Zabramnaya Sofia Davydovna is a professor at the Department of Oligophrenopedagogy at Moscow State Pedagogical University.
My pedagogical activity started in 1954 teacher of Russian language and literature at school. After defending her PhD thesis, she began to actively engage in the study, training and education of children with developmental problems, problems of differential psychological and pedagogical diagnosis. She traveled with lectures to various regions of Russia (more than 45 cities).
Repeatedly made presentations at International conferences abroad and in Russia; at scientific sessions, pedagogical readings, pedagogical marathons. Manages experimental sites in educational institutions. Provides advisory assistance to parents. Conducts direct psychological and pedagogical work with children. Author of more than 140 scientific, methodological and educational works dedicated to various aspects preschool, school and university education. Many works have been translated in Germany, Hungary, Mongolia, Bulgaria, Cuba; They were exhibited at VDNKh and won prizes in scientific competitions.
Under the leadership of Sofia Davydovna, 18 dissertations were defended for success in educational and methodological activities; she was awarded the badge “Excellence in Public Education”, “Excellence in Education of the USSR”, the medal “Veteran of Labor”, the Order “For Contribution to Enlightenment”, as well as diplomas of the MPSSSR, State Committee USSR on public education.
Books (7)
Practical material to conduct a psychological and pedagogical examination of children.
The manual presents practical material for the psychological and pedagogical examination of children in order to determine their capabilities in learning and establish the type educational institution.
Methodological recommendations for the manual
Given Toolkit fully correlates with practical materials for conducting PMPc by authors S.D. Zabramnoy, O.V. Borovik.
Contains detailed descriptions application of 115 tables to determine the mental development of preschool and junior children school age, published in the practical manual.
The manual contains materials that can be used as additional materials when studying mathematics and the Russian language (reading section), with students in the first grades of secondary secondary schools, and by students various types special (correctional) educational institutions.
Parents can use the materials in the collection to provide timely assistance to children experiencing learning difficulties.
Selection of mentally retarded children into special institutions
Issues related to the study of mental retardation are among the most important in defectology.
They are dealt with not only by oligophrenopedagogues, but also by specialists in related sciences: psychologists, neuropathologists, psychiatrists, embryologists, geneticists, etc. Attention to the problems of mental retardation is caused by the fact that the number of people with this type of anomaly is not decreasing. This is evidenced by statistical data from all countries of the world. This circumstance makes it paramount to create conditions for maximum correction of developmental defects in mentally retarded children.
Psychological and pedagogical diagnostics
Tutorial"Psychological pedagogical diagnostics» addressed to faculty students special psychology and correctional pedagogy (defectological faculties) pedagogical universities. The main purpose of the publication is to familiarize students with theoretical foundations psychodiagnostics of developmental disorders in children and show different approaches and ways of studying children with various developmental disorders.
The textbook contains factual material reflecting the features of the psychodiagnostic procedure for examining children with disabilities development, as well as characteristics of methods and techniques of psychological and pedagogical diagnostics.
S.D. ABROAD
PSYCHOLOGICAL
PEDAGOGICAL
DIAGNOSTICS
mental
development
2nd edition, revised
MOSCOW “ENLIGHTENMENT” “VLADOS” 1995
Zabramnaya S. D.
Z-12 Psychological and pedagogical diagnostics of mental development of children: Textbook. for students of defectology. fak. pedagogical universities and universities. - 2nd ed., revised. - M.: Education: Vlados, 1995. - 112 pp. - ISBN5-09-004905-X.
The textbook discusses the organization and content of the work of psychological, medical and pedagogical consultations (PMPC). The main attention is paid to staffing special (correctional) educational institutions for children with intellectual disabilities.
Intended for students of defectology departments of pedagogical universities, it may be of interest to teachers of preschool and school institutions, as well as members of the PMPK.
The 2nd edition (the 1st edition was published in 1988 under the title “Selection of mentally retarded children in special institutions”) is supplemented with material reflecting changes in the system of staffing special institutions in Russia.
A 4309000000-436
3 ---------- without announcement BBK 74.3
103(03)-95
Educational edition
ABROAD Sofia Davydovna
Psychological and pedagogical diagnostics of mental development of children
Head by the editors T. S. Zalyalova. Editor M. A. Stepanova. Art editor L. F. Malysheva. Technical editors O. V. Prokofieva,N.V. Slavskaya. Proofreaders N. V. Burdina, L. S. Vaitman
Delivered to set 12/09/93. LR No. 010001 dated 10.10.91. Signed for publication on 03/08/94. Format 84X108 1/32. Paper type No. 2. Literary typeface. High printing. Conditional oven l. 5.88. Conditional cr.-ott. 6.09. Academic ed. l. 6.08. Circulation 30,000 copies.
Order No. 4659.
Order of the Red Banner of Labor publishing house "Prosveshcheniye" of the Russian Federation Press Committee. 127521. Moscow, 3rd proezd Maryina Roshcha, 41.
Humanitarian Publishing Center "VLADOS". 117571, Moscow, Vernadsky Avenue, 88. Moscow Pedagogical State University, room. 452, tel./fax 437-99-98. 437-34-53.
Regional printing house of the press and information department of the Ivanovo region administration. 153628, Ivanovo, st. Typografskaya, 6.
ISBN5-09-004905-Х© Publishing house "Prosveshcheniye", 1995
From the author
Children with developmental disabilities need special attention and care. In order to help these children more effectively, early diagnosis of their condition is necessary. It is important not only to establish the presence of a particular defect, but also to determine its nature, structure, those qualitative and quantitative indicators that can serve as the basis for placing the child in an appropriate institution and subsequent correctional work.
Defectologists are faced with the task of psychological and pedagogical diagnosis, and above all, differentiation of different types of abnormal development.
In order to train highly qualified teachers in the departments of oligophrenopedagogy of defectology faculties of the country, a special academic discipline has been introduced, the main objectives of which are to reveal the theoretical foundations, organization and content of work on staffing institutions for children with intellectual disabilities, to equip students with knowledge about methods of psychological and pedagogical diagnosis of preschool and school children age, developmentally delayed, to develop practical skills in selecting children with intellectual disabilities for special (correctional) institutions, as well as in providing advisory assistance to parents of children with developmental disabilities.
This textbook examines one of the areas of psychodiagnostics - the diagnosis of mental development disorders, and reveals methods that make it possible to establish the presence or absence of signs that delimit mental retardation from similar conditions. The history of the issue of methods for identifying mental retardation in children is outlined, as well as the current state of the problem of staffing institutions for them in our country and abroad. The textbook reflects the scientific achievements of domestic and foreign psychologists and defectologists. It should also be borne in mind that a new standard regulation on psychological, medical and pedagogical consultations has been prepared.
Although the textbook is intended for students of defectology departments, it can also be used by employees of institutions for children with intellectual disabilities, and members of psychological, medical and pedagogical consultations that staff these institutions. This knowledge is also necessary for every teacher working with children.
Zabramnaya S.D. Practical material for conducting psychological and pedagogical examination of children: a manual for psychol.-med.-ped. commission - M.: Humanitarian, ed. VLADOS center, 2005. - 32 p. (Correctional pedagogy)
The manual presents practical material for the psychological and pedagogical examination of children in order to determine their capabilities in learning and establish the type of educational institution. The manual is intended for specialists of psychological, medical and pedagogical commissions and consultations, and can be used in training students of defectology departments of pedagogical educational institutions.
PREFACE
In Russia there is a differentiated network of preschool and school institutions for children with certain developmental disabilities. It is very important to promptly identify children in need of help, which can be provided to them in the appropriate institutions. For this purpose, children whose psyche and behavior deviate from the norms accepted for a given age are referred to the Psychological, Medical and Pedagogical Commission (PMPC). It is the PMPK that decides the issue of the type of special (correctional) institution where the child should be educated and raised. During a comprehensive and comprehensive psychological, medical and pedagogical examination, the type of disorder is established, as well as the individual characteristics of the child’s psychophysical development and his learning capabilities. For the final decision, it is important to identify the formation of learning skills; general awareness and social orientation; knowledge and ideas about the environment; formation of voluntary activity; state of cognitive functions, emotional-volitional, motor spheres (especially fine motor skills of the hands); adequacy of behavior. This information is equally important for both the psychologist and the defectologist when determining the form of education and developing the content of individual programs for the child’s correctional development.
To help those who conduct psychological and pedagogical examinations of children, material is offered that will supplement the data available about the child. The manual should not be considered as a guide to differential psychodiagnosis. The authors did not set out to create new technologies for psychological examination. Among the materials given in the manual, along with the author’s, there are well-known psychological techniques, as well as those borrowed from a number of literary sources, modernized and tested by the authors on a large number of children.
The manual consists of two parts and an appendix.
The first part gives general instructions to conduct a psychological and pedagogical examination.
The second part and appendix presents practical material and methods of its use in the process of psychological and pedagogical examination.
The application includes 115 tables that will help identify the characteristics of basic mental processes and the personality as a whole. In addition, they make it possible to determine the state of knowledge acquired at school and kindergarten.
This manual can provide significant assistance to members of psychological, medical and pedagogical commissions and consultations, as well as teachers and educators of special (correctional) institutions for children with developmental disabilities.
Psychologists can also use it when conducting differential diagnostics.
PART I. GENERAL METHODOLOGICAL INSTRUCTIONS FOR PSYCHOLOGICAL AND PEDAGOGICAL EXAMINATION
When examining children in the conditions of psychological-medical-pedagogical commissions (PMPC), you must first carefully familiarize yourself with the relevant medical and pedagogical documentation. This includes data from medical specialists about the child’s physical and mental health; the state of its analyzers; type nervous system, behavioral characteristics; reference from school or kindergarten(child’s communication skills with peers, adults, etc.); products of the child’s own activities (school notebooks, drawings, crafts, etc.).
Analysis of the data obtained allows us to examine the child taking into account his individual capabilities and characteristics. For example, it is advisable to examine children with severe developmental delays and low-contact children using play material. The same material should be widely used when examining children with speech and hearing impairments. preschool age. It is important that the proposed tasks are perceived and completed by them without significant participation of speech and possible tension.
For schoolchildren who have a negative attitude towards certain academic subjects due to constant poor performance, it is advisable to offer tasks in an entertaining, playful form. When examining children with increased exhaustion, it is necessary to use those tasks with the help of which the mental features of interest to the researcher can be revealed in the shortest possible time.
Direct study of the child begins from the moment he enters the room where the examination takes place. His reaction to a new situation (interest, indifference, fear, etc.), desire or reluctance to make contact, adequacy of behavior, etc. are subject to analysis when drawing up a conclusion by members of the psychological, medical and pedagogical commission.
One of the most effective means Relieving tension caused by unusual surroundings is free play. During such a game, contacts necessary for further work are established with the child. At the same time, members of the commission receive the first ideas about the characteristics of his psyche, behavior, and motor skills. It is important to trace the nature of the emotional reaction to the toys offered to the child, taking into account the age of the subject. Some children show intense joy at the sight of toys, others behave more restrained. Some children immediately start playing with the toys they like. Others limit themselves to randomly sorting them out, moving them from place to place.
It is necessary to find out whether the child’s interest in toys is persistent and whether the actions performed with them are reasonable. It should also be taken into account whether the child accompanies the game with speech and whether he addresses adults with questions.
To establish contact with the child and allow him to get comfortable, it is very productive visual activity. The drawing process proceeds more naturally if the examiners pretend to be busy with some kind of business. The child must be given the opportunity to feel that he is, as it were, alone with himself. You should start a conversation with your child only after he calms down or starts asking questions. Having started the conversation, you can ask what he is drawing at the moment, what color pencils he uses, etc. It should be noted whether the child can draw on an independently chosen topic and whether his interest in the activity he has started is persistent. Special studies show that analyzing a child’s drawing can provide valuable additional material both in establishing his intellectual capabilities, and in the differential diagnosis of certain personality conditions (the originality of patterns in epilepsy, schizophrenia, etc.). Researchers note the different nature of the drawings depending on the degree of intellectual decline in the child. For example, it was found that children with mild mental retardation are able to draw on independently chosen topics, but they often have inadequate deviations in the process of drawing from the initially chosen visual task and supplementing the drawing with objects that are not related to it. In the drawings of this category of mentally retarded children, violations of the logic of the image are noted. Sometimes these children use pencils while drawing different colors. In other cases, the entire drawing is logically unjustifiably done with a pencil of the same color. These children are more critical of their drawings than those who have more severe mental retardation. During visual arts activities, children with mild mental retardation may experience positive emotions.
Children with severe mental retardation draw on a very limited range of topics. The subject matter they chose was largely determined by what they had painted before. Children get distracted while drawing. The objects they depict are not logically connected to each other. When making a drawing, they use one or two colors. The mentally retarded in this group are little critical of the results of their activities.
These children cannot complete object representations. While drawing, they switch their attention to foreign objects and forget the instructions. As a rule, they use the pencil of the first color they come across.
A conversation with a child can also serve as a means of relieving tension and establishing contact. It should be remembered that during the conversation you can obtain a number of valuable information regarding the causes of deviations in the development and behavior of the subject. Therefore, the conversation should be thoughtful and purposeful. During the conversation, it is recommended to identify: a) the accuracy of the child’s ideas about himself, his family, immediate relatives, friends (last name, first name, patronymic, age) and the ability to differentiate the concepts of “family”, “neighbors”, “relatives”, etc. .; b) the nature of ideas about time (the ability to determine it by the clock, understanding the relationship between measures of time, etc.), the ability to distinguish between seasons according to their main features (rain, snow, wind, etc.), about natural phenomena (thunderstorm, hurricane and so on.); c) the ability to navigate in space (practical mastery of the concepts “further”, “closer”, “right”, “left”, “above”, “below”); d) a supply of information about the environment (information about one’s country, outstanding events, famous people).
The order in which the child is asked questions can be random. The questions themselves and their sequence depend on the age and individual characteristics of the child.
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Zabramnaya S.D. Practical material for conducting psychological and pedagogical examination of children: a manual for psychol.-med.-ped. commission - M.: Humanitarian, ed. VLADOS center, 2005. - 32 p. (Correctional pedagogy)One of the most effective means of relieving tension caused by unusual surroundings is free play. During such a game, contacts necessary for further work are established with the child. At the same time, members of the commission receive the first ideas about the characteristics of his psyche, behavior, and motor skills. It is important to trace the nature of the emotional reaction to the toys offered to the child, taking into account the age of the subject. Some children show intense joy at the sight of toys, others behave more restrained. Some children immediately start playing with the toys they like. Others limit themselves to randomly sorting them out, moving them from place to place.
It is necessary to find out whether the child’s interest in toys is persistent and whether the actions performed with them are reasonable. It should also be taken into account whether the child accompanies the game with speech and whether he addresses adults with questions.
To establish contact with the child and allow him to get comfortable, visual activities are very productive. The drawing process proceeds more naturally if the examiners pretend to be busy with some kind of business. The child must be given the opportunity to feel that he is, as it were, alone with himself. You should start a conversation with your child only after he calms down or starts asking questions. Having started the conversation, you can ask what he is drawing at the moment, what color pencils he uses, etc. It should be noted whether the child can draw on an independently chosen topic and whether his interest in the activity he has started is persistent. Special studies show that analysis of a child’s drawing can provide valuable additional material both in establishing his intellectual capabilities and in the differential diagnosis of certain personality conditions (originality of drawings in epilepsy, schizophrenia, etc.). Researchers note the different nature of the drawings depending on the degree of intellectual decline in the child. For example, it was found that children with mild mental retardation are able to draw on independently chosen topics, but they often have inadequate deviations in the process of drawing from the initially chosen visual task and supplementing the drawing with objects that are not related to it. In the drawings of this category of mentally retarded children, violations of the logic of the image are noted. Sometimes when drawing, these children use pencils of different colors. In other cases, the entire drawing is logically unjustifiably done with a pencil of the same color. These children are more critical of their drawings than those who have more severe mental retardation. During visual arts activities, children with mild mental retardation may experience positive emotions.
Children with severe mental retardation draw on a very limited range of topics. The subject matter they chose was largely determined by what they had painted before. Children get distracted while drawing. The objects they depict are not logically connected to each other. When making a drawing, they use one or two colors. The mentally retarded in this group are little critical of the results of their activities.
These children cannot complete object representations. While drawing, they switch their attention to foreign objects and forget the instructions. As a rule, they use the pencil of the first color they come across.
A conversation with a child can also serve as a means of relieving tension and establishing contact. It should be remembered that during the conversation you can obtain a number of valuable information regarding the causes of deviations in the development and behavior of the subject. Therefore, the conversation should be thoughtful and purposeful. During the conversation, it is recommended to identify: a) the accuracy of the child’s ideas about himself, his family, immediate relatives, friends (last name, first name, patronymic, age) and the ability to differentiate the concepts of “family”, “neighbors”, “relatives”, etc. .; b) the nature of ideas about time (the ability to determine it by the clock, understanding the relationship between measures of time, etc.), the ability to distinguish between seasons according to their main features (rain, snow, wind, etc.), about natural phenomena (thunderstorm, hurricane and so on.); c) the ability to navigate in space (practical mastery of the concepts “further”, “closer”, “right”, “left”, “above”, “below”); d) a supply of information about the environment (information about one’s country, outstanding events, famous people).
The order in which the child is asked questions can be random. The questions themselves and their sequence depend on the age and individual characteristics of the child.
In some cases (if hearing or speech is impaired), oral questions can be replaced by a picture, which will reveal the same information. For example, a picture depicting absurd situations causes children to laugh and make an involuntary statement about the absurdity of what is depicted, which is already an indicator of their understanding of what they saw.
After establishing the necessary contact with the child being examined using the means mentioned above (free play, visual activity, conversation), you can begin to study the characteristics of his perception, memory, attention, mental activity, speech imagination, motor skills, emotional-volitional sphere, personality as a whole and state of school knowledge. All this can be identified using various diagnostic equipment (toys, tables) and psychological techniques. During the research process, you should pay attention to a number of the following points.
Understanding the instructions and purpose of the task. Before presenting any task to the child, one or another instruction is given. Each time it is important to determine whether the child perceives the instructions and makes attempts to understand them. Intellectually intact children listen carefully to the instructions and, in case of misunderstanding, ask them to repeat them. Children who are mentally retarded, as well as children with attention disorders or who are simply not able to work properly, do not pay due attention to the instructions and, without listening to it to the end, begin to complete the task at random.
It is important to identify what type of instruction is understandable to children: verbal; speech, accompanied by a visual demonstration; speechless.
Children with normal intelligence and intact hearing perform tasks accessible to their age according to oral instructions. In some cases, it is enough for them to visually present the task without any verbal instructions. Let's give an example. The child is shown a picture with inserts inserted into it (see Tables 26, 27), then the inserts are taken out and placed in front of the child next to the picture. Children usually understand that they need to insert the earbuds into the appropriate place. In another case, a picture is placed in front of the child (see Tables 43, 44), which depicts several ridiculous situations. An intellectually intact child usually understands that it is necessary to name the absurdities depicted. Mentally retarded children usually need to be given instructions and asked leading questions. In the first case: “Put it in place”, and in the second - “What is drawn incorrectly?” Children with a significant decrease in intelligence begin to understand instructions only after an adult shows how to complete a task. It is important to establish whether the child is able to retain in memory the instructions given to him. Mentally retarded children often do not remember instructions and therefore cannot finish the work they start. The same can be said about children with impaired performance, memory and attention deficiencies.
The nature of the activity when performing tasks. In all cases, it is important to establish whether the child performs the task proposed to him with interest or formally. In addition, you need to pay attention to the degree of persistence of the interest that has arisen.
It is important to find out how thoughtfully the work proposed to the child is carried out. Best results purposefully working children achieve. Disadvantages can be expressed in the unsystematic, chaotic nature of all activities or “slipping” from a correctly started solution. Such deficiencies are also found in intellectually intact children, as well as in children with delayed psychophysical development. However, in mentally retarded people these manifestations are much more common and more pronounced.
It is necessary to pay attention to the ways in which the child solves the problems proposed to him. Children with normal intelligence try to find original and economical ways actions. Mentally retarded people usually act in a pattern or even in an inappropriate, inadequate manner.
It is important to find out how concentrated the child is working and what his performance capacity is. Some children are attentive all the time, others are constantly distracted and quickly become exhausted. In the second case, you need to determine what has a greater impact on the nature of your activity: inability to concentrate or rapid exhaustion.
It should also be established whether the child knows how to use the help offered to him if necessary. The more pronounced this ability, the higher the child’s learning ability. The extent and nature of assistance can vary greatly. Let's give an example. The child is read the text and asked to convey its meaning in his own words. Sometimes a re-reading is required, in other cases it is necessary to ask clarifying questions, present a picture, etc.
Intellectually intact children perceive help and are able to use the method of action shown to them when performing similar tasks. The mentally retarded need much more help. However, it does not give any noticeable effect. These are children with learning disabilities.
An important quality of activity is the child’s ability to exercise control at each stage of the task, as well as the volitional efforts that are required from him in solving the task.
The child's reaction to the results of work. As a rule, children with normal intelligence are able to evaluate the work they have done. They rejoice at their successes and are sad about their failures.
Some children with behavioral difficulties pretend that they are not bothered by their lack of achievements.
Mentally retarded children are not always able to correctly evaluate the results of their work. However, they are not indifferent to the assessment of their activities by others.
With severe mental retardation, children cannot evaluate their work and are indifferent to the opinions of others about it.
General emotional reaction to the fact of the examination. Mentally normal children show a certain shyness and wariness during examination.
An indifferent attitude towards the fact of the examination, and sometimes a familiar attitude towards the members of the commission, is most often found in mentally retarded children.
Some children exhibit increased euphoria (excessive, unreasonable cheerfulness). This behavior may be a symptom mental illness and should be alarming. Such children should become an object special attention by a psychiatrist.
In all cases, care must be taken to create a calm environment. The PMPK members examining the child should talk to him in a friendly, even tone so that the child feels confident from the very beginning. You need to start with easy tasks that are obviously within the child’s ability. Only after he has managed to complete the task can you begin to offer more complex tasks that are appropriate for his age. It is advisable to observe this condition throughout the entire examination. As soon as the child cannot solve the task and begins to worry, an easier task should be offered, after which he should return to the unsolved one. It is necessary to encourage the child in the process of work.
Important methodological principle psychological and pedagogical examination is the alternation of tasks of a verbal and non-verbal nature: children get less tired with this method of work. At the same time, it is advisable to give the entire examination process a playful character, and select tasks that arouse interest and desire to study.
PART II. PRACTICAL MATERIAL AND METHOD OF ITS USE IN THE PROCESS OF PSYCHOLOGICAL AND PEDAGOGICAL EXAMINATION
For the psychological and pedagogical examination of children, we recommend an approximate list of materials that can be used depending on the purposes of the study, the individual characteristics of the children and their age. It should be noted that experimental psychological methods and test material are used, as a rule, by a psychologist. The tasks given on the tables in the appendix, as well as game material, are used by a defectologist in a psychological and pedagogical examination.
To study attention.
1. Forms for “Corrective tests” (Bourdon, Pieron-Ruzer methods, Wechsler coding).
2. Tables for counting multi-colored circles in sectors of a circle (Rybakov’s method).
3. Tables for simultaneous counting of figures of two types (00+0++0...) (Rybakov’s method).
4. Schulte tables (5 tables with randomly located numbers from 1 to 25).
5. Tables showing objects with missing parts (from Wechsler’s method).
6. Forms for the “Counting according to Kraepelin” method.
7. Forms for the Munsterberg method.
8. Materials from this manual (Appendices).
To study perception.
1. Tables depicting the outline, silhouette, parts of familiar objects. “Noisy” images (objects are drawn in, superimposed on one another - Pop-Pelreytor figures).
2. “Mailbox” (box of forms).
3. Seguin boards of different complexity options.
4. Koos cubes.
5. Tables with images of objects that should be completed (methodology by T.N. Golovina).
6. A set of subject pictures, cut into 2-3-4 parts.
7. Pictures for determining the right, left side, the concepts of “top”, “bottom”, “middle”.
8. Methodology “Standards”.
9. Methodology “Raven’s Progressive Matrices”.
To study thinking.
1. Tables with images of objects, one of which is not suitable for certain characteristics (size, shape, color, generic category).
2. Tables with tasks to exclude a concept that does not fit the rest.
3. Tables with logical tasks and search for patterns.
4. Forms for the “Identification of essential features” method.
5. Forms for the methods “Simple analogies”, “Complex analogies”.
6. Tables with proverbs and sayings.
7. Scene pictures for comparison; tables with tasks for comparing words and concepts.
8. A set of plot pictures of varying degrees of complexity (simple, with hidden meaning, ridiculous content, a series depicting a sequence of events).
9. Tables with texts of varying complexity (simple descriptive, complex, with conflicting content).
10. A set of cards depicting objects of different generic categories to study the classification operation.
11. Tables with riddles.
12. Forms with words for studying associations (one of the options is the selection of words that are opposite in meaning).
13. Tables and cards for conducting a “learning experiment” (methodology by A. Ya. Ivanova).
14. Tables with tasks for “schematization” (Wenger’s technique).
15. Materials from this manual (Appendices).
For memory research.
1. Tables with images of familiar objects for memorization (possible different variants: remembering numbers, letters, words, geometric shapes, subject images, etc.).
2. Forms for the method for memorizing 10 words.
3. Pictures for indirect memorization of words with images of objects (methodology of A. N. Leontyev).
4. Pictogram (method of A. R. Luria).
5. Forms with texts for reproduction.
6. Materials from this manual (Appendices).
To study the emotional-volitional sphere, personality traits.
1. Tables with a set of tasks for the methodology for studying the level of aspirations.
2. Forms for studying self-esteem using the Dembo-Rubinstein method.
3. Tables with variants of tasks for studying volitional efforts.
4. Sets of plot paintings depicting various situations to be assessed (moral, aesthetic, etc.).
5. Methodology for studying frustration reactions (“Methodology of Picture Frustration” by Rosenzweig).
6. Forms with the method of unfinished sentences.
7. Tables for the Rene-Gilles method.
8. A series of paintings (from the TAT method) for exploring personality, interests, internal experiences, etc.
9. Drawings with stimulus material from the Rorschach test.
10. Materials from this manual (Appendices).
