OPTION 1.

Source: Zabramnaya S. D. "From diagnosis to development." - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New School, 1998 - 144 p.

Objectives of the study
Analytical-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is studied. Ability to make generalizations. Logical validity and purposefulness. Clarity of presentation. Using help.

Equipment
Three drawings of varying complexity.
In the figure (APPENDIX 1) there are three squares, each with four figures, one of which does not fit according to one characteristic (size, color, shape). Offered to children from 5 years old.
In the figure (APPENDIX 2) there are three squares, each with four objects: three from one generic group, and the fourth from another generic group. Offered to children from 6 years old.
In the figure (APPENDIX 3) there are three squares, each with four word-concepts, one of which does not fit. Offered to children from 7 years old.

Procedure
APPLICATIONS 1, 2, 3 are offered in turn.

When working with APPENDIX 1, the instruction is: “Tell me what doesn’t fit here?”
When working with APPENDIX 2, they first ask you to name what is drawn, and then ask: “What doesn’t fit here?” Help: “There are three objects (pictures) that are somewhat the same, but one doesn’t fit. Which one?”
When working with APPENDIX 3, the researcher himself reads the words, and then asks the child to name the word that does not fit the others. If the answer is correct, they are asked to explain the choice.

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify the feature that distinguishes the figure from the rest. Give a verbal justification for the principle of identifying a figure. When working with pictures, they are also able to make independent generalizations and justify the selection of an inappropriate picture. When highlighting concept words, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age varies among children. Some immediately identify essential signs, others pay attention to secondary signs. This indicates insufficient formation of the higher levels of generalization. However, in children with normal mental development there are no cases of inadequate performance of this task.

Children are mentally retarded do not understand instructions and do not complete tasks independently. By the age of 6-7 years, they visually distinguish size and color, but find it difficult to make verbal generalizations even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Children with mental retardation understand the instructions and complete the tasks (APPENDIX 1). The task (APPENDIX 2) to establish clan groups and justify them is difficult. Organizational assistance is effective. Work with the selection of words and concepts (APPENDIX 3) is carried out with leading questions, repeated readings, and clarifications. Children have difficulty explaining the principle of selection. They have the greatest difficulties with verbal justification.

ANNEX 1.

APPENDIX 2.

APPENDIX3.

OPTION 2.

Source: Nemov R. S. "Psychology in 3 volumes." - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. In the method, children are presented with a series of pictures (APPENDIX 4), which present different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is the odd one out. Look carefully at the pictures and determine which item is superfluous and why.”
3 minutes are allotted to solve the problem.

Evaluation of results

10 points- the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra.
8 —9 points- the child correctly solved the problem in a time from 1 minute to 1.5 minutes.
6 —7 points— the child completed the task in 1.5 to 2.0 minutes.
4 -5 points— the child solved the problem in a time from 2.0 to 2.5 minutes.
2 —3 points- the child solved the problem in a time from 2.5 minutes to 3 minutes.
0—1 point- the child did not complete the task in 3 minutes.

Conclusions about the level of development

10 points- very tall
8 —9 points- high
4 —7 points- average
2 —3 points- short
0 - 1 point - very low

APPENDIX 4 A.

APPENDIX 4 B. Additional materials for the “What’s extra?” method

OPTION 3.

Source: Almanac of psychological tests - M.: KSP, 1996 - 400 p.

To conduct the study, you will need forms of the “Exclusion of Superfluous” technique, which allows you to assess the subject’s ability to generalize and identify essential features. The technique consists of series, each series contains 4 words. (2 options offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: A form with a printed series of four to five words.

Instructions and progress: I present the form to the subject and say: “Here, on each line, five (four) words are written, of which four (three) can be combined into one group and given a name, and one word does not belong to this group. He needs to be found and eliminated (crossed out).”

Form for verbal version

OPTION 1.
1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pliers, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, be indignant, be indignant, understand.
16. Success, failure, luck, winning, peace of mind.
17. Brave, courageous, determined, angry, courageous.
18. Football, volleyball, hockey, swimming, basketball.
19. Robbery, theft, earthquake, arson, assault
20. Pencil, pen, drawing pen, felt-tip pen, ink.;

OPTION 2.
1) book, briefcase, suitcase, wallet;
2) stove, kerosene stove, candle, electric stove;
3) watch, glasses, scales, thermometer;
4) boat, car, motorcycle, bicycle;
5) plane, nail, bee, fan;
6) butterfly, caliper, scales, scissors;
7) wood, whatnot, broom, fork;
8) grandfather, teacher, father, mother;
9) frost, dust, rain, dew;
10) water, wind, coal, grass;
11) apple, book, fur coat, rose;
12) milk, cream, cheese, bread;
13) birch, pine, berry, oak;
14) minute, second, hour, evening;
15) Vasily, Fedor, Semyon, Ivanov.

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

Number of points		Characteristics of problem solving
		The subject correctly and independently names the generic concept to designate:
5 ---	---- 5
		First he names the generic concept incorrectly, then he corrects the mistake:
4 ---	---- 4	1) to designate objects (words) combined into one group; 2) to designate an “extra” object (word).
		Independently gives a descriptive characteristic of the generic concept to denote:
2,5 ---	--- 2,5	1) Objects (words) combined into one group; 2) an “extra” object (word).
		The same, but using the researcher to indicate:
1 ---	--- 1	2) an “extra” object (word).
		Cannot define a generic concept and does not know how to use help to designate
0 ---	--- 0	1) objects (words) combined into one group; 2) an “extra” object (word).

If the subject copes with the first three to four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision or choose a name for a group of objects, then we can draw a conclusion about his intellectual
insufficiency.
If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects are somehow involved), then this is an indicator of concrete thinking, the inability to build generalizations based on essential characteristics.

APPLICATION.

Belopolskaya N.L. Elimination of items (Fourth odd). Instructions for use + Stimulus material

ISBN: 978-5-89353-284-5, Publisher: "Cogito-Center", Year of publication: 2009, Dimensions (manual): 140x205 mm. Dimensions (cards): 115x115 mm. Cover: softcover. Circulation: 1500 copies - 28 pages.

Methodology “Elimination of the fourth odd one out”

Target: explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child.

Stimulus material: pictures depicting 4 objects, one of which does not fit the others according to the following characteristics: 1) size; 2) in form; 3) by color; 4) by generic category (wild - domestic animals, vegetables - fruits, clothing, furniture, etc. - 4 pieces from simple to complex)

Procedure for carrying out the technique: The child is presented with a series of pictures showing different objects, accompanied by the following instructions: “In each of these pictures, one of the four objects depicted on it is odd. Look carefully at the pictures and determine which item and why is superfluous.” 3 minutes are allotted to solve the problem.

Evaluation of results. 10 points – the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra. 8-9 points – the child correctly solved the problem in 1 to 1.5 minutes. 6-7 points – the child completed the task in 1.5 to 2 minutes. 4-5 points – the child solved the problem in 2 to 2.5 minutes. 2-3 points – the child solved the problem in 2.5 to 3 minutes. 0-1 point – the child did not complete the task within 3 minutes.

Conclusions about the level of development. 10 points – very high. 8-9 points – high. 4-7 points – average. 2-3 points – low. 0-1 point – very low.

Stimulus material:

In the second part of our game from the “The Fourth Odd One” series, we will look for an object that is inappropriate in meaning. And if in the first part we were looking for unnecessary things among geometric shapes, then this time the objects will be completely different. These could be toys, clothes, animals, birds, plants and flowers. And your task is to find one of the four objects that does not fit with the others. The reasons can be completely different - different color or size, different seasons, different properties and behavior. It is very difficult to explain in words - you need to play and try. In order to select an inappropriate item, click on it with the mouse, or with your finger if you are playing on a tablet or smartphone. And if you guessed right, you move to the next level. By the way, there are only 30 levels in this educational game, and we tried to make each subsequent one more difficult than the previous one. And even if you didn’t make it, it’s okay. You can't lose in this game for kids. Just choose another subject. By the way, if you do not agree with our opinion, write in the comments. Let's make a children's website together!

Information for parents(How to help your child play games from the “Ted Four” series)

Detailed instructions are given using the example of the first task, which, in the opinion of an adult, is accessible and interesting for the child. Moreover, we tried to do tasks in these games in increasing order. The first ten should not cause difficulties and it is on them that the examples should be analyzed together.

Instructions. "Each picture shows 4 objects. Three of them can be combined with each other, can be called in one word, but the fourth object does not fit them. Find which one?"

If the child cannot immediately understand this explanation of the task, he is given additional explanation. “Find this unsuitable item, tell me why it doesn’t fit with the others. How can you name the remaining 3 items in one word?”

If the child still finds it difficult to answer, the adult analyzes the task independently and in as much detail as possible, gives a designation to all three objects (figures) and explains why the fourth object (figure) should be excluded.

A good indicator of successful, meaningful completion of tasks is the independent selection of an “extra” object (figure) and generalization of the remaining objects (figures) according to a common characteristic, for example; toys, clothes, dishes, quadrangles, furniture, shoes, etc.

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The ability to highlight the main thing is valuable not only in learning, but also in life in general. However, even such a seemingly natural action of the child must be taught. But first it is worth diagnosing the ability to identify essential features of phenomena and objects. For these purposes, the “Exclusion of the Superfluous” technique is used.

The essence of the method “Elimination of the fourth odd one out”

• generalize concepts and objects based on certain characteristics;
• abstract from the material covered in order to concentrate on new things;
• highlight the essential qualities of concepts united by a common feature.

Stimulus material is presented in two forms: objective and verbal. In the first case, to conduct the test you will need 7 sets of 4 cards with images of 4 objects, among which one does not fit the others in terms of:

• Group I - simple generalizations (for example, 3 trees and a flower);
• Group II - standard generalizations (3 fruits and cheese);
• Group III - differentiated generalizations (3 pieces of outerwear and a swimsuit);
• Group IV - generalizations, complicated in name and essence (3 dairy products and bread);
• Group V - generalizations requiring a detailed answer (3 things for a baby and a hammer);
• Group VI - tasks with two solutions (chicken, chick, duck and egg);
• Group VII - provocative tasks (lemon, pear and pepper are yellow, and grapes are blue), when solving which the child should rely on the essential characteristics of objects, and not on external ones. Such cards help test the experimenter’s assumptions about the concreteness or inertia of thinking.

For the verbal form of the test, a form with 12 lines of 5 words printed is used. The principle of operation is the same: you need to cross out a word that does not match one of the 4 criteria mentioned above, and then explain your choice.

The diagnostic procedure for preschoolers and primary schoolchildren

The test is carried out individually; the child is given 3 minutes to work with all the cards. After this time, the adult enters into the pre-prepared protocol the card number, the word excluded by the child, as well as a brief explanation given by the subject for his choice, or a leading question that led him to the answer.

Diagnostic instructions:

1. Together with the child, the experimenter looks at the pictures of the first card. The adult explains: “In these pictures you see four objects. Three of them are similar, they can be called in one word, and one is inappropriate. Name the extra one and tell me what word can combine the remaining three.”
2. The teacher reviews the first card with the subject.
3. Then the child independently works through the remaining material in a set time. In case of difficulties, an adult can ask a leading question. For example, on card 2 of group I, trees with foliage and a Christmas tree are depicted. The subject can correctly exclude the object (the Christmas tree), but the explanation given is not entirely suitable: “These trees have leaves on their branches, but the Christmas tree has needles.” In this case, the teacher should praise the child, but say that there is a more correct explanation (some trees shed their leaves, but the Christmas tree is always green). However, for the objectivity of the data, you should not tell the subject whether he answered correctly or not; it is better to recommend thinking again.

The verbal version of the test can be carried out in groups; 3 minutes are given to practice the diagnostic form.

Instructions for organizing verbal testing:

Files: Samples of stimulus material

Processing and interpretation of results

The assessment of a child’s thinking processes is carried out based on the tasks of which group of cards the child completed:

• Group I - the subject can make simple generalizations;
• Group II - the child establishes the simplest cause-and-effect relationships and is able to generalize;
• Group III - the child differentiates generalizations based on the essence of objects;
• Group IV - the subject can independently analyze, look for a common feature and formulate it verbally;
• Group V - the child knows about the functions of simple objects, can create complex speech formulations and explanations;
• Group VI - the child can find two solutions to one problem;
• Group VII - the subject shows non-standard methods of generalization.

A 3-year-old child with normal intellectual development copes with tasks of group I, 4 years old - I and II categories, at 5 years old the test subject can easily examine group III cards, as well as some items from IV and V. At 6 years old, the child is able to work with material I- VI categories, and at a later age children successfully complete tasks from all groups.

For correct diagnosis of verbal testing, a special scale has been developed that assesses attention. The number of points depends on the correctness of the task and the time spent on it.

Based on the time spent completing the test, one can judge the level of development of critical thinking:

• syncwine (creating 5 line unrhymed poems to define a concept), more about which you can read in the article “”;
• INSERT (highlighting the main thing when reading or listening in a special table) - it is described in the material “INSERT in school lessons: what is a technique and how to use it”;
• fishbone (drawing up a short cause-and-effect chain of a particular issue) - you can learn about this technique from the article “Fishbone technique in school lessons.”

The “Elimination of the Superfluous” technique allows you to identify errors in constructing cause-and-effect relationships in a child and select the correct correction program in a timely manner. Such measures will help prevent more serious deviations in the development of thinking of the emerging personality.

Study of the ability to generalize and abstract, the ability to highlight essential features.

The methodology has two options: the first option is research on subject matter, the second – on verbal material.

I. Subject option

Test Description

One after another, the subject is presented with cards with four objects on each. Of the four objects drawn from each card, he must exclude one object and give the rest one name. When an extra item is excluded, the subject must explain why he excluded that particular item.

Test instructions

“Look at these drawings, there are 4 objects drawn here, three of them are similar to each other, and they can be called by the same name, but the fourth object does not fit them. Tell me which one is superfluous and what the other three can be called if they are combined into one group.”

The researcher and the subject solve and analyze the first task. The rest the subject sorts out independently as far as possible. If he experiences difficulties, the researcher asks him a leading question.

The protocol records the card number, name
the object that the subject excluded, the word or expression with which he designated the other three, the explanations, all the questions that were asked to him, and his answers. This test version is suitable for studying children and adults

Test material

II. Verbal option

Test instructions

The subject is presented with a form and told: “Here, on each line, five words are written, four of which can be combined into one group and given a name, and one word does not belong to this group. He needs to be found and eliminated (crossed out).”

The execution of this test option is identical to the above. Recommended for studies of persons over 11-12 years of age.

Test material

1. Table, chair, bed, floor, closet.
2. Milk, cream, lard, sour cream, cheese.
3. Boots, boots, laces, felt boots, slippers.
4. Hammer, pliers, saw, nail, axe.
5. Sweet, hot, sour, bitter, salty.
6. Birch, pine, tree, oak, spruce.
7. Plane, cart, man, ship, bicycle.
8. Vasily, Fedor, Semyon, Ivanov, Peter.
9. Centimeter, meter, kilogram, kilometer, millimeter.
10. Turner, teacher, doctor, book, astronaut.
11. Deep, high, light, low, shallow.
12. House, dream, car, cow, tree.
13. Soon, quickly, gradually, hastily, hastily.
14. Failure, excitement, defeat, failure, collapse.
15. Hate, despise, be indignant, be indignant, understand.

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Processing and interpretation of test results

Scale for assessing the level of development of the generalization operation

Number of points		Characteristics of problem solving
I	II
		The subject correctly and independently names the generic concept to designate:
5	–
–	5	“extra” object (word).
		First he names the generic concept incorrectly, then he corrects the mistake:
4	–	to indicate
–	4	to denote an “extra” object (word).
		Independently gives a descriptive characteristic of the generic concept to denote:
2,5	–	objects (words) combined into one group;
–	2,5	“extra” object (word).
		The same, but using the researcher to indicate:
1	–	objects (words) combined into one group;
–	1	“extra” object (word).
		Cannot define a generic concept and does not know how to use help to denote:
0	–	objects (words) combined into one group;
–	0	“extra” object (word)

If the subject copes with the first three or four tasks and makes mistakes as they become more difficult, or he solves the task correctly, but cannot explain his decision or choose a name for a group of objects, then we can draw a conclusion about his intellectual insufficiency.

If the subject explains the reason for combining objects into one group not according to their generic or categorical characteristics, but according to situational criteria (that is, he comes up with a situation in which all objects somehow participate), then this is an indicator concrete thinking, inability to build generalizations based on essential features.

Sources

• Eliminating unnecessary things/ Almanac of psychological tests. M., 1995, pp. 143-152.