The methodology is the results of the study. Method “What am I?” (R.S

Target. Identification of characteristics and level of self-esteem in adolescents.

Research procedure: the child is asked how he perceives himself and evaluates ten different positive personality traits. The assessments proposed by the child to himself are presented in the appropriate columns of the protocol, and then converted into points. The scales represent the following personality traits: smart, handsome, kind, honest.

The assessment criteria for the assignment are:

The nature of self-esteem.

According to the methodology, the nature of self-esteem is determined in accordance with the level chosen by the child and was assessed as high, low, average. The method used a point assessment (according to R.S. Nemov).

A child’s self-esteem is determined by the total points scored for all personality traits.

Self-esteem levels:

10 points – very high;

8 – 9 points – high;

4 – 7 points – average;

2 – 3 points – low;

0 – 1 points – very low.

The results of the self-esteem study are distributed across 5 levels.

3. test “Finding a quantitative expression of the level of self-esteem”

Target. Identify a quantitative expression of the level of self-esteem.

Equipment: words characterizing individual personality qualities: accuracy, thoughtfulness, quick temper, sensitivity, pride, sadness, cheerfulness, caring, envy, shyness, rancor, sincerity, sophistication, capriciousness, gullibility, slowness, suspiciousness, vindictiveness, persistence, tenderness, ease , nervousness, indecisiveness, lack of restraint, charm, touchiness, caution, responsiveness, pedantry, mobility, suspicion, adherence to principles, poetry, contempt, cordiality, looseness, rationality, decisiveness, self-forgetfulness, restraint, compassion, modesty, patience, cowardice, enthusiasm, perseverance , compliance, coldness, enthusiasm.

Research procedure. The subject carefully looks through a list of words that characterize individual personality traits. Based on the proposed list, the respondent writes down 20 significant personality traits in the second column of the table, 10 of which describe the ideal person from the point of view of the person being tested, and the other 10 are negative, that is, those that the ideal should not have in any case.

After the second column of the table is filled in, the subject begins to fill out column X1, working with words from the second column. He must describe himself in such a way that in the first place of column No. 1 there is the quality that is most inherent to him, in the second place - inherent, but less than the quality that is written under No. 1, etc. Number 20 should be the quality that is least characteristic of the subject. The order of positive and negative qualities is not taken into account in this case. The main thing is to describe yourself as accurately as possible.

After this stage of work is completed, the subject fills out column X2. in it he must describe his ideal person, putting in the first place in the column the quality that, in his opinion, should be expressed most in an ideal person, in the second place - expressed, but less than the first, etc. Number 20 should be a quality that ideally should practically not exist. To fill out this column of the table, the subject must work only with words from column No. 2. (Column No. 1 with a description of himself must be covered with a sheet of paper while filling out column X1).

In column No. 4, the respondent must calculate the difference in rank numbers for each written quality. For example: a property such as “neatness” is ranked 1st in the first column, and rank 7 in the third. d will be equal to 1-7= -6; such a quality as “responsiveness” is ranked 3rd in both the first and third columns. In this case, d will be equal to 3-3=0; such a quality as “carelessness” in the first column is in rank 20, and in the third – in rank 2. in this case d will be equal to 20-2=18, etc.

Column No. 6 calculates the sum d², that is

∑ d²= d1 ² + d2 ² + d3 ² + … + d20 ²

Comparative analysis of research results.
During the control stage of the study, we identified the level of interpersonal relationships of children of senior adolescence in grade 8 “b” of school No. 30. For this, the same methods were used as at the initial stage of the ascertaining experiment (“Sociometry” by R.S. Nemov, assessment test communication skills of A.A. Karelina) Results of the method...

Experiments by famous psychologists that gave impetus to the development of child psychology
The greatest contribution to the development of child psychology was made by the famous Russian psychologist Lev Semenovich Vygotsky. Vygotsky approached his studies of the mental development of children from the philosophical and political position of Karl Marx’s theories about the state and labor relations. Marx's idea was that if everyone worked together for the common good...

Skill 5
Situation 1. Complete the formula of a simple categorical syllogism. Replace symbolically expressed logical terms with concepts so that as a result you come to a meaningful conclusion. M a P S a M ? Solution: No. Algorithm Specific correspondence of this situation to the proposed algorithm 1 Completion of the formula for a simple...

Method "Attention span" ( according to Schulte )

Target: Determination of the volume of dynamic attention.

Range of application: The technique is used to examine both adult subjects and schoolchildren, starting from primary school age.

Equipment: Stopwatch, pointer, 5 Schulte tables. Each table is a square (approximate size - 20x20 cm), divided into 25 cells. In each table, numbers from 1 to 25 are arranged in random order. The height of the numbers is 2 cm, written with a pen and black ink. Table No. 1 is used for instruction, tables No. 2-5 - for experimental examination.

Sample tables

Experimental procedure: The experiment is carried out individually. The subject is shown table No. 1 and at the same time given the instructions: “There is a table in front of you. The table contains numbers from 1 to 25 randomly, in random order. Your task is to find all the numbers in order, show them with a pointer and at the same time call them out loud. For example... Try to work as quickly as possible. Have questions?"

Then the subject is sequentially presented with four tables (No. 2-5). For each of the tables, the experimenter records the time it takes to complete the task and records the results in the protocol.

Sample protocol

Processing the results

1. The total time of searching for numbers in all four tables is calculated. This indicator characterizes the subject's attention span. The shorter the task completion time, the greater the volume. To draw a conclusion about the degree to which the attention span of a particular subject corresponds to the age norm, it is necessary to compare its results with the group average for a given age.

2. Another processing option is possible. It consists in the fact that the total time for completing a task according to a special table is converted into a scale rating, and then the scale rating is interpreted. However, such standardization of results was carried out on two age groups: primary schoolchildren and adults in the study by S.A. Lukomskaya and E.F. Rybalko. Therefore, the table below can be used as a guide only. The translation of the results into a scale assessment is carried out in order to compare the level of attention span of a given subject and other properties of his attention (see the “Corrective test” technique).

The interpretation of the scale assessment is carried out traditionally:

Table for converting task completion time to scale rating

Conclusion: The conclusion indicates the compliance or non-compliance of the subject’s attention span with the age norm.

Memory

Methodology "Determination of memory type"

Target: determination of the predominant type of memory. Equipment: four rows of words written on separate cards; stopwatch. For memorization by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot. For memorization during visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck. For memorization during motor-auditory perception: steamboat, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose. For memorization with combined perception: train, cherry, notebook, autumn, floor lamp, clearing, thunderstorm, mushroom, cup, chicken.

Research procedure. The student is informed that a series of words will be read to him, which he must try to remember and, at the experimenter’s command, write down. The first row of words is read. The interval between words when reading is 3 seconds; The student must write them down after a 10-second break after finishing reading the entire series; then rest for 10 minutes.

The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

The experimenter shows the student the words of the fourth row and reads them to him. The subject repeats each word in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

Processing and analysis of results. A conclusion can be drawn about the predominant type of memory of the subject by calculating the memory type coefficient (C). C = , where a is 10 the number of correctly reproduced words.

The type of memory is determined by which of the rows had greater word recall. The closer the memory type coefficient is to one, the better developed this type of memory is in the subject.

Thinking

Methodology "Studying the speed of thinking"

Target: determination of speed of thinking. Equipment: set of words with missing letters, stopwatch. Words:

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible. Processing and analysis of results: 25-30 words - high speed of thinking; 20-24 words - good speed of thinking; 15-19 words - average speed of thinking; 10-14 words - below average; up to 10 words - inert thinking. These criteria should be used when assessing students in grades 2-4; first graders can be examined from the second half of the year and counting starts from the third level: 19-16 words - high level of thinking; 10-15 words - good; 5-9 words - average; up to 5 words - low.

Cognitive thinking styles

In order to successfully build relationships with others, a child must first of all adequately perceive and evaluate his own personality and actions. But how can you determine how objective your baby is towards himself? In childhood, self-attitude is influenced by many factors. A simple and informative way to identify a child’s self-esteem is the “What Am I?” technique.

The essence of the methodology for studying self-attitude of R.S. Nemova “What am I?”

The great German writer Johann Wolfgang von Goethe wrote: “Whoever feels his own significance becomes significant to others.”

To determine a child’s self-attitude, it is very convenient to use the “What am I?” technique. Robert Semyonovich Nemov - Doctor of Psychology, member of the Academy of Pedagogical and Social Sciences of Russia, specialist in the study of general psychology. Diagnostics can be carried out starting from preschool children, as one of the tools for determining the child’s readiness for school, as well as during the transition to 5th grade, when the child is faced with the need to adapt to a new team of teachers and, possibly, students, if in the middle level, for example, specialization of training is assumed. Testing consists of a verbal assessment (orally for children and written for middle-level students) of 10 personality traits proposed by the experimenter.

The procedure for conducting the test among preschoolers, primary schoolchildren and older children

Testing among preschoolers and primary schoolchildren is carried out individually, since during the test the adult will have to simultaneously mark the answers chosen by the test taker. And in the middle level, it is possible to organize the test in small groups; at this age, children are able to independently enter indicators into their personal protocols.

Children are voiced or given a written list of 10 personality traits that need to be assessed by “trying on” themselves:

• good;
• good-natured;
• smart;
• neat;
• flexible;
• attentive;
• polite;
• capable;
• efficient;
• sincere.

The names of qualities for subjects of preschool age (and sometimes primary school) can be slightly simplified and expanded by replacing “good-natured” with “kind”, “neat” with “neat”, and so on.

To obtain objective data, the experimenter must clearly explain to the subject how the testing is carried out. Instructions for preschoolers and primary schoolchildren:

1. The experimenter gives the task: “Now I will tell you the qualities of a person, and you, after thinking, tell me which of them apply to you. What are you like?
2. The adult then explains: “You can use the words ‘yes’, ‘no’, ‘sometimes’ and ‘I don’t know’.”
3. After which the organizer clarifies: “Take your time, listen carefully to what is being said, and say the answer out loud.”
4. The experimenter names the quality, making sure that the child knows the meaning of the word.
5. After the subject’s answer, the adult makes a corresponding note in the protocol.

Instructions for middle school students:

1. Children are given protocols that are signed by the subjects.
2. The organizer explains that for each quality the child must give himself a mark, but not a simple one, but a verbal one (“yes”, “no”, “sometimes”, “I don’t know”).
3. The experimenter draws the children's attention to the fact that they should not think long about the answers; it is better to mark the first possible word that comes to mind.
4. Next, the adult makes sure that the children are familiar with the meanings of all characteristics, and the children begin to complete the test.
5. After everyone has completed their work, the minutes are collected.

File: Sample test protocol

Processing and interpretation of results

For each “yes” answer, the test taker receives 1 point, for “no” - 0, and for “I don’t know” and “sometimes” - 0.5 points. The results are added up, and based on the sum, a conclusion is made about the child’s level of self-esteem:

• 10 points - overpriced;
• 8–9 points - high;
• 4–7 points - normal;
• 2–3 points - low;
• 0–1 point - inadequately low.

An adult can also assess how adequate the test taker is by paying attention to additional words in the answers if testing was done orally. Thus, positive statements regarding obedience and honesty indicate the child’s objective attitude towards himself. But if the test taker claims that he is always honest and obedient, then we can conclude: the test taker is often uncritical of himself.

To determine the degree of objectivity of self-esteem, you can compare the answers of a preschooler or schoolchild with those that parents will give about him. This addition is not provided for by the original methodology, however, practicing child psychologists have proven through experience that the results of adults help to better understand the characteristics of their children’s attitude towards themselves.

Method “What am I?” allows you to determine how adequately the child treats himself. Based on the results of the preschooler’s test, we can draw a conclusion about how the little person will feel in a team and perceive criticism. For older children, it is recommended that the diagnosis be carried out, supported by a conversation with the parents of the subject - this way the picture of personal qualities is more complete.