough due to possible errors in compliance with test conditions and understanding of instructions. Therefore, a low test result on this test can in no way be a sign of psychological professional unsuitability for any specialty. Only testing using other methods that are at the disposal of psychologists can provide accurate and reliable information about psychological contraindications to certain professions.
Secondly, if you did not receive a high enough score on this intelligence test, it can be assumed that you will experience certain difficulties in the process of professional training and further practical activity in the field of creative professions. These difficulties may be caused by one or more reasons:
1) Not enough high level developing the ability to focus attention on the tasks at hand.
2) Insufficient skills in material analysis, abstract thinking, logical reasoning, quantitative calculations, spatial imagination.
3) Insufficient amount of available knowledge, limited vocabulary, low literacy.
4) Insufficiently high tempo of mental activity and the ability for prolonged mental stress.
To successfully complete the test you need a certain level development of verbal, logical, numerical and spatial abilities. These qualities are very important in order to be able to learn, absorb new information, analyze complex situations and make reasonable decisions. If you do not possess these qualities to the proper extent, you may find it difficult to practice. complex species intellectual 1 activities, such as studying, problem solving, making non-standard and responsible decisions, organizing one’s own work and the work of other people, management, planning, control, research, construction and design.
It is within your power to develop your intellectual qualities. After all, the level of development of intellectual abilities is not a person’s height or blood type, which cannot be changed. Intellectual capabilities are not only a condition of learning, but also the result of previous learning. Intelligence tests are not intended to measure the inclinations of mental development, but only the level of development of skills and abilities of cognitive activity that you have developed today.
THINKING STUDY:
Complex battery of E. I. Stepanova for the study of thinking (verbal, figurative, practical)
The set consists of 10 methods designed to study verbal-logical, figurative and practical thinking, with standard scales and obtaining general IQ.
INTELLIGENCE STUDY:
D. Wechsler's test
Designed to study the level of development and structure of intelligence (verbal, non-verbal, general), it also allows you to determine the level of development of individual mental operations.
The adult version contains 11 subtests: general awareness, general understanding, arithmetic, establishing similarities, repeating numbers, vocabulary, encryption, missing parts, Kos cubes, sequential pictures, composing figures.
The children's version contains 12 subtests: general awareness, general understanding, arithmetic, establishing similarities, repeating numbers, vocabulary, encryption, missing parts, Braid cubes, sequential pictures, composing figures, labyrinths.
The technique allows you to differentiate mental retardation and mental retardation.
The form of conduct is individual only.
Intelligence test by R. Cattell
Designed to study the level of development of non-verbal (fluid, in the author's terminology) intelligence. Consists of two parts, each of which contains 4 subtests. There are two parallel forms. Is a speed test.
R. Amthauer Structure of Intelligence Test
The test was developed by R. Amthauer to diagnose general abilities in connection with the problems of professional psychodiagnostics.
The test consists of 9 subtests: logical selection, definition common features, analogies, classification, counting, number series, choice of figures, tasks with cubes, semantic memory. As a result of processing test results, it is possible to obtain standard assessments of verbal, spatial, numerical intelligence, semantic memory, and general intelligence.
The test is designed to measure the level of intellectual development of persons aged 13 to 61 years. The total examination time is 90 minutes.
The format is group and individual.
Form A and Form B.
Test by J. Ravenna
Designed to study the level of development of non-verbal intelligence.
The technique, intended for adults, exists in two versions:
Standard Progressive matrices - contains 5 series of 12 matrices (60 matrices). Intended for subjects from 16 to 65 years old.
Advanced progressive matrices contain two series: series I - 12 tasks, series II - 36 tasks. This version of the technique more accurately assesses the intellectual abilities of subjects falling into the top 25% of the population and allows one to measure the speed of intellectual work.
Children's version - Colored progressive matrices - techniques contains 3 series of 12 matrices (36 matrices). Intended for subjects from 5 to 11 years old (color matrices), from 5 to 14 years old and over 65 years old (black and white matrices).
In the classic version, it is an achievement test.
The format is group and individual.
Social intelligence test by J. Guilford and M. Sullivan
The technique is intended to diagnose the level and structure of social intelligence.
A test consisting of 4 subtests: three non-verbal and one verbal. As a result of processing the subject's responses, it is possible to obtain primary and standardized assessments of both social intelligence as a whole and its components: anticipation, nonverbal sensitivity, verbal sensitivity, dynamic analysis of behavior.
Is a speed test.
Intended for the study of adults.
Diagnosis of emotional intelligence
The questionnaire was proposed by N. Hall. The questionnaire consists of 30 statements, the degree of agreement with which the subject evaluates on a 6-point scale (from “completely agree” to “completely disagree”).
Emotional intelligence is understood as the ability to understand personality relationships, represented in emotions, and manage the emotional sphere based on decision making.
As a result of processing, assessments of both the integrative level of emotional intelligence and the levels of its constituent qualities are obtained: namely, emotional awareness, managing one’s emotions, self-motivation, empathy, recognizing the emotions of other people.
