One of the very common psycholinguistic techniques at one time
was a complement technique, otherwise called a completion technique (close
procedure). It was first used by an American researcher
William Taylor in 1953.The essence of the technique consists in the deformation of the speech
message and its subsequent presentation to the subjects for recovery.
A condition ensuring the possibility of restoring a destroyed message,
is the principle of redundancy of the speech message, which ensures even
the presence of interference (what are the omissions of elements of the text) more or less
adequate understanding of both oral and written speech.
The experiment is as follows. The text skips every fifth, sixth,
nth word. Each missing word is replaced by a blank (space)
the same length. The subjects are invited to restore the text, i.e. insert
missing words (36). (36) Indian .......... put on
.......... took .......... sat down at .......... and went to ...........
It is believed that the term "close" is formed as an abbreviation of the term "closure"
(completion), used in gestalt psychology to explain the phenomenon, when
which the observer, when perceiving an object presented to him in an incomplete
or indistinct form, capable of completing, complementing the image in the imagination
this item.
The very idea of \u200b\u200bthis technique arose because the use of technical
means of communication (in particular, telephone and telegraph) entailed
skipping letters or replacing them with others. People providing transmission
information, thought about the permissible limits of destruction of the text. They became
experiment with inserting random letters into random positions, by
random replacement of some letters with others, both with an indication of the place of the pass, and
without. Every first character of the message was skipped; every middle, every
last; every last sign of a sentence or every first, middle and
the last word phrases at the same time. The technique was recognized as the reference, in
which skips every fifth word. It was she who allowed to receive
data on how the perception and understanding of the text occurs in the event that
some information is missing or difficult to understand.
Results of experiments on material of English language by this method
showed that the subjects with greater ease recover the text,
damaged in a "light" form (when articles, unions,
pronouns, auxiliary verbs) than in the "difficult" form (when
skipped nouns, semantic verbs and adverbs).
Experiments have also shown that there are age differences between
subjects, restoring damaged text. So, low predictable
words are more successfully and quickly restored by the elderly. Besides,
it turned out that noisy words without context are more successful in recovering
younger subjects than older ones. The elderly, on the other hand, are more successful in recovering
noisy words, if they sound in phrases, i.e. based on understanding
context. This suggests that focusing on the context in which
there is a hard-to-hear word, is a kind of
compensatory mechanism and serves for more successful adaptation of sensory
processes in old age.
Osgood noted that the degree of correctness of the restoration of the destroyed text
is an indicator of the readability of the text, i.e. how much given
the message is difficult for a particular recipient. If the recipient speaks the language
the sender, it is easy for them to understand the message and fill in the blanks. If
filling in the gaps is difficult for him, then it will be difficult for him and
understand this message in its entirety.
In other words, you can ask the subjects to answer questions in the sense
text, or you can ask them to restore the damaged (same) text.
The results will be the same: the number of correct answers in both cases
will match.
Repairing damaged text will be more successful at the end than at
beginning, and will be determined by the name of the text, the immediate context,
syntactic organization of phrases, common theme text. Note that different
test subjects use different strategies restoring the original text - someone
then it focuses mainly on the immediate environment of the missed
words, someone - in a broader context. On the other hand, it is more successful
the damaged text will be restored by those subjects who know more
about the fragment of reality described in the text (for example,
helicopter engineering) and are more familiar with the experimental text genre.
So, in one of the psycholinguistic experiments, those subjects who
successfully repaired the damaged sci-fi text, and
psychologically similar to the authors of science fiction (they had
the same reduced level of socialization and the same increased level
anxiety). There were also differences, in particular, readers were prone to
hypochondriasis (concern for their own health), and writers -
stenic (physically and mentally hardy).
It also turns out that persons giving in a free associative experiment
a large number of rare associations, less correctly restore
damaged text. And besides, the texts written by such subjects
have speech traces of increased personal anxiety.
Thus, the experimental data on the addition method allow not only
draw conclusions regarding texts and the mechanism of their perception, but also be
diagnostic means of speech and non-speech behavior of subjects
If the experimenter asks the subject to evaluate, for example, the concept of mother and the concept of father, then the father may turn out to be as good as the mother, but he will be "stronger" than the mother, but the mother - "warmer". These concepts appear as if at different points of the common "semantic space". Of course, each subject will "record" his own personal experience in the experiment, but on average (with a large number of subjects) a socially fixed "socio-psychological" assessment of the phenomenon designated by this word can be obtained. The difference in grades determines the semantic differentiation of words. The total number of points assigned to any language object is added up; in this case, the generalized values \u200b\u200bcan be fractional values, since the total amount of points received on any scale by a given word will be divided by the number of subjects. For example: mother \u003d strong (-2, -3, -1, -2, -3, -2, -2, -3) \u003d -18: 8 \u003d -2.25 mother \u003d warm (+3, +2, +3, +3, +3, +2, +3, -2) \u003d 17: 8 \u003d +2.13
In practical psycholinguistics, there is another version of the semantic differential method, when the experimenter himself gives his own names for the scales for the words that he asks to evaluate. At the same time, new factors appear that are specific precisely for certain conceptual classes of words. The scales can have different sizes ("dimensions"), they can be of different numbers. But on the whole, they retain their continuity with the option proposed by Charles Osgood.
The method of semantic differential has been widely used in mass communication research, as well as in the "advertising business". (In particular, to solve the problem of choosing the "optimal" variants of speech designation of the advertised goods and services, that is, the most "good", "positive" words from the corresponding series of synonyms). In addition, the semantic differential is used in research related to the study of the psychology of human perception and behavior, with the analysis of social attitudes and personal motives. It is used in psychology, psychiatry, psychodiagnostics (including for professional selection when hiring, for example, in the domestic computer system "Professor-cadres").
For linguists working in the field of semiotics, this technique is interesting because it can be used to reveal new, previously unknown aspects of the meaning of words. In linguistics, words are distinguished expressively neutral (for example: father, eyes, eat, hit) and expressively colored (dad, dad, eyes, peepers, burst, bump). However, experiments on measuring the semantic differential of meanings have shown that in a certain sense all words are expressively colored (not only dad, but also father, not only eyes, but also eyes). Apparently, this is due to the fact that a person evaluates all the phenomena that he encounters, by no means "dispassionately", therefore, all words "passed" through his consciousness and experience receive an emotional coloring.
The semantic differential method turned out to be applicable to the study of the phonetic meaning of words. In domestic research on phonosemantics, it was found that the subjects could ascribe any connotative meaning to sounds, including color characteristics. So, the sound "a" is presented to many Russian-speaking native speakers as an "object" of red color (it is not for nothing that the word red contains this sound), "e" - green (it is in the word green), "and" - blue (and it is also in the word blue), etc. (46, 246, etc.)
In the 80s of the last century, the famous Russian psycholinguist IN Gorelov conducted an original experiment (on a fairly large group of subjects). The author instructed the artist to draw pseudo-animals for his research, to which he assigned some names based on pseudowords: murkh and muora, manuza and kuzdra, olof and gbarg *. The degree of consistency of the speech variants of the names of these fantastic animals turned out to be extremely high: "direct" and "indirect" participants in the experiment (newspaper readers) gave basically the same answers (62).
The transition from the description of objects with the help of signs set by the scales to the description of objects with the help of factors that are semantic invariants is associated with the loss of information about the objects. In other words, the translation of undifferentiated emotionally colored assessments into rigid scales is always a kind of formal generalization. It is due to the fact that from the content of the scale in the factor, only that information is displayed that is invariant to the entire set of scales included in the differential. This invariant turns out to be the emotional tone or figurative experience underlying the so-called “connotative meaning”. From the point of view of psychology, connotative meaning is a genetically earlier form of embodiment of the meaning of a semantic sign, in which the subject relation and emotional relation, personal meaning and sensory component are still poorly differentiated. Therefore, the method of semantic differential makes it possible to evaluate, first of all, not the meaning as knowledge about the object, but the connotative meaning associated with personal meaning, social attitudes, stereotypes and other emotionally rich and poorly understood forms of generalization.
According to a number of Russian psycholinguists (139, 21, etc.), this method of psycholinguistic research has some drawbacks. So, for example, the same scale designation can have both a direct meaning and a figurative one. For example, if there is a high - low scale, then the word pillar or mushroom will be evaluated on this scale based on the literal understanding of the meaning of the words high and low, and words such as gentleman or honor - based on the metaphorical understanding of the words high (social status or moral character) and low (for example, an act). Thus, the same subject can put different meanings into the same scale value. Consequently, different psychological content can be behind the same assessment.
Despite the shortcomings, the method of semantic differential is widely used not only in psycholinguistics, but also in psychosemantics and sociology.
§ 5. The method of completing a linguistic sign (completion / restoration / speech utterance)
One of the very common in psycholinguistic research is the complement method, also called the completion technique. It was first proposed by the American researcher W. Taylor (1953). The essence of the technique consists in the deliberate deformation of the speech message and its subsequent presentation to the subjects for restoration. The principle of redundancy of a speech message serves as a condition that ensures the possibility of restoring a “deformed” utterance, which provides the recipient with a more or less adequate understanding of both oral and written speech, even in the presence of structural and semantic “hindrances” (which are missing text elements).
The experimental procedure is as follows. In the text (speech utterance), every fifth, sixth or any other ("nth") word is skipped. Each missing word is replaced by a gap of the same length. The subject is asked to restore the text by inserting missing words in place of spaces. For example: Fisherman ... Put on ... took ... sat in ... and went to ... "and so on.
AA Leont'ev notes that the idea of \u200b\u200busing this technique arose in connection with the widespread use of technical means of communication (in particular, telephone and telegraph), which entailed a lot of "technical" language errors - for example, omitting letters or replacing them with others. The people who provided the transmission of information thought about the permissible limits of destruction of the text. They began to experiment with inserting random letters in random positions, replacing some letters with others, both with and without specifying the place of the omission. Usually every first character of the whole message was skipped; every middle and every last sign of a sentence or simultaneously every first, middle and last word of a phrase. The standard was recognized as a technique in which every fifth word is skipped. It was she who made it possible to obtain data on how the perception and understanding of the text occurs in the event that some of the information is missing or difficult to understand (123, 139, etc.).
The results of experiments using this technique (on the material of the English language) showed that the subjects more easily restore the text damaged in the "light" form (when articles, conjunctions, pronouns, auxiliary verbs are omitted) than in the "difficult" form (when the nouns are omitted , semantic verbs and adverbs).
The conducted experiments revealed that there are age-related differences between the subjects, which affect the features of the restoration of damaged text. Thus, older people recover more successfully and quickly words that are difficult to predict. In addition, it turned out that the so-called. phonetically "noisy" * words without context are more successfully restored by young subjects. Elderly people are more successful in restoring noisy words if they are included in a phrase, that is, on the basis of understanding the linguistic context. This suggests that an orientation towards the semantic content of a context in which there is a phonetically poorly distinguishable word is a kind of compensatory mechanism for an elderly person and serves for a more successful adaptation of sensory processes.
C. Osgood, in turn, pointed out that the degree of correctness of the restoration of the deformed text is an indicator of its "readability", that is, the extent to which the given message is accessible for perception and understanding for a specific "addressee". If the addressee is fluent in the sender's language, it is easy for them to understand the message and fill in the blanks. If filling in the gaps is difficult for him, then it will be difficult for him to understand the message in its entirety (331). Thus, in order to find out the effectiveness of the speech perception process, in a psycholinguistic experiment, the subjects can be given the task to answer questions about the meaning of the text, or you can ask them to restore the damaged (the same) text. The results will most likely be the same: as similar experiments have shown, the number of correct answers in both cases is approximately the same.
Experimental practice shows that the restoration of the damaged text is more successfully carried out by the subjects in relation to its final elements, in comparison with the initial fragments; it is largely determined by the name of the text, its general theme, the semantic context of the fragment being restored, the syntactic organization of phrases, and other factors. It should be noted that the subjects use different strategies for restoring the original text: some are guided mainly by the immediate environment of the missing word, others by a broader context. On the other hand, the deformed text is restored more successfully by those subjects who are more aware of the fragment of reality displayed in the text and are more familiar with the genre of the text selected for the experiment. So, in one of the psycholinguistic experiments, those subjects who successfully restored the damaged text of a science fiction topic turned out to be similar in their "psychological profile" to the authors of science fiction (they had the same, slightly reduced, level of socialization and the same increased level of anxiety, as in some science fiction writers). It was also found that persons who had a greater number of rare associations in a free associative experiment experienced (in comparison with other subjects) more pronounced difficulties in restoring the deformed text (285).
Thus, the data of psycholinguistic experiments using the complement method allow us to draw conclusions regarding the peculiarities of perception and semantic analysis of the text by subjects with different levels of speech and cognitive development... In addition, their data can serve as a diagnostic tool for assessing the speech and non-speech behavior of the subjects.
One of the variants of the complement method is the method of rolling sentences. It consists in the fact that the subjects (informants) are asked (orally or in writing) to complete the sentences started by the experimenter. Considering the semantic filling of the signs of the language, it is quite obvious that the same beginning of the sentence (On the river bank) can have different extensions (On the river bank, tall spreading willows grew; On the river bank, fishermen laid out their fishing rods and tackles; On the river bank in this sultry day, numerous vacationers settled down ... etc.). Experiments on the completion of sentences help its participants to better understand the traditional "rules" and mechanisms of syntactic organization of speech utterances, to establish possible variants of the language "development" of the "semantic" signs of the language (21, etc.).
In addition to those described above, in applied psycholinguistics, experimental methods of the so-called indirect study of semantics are also used. These include such a method (which has become widespread in the practice of psychological and pedagogical examination of children and adults with developmental disabilities), when the subjects are asked to express their opinion on the truth or falsity of some judgment. The experiment is carried out as follows. The subject is presented with a proposal and the time elapsing between the presentation of the judgment (for example, on a computer monitor) and the subject's response is noted. The subject's response (pressing a key on the keyboard) signals the completion of the understanding process. In order for the subject not to imitate understanding, semantic questions are periodically asked about the presented material.
The results of such experiments indicate that the so-called. “Semantic distance” (difference) between objects depends on the levels of semantic organization to which the objects under study correspond. So, for example, making a judgment about the truth of the statement Starlings are birds requires less time than inference regarding the truth of the statement Starlings are animals. Verification (confirmation of the correctness) of the second statement requires an intermediate step, consisting in the statement that starlings, entering the class of birds, at the same time belong to the animal kingdom.
As an experimental method in psycholinguistics, the definition of grammatical correctness or acceptability of a sentence is used (21, 256, 264). This method has been widely used in specially pedagogical (speech therapy) examination and, as a teaching methodological technique, in the practice of correctional speech therapy work (mainly with children of school age and adults).
The subjects, who act as if in the role of experts, must determine whether the sentence presented to them is grammatically correct and to what extent it is used. When examining adult subjects, special rating scales are used. For example, the sentence: Father came home tired may have a higher "usability" rating than the sentence: Father came home tired.
The use of such assessments allows one to obtain fairly reliable statistical material in relation to statements that are acceptable for use in speech communication (not only from the point of view of "linguistic rules", but also from the position of the speech experience of native speakers).
§ 6. Method of direct interpretation of the word
In psycholinguistics, the method of direct interpretation of the text is widely used. Some psycholinguists define the interpretation of a word as a “synonymous” text (“paraphrase”) that conveys the same information as the interpreted word (22, 139, 203, etc.).
The method of direct interpretation of a word is a “textual” description by the subject of the content and variant of the meaning of the word.
In a series of experiments conducted by A.P. Vasilevich (41) and R.M. Frumkina (245 and others), an attempt was made to establish how much the inner form of the word is represented in the linguistic consciousness. For this, the subjects were asked to give verbal definitions of the most simple words... If the root of the word being interpreted was present in these definitions, then it was assumed that the internal form retains its influence on the process of semantic interpretation of the word. It turned out that when interpreting the word evening, schoolchildren in 96% of the answers use the words evening, evening, etc., and when interpreting the word diary, they use similar words (day, daily) only in 25% of cases. This may indicate that the awareness of the internal form of the word (ie, its morphological structure) does not play a decisive role in the semantic analysis of the word and, therefore, shows a great "idiomatic" (FOOTNOTE: Idiom (from the Greek idioma - feature, originality), in linguistics - a stable phrase, the meaning of which is not deducible from the meaning of its constituent words) the word diary compared to the word evening.
This method of psycholinguistic research can be used to identify the degree of relevance of native speakers' awareness of the internal form (image-representation) of the words proposed for interpretation. Through
of this method, such manifestations of linguistic consciousness can be measured using special coefficients of "idiomatization". The measurement results will reflect a real complex picture of the relationship between the lexical meaning and the internal form of a word in the minds of native speakers (21, 246).
§ 7. Classification method
In psycholinguistics, they are widely used in practical psychology experimental techniques associated with the construction of various kinds of classifications. These experiments reveal the degree of formation of cognitive (in this case, "speech-cognitive") processes. They show how a person, relying on his speech activity, distinguishes the signs of objects, generalizes them, unites objects into thematic groups, classes. J. Miller in the early 60s. of the last century, put forward a hypothesis that the "forms" (variants) of the classification of the subject material correspond to the internal semantic connections of this material and, therefore, the structure of these connections can be manifested in the very procedure of the classification process (139, etc.).
In the most common version of this research methodology, the subjects are asked to classify - distribute into groups - a set of objects or elements (for example, a few words). At the same time, neither the number of groups that the subject can form, nor the number of words in each group in the psycholinguistic experiment is not limited. The results of the experiment are systematized and reflected in the so-called. semantic "matrix", which takes into account all the options for combining words. It is clear that some words are combined with each other by the subjects more often than others. Total number of references different words into one class serves as a measure of the semantic similarity of each pair of objects.
Based on this, a so-called "cluster analysis" procedure is performed, when objects are combined into sequential groups. First, words that are semantically closer to each other are combined, then these pairs are again combined with those pairs that are closer to them, etc. Rows of clusters are formed, which are verbal material at different levels of semantic proximity of words. The end result is a kind of "clustering tree".
The closer the similarity of words, the shorter the branches of the tree connecting these words. In the experiments of the Russian psychologist VF Petrenko, such clusters as "means for storing things", "means of transportation", etc. were identified. (179, etc.).
§ 8. Automatic text analysis
The problem of automatic text analysis is not one of the purely psycholinguistic ones, but it cannot be successfully solved without taking into account the data of psycholinguistics. Without considering this problem as a whole, we note the following.
At the end of the 20th century, the number of electronic texts and documents that exist only in a computer version has increased many times and required the development of technologies related to data processing. Natural language processing (NLP) is a new technology that helps a person to use electronic texts and easily find and process documents (21, 111).
For example, a procedure such as summarizing text allows you to reduce its volume and make it possible to display it even on a miniature display of a mobile phone. Artificial simplification and "generalization" of the text can help children, the elderly, and foreigners to understand its content more easily. In order to carry out the "compression" (compression) of the text, it is necessary to apply such procedures of paraphrasing, which would take into account the length and style of the text, its "readability", without violating its meaning. Automatic paraphrase is a kind of machine translation of information within the same language. In addition, the ability to paraphrase is closely related to the ability to understand speech.
Psycholinguists believe (111, 139, 246, etc.) that if an automated system can be created that can express the text in other words, then it (albeit at the level of formal interpretation) is already capable of “understanding” the text, which, in turn, very important for solving the problem of artificial intelligence. One of the most famous examples of this automatic system is an computer program "Eliza", communication with which simulates communication with a psychotherapist. One of the modifications of this program, PC "Friend ECC Eliza" (21, 246), may appear to others (I am a computer psychologist), calling my name, begins the conversation procedure (Please tell us about your problems); can repeat questions, requiring the necessary clarifications (I need more information about this. Could you say something else about this? What do you mean when you say ...?); asks to change the subject if she is unfamiliar (Let's change the topic of the conversation.); asks ironic questions (you say no just to show your negativity?). Thus, she copies the speech behavior of the psychologist. Many psycholinguistic developments on this topic are associated with the problem of speech recognition and its translation, for example, from oral to graphic, including written form. The use of such applied developments in psycholinguistics has great prospects for the creation of interactive systems of human-machine interaction (for the creation of electronic secretaries, computer translators, computer linguists-diagnosticians, etc.) *.
Mastering (in theory and practice) the methodology of a psycholinguistic experiment is important in the professional training of a correctional teacher. This is due to the fact that the subject of psycholinguistic research is, first of all, the signs of language, patterns and features of their use in speech activity a person, patterns of formation of linguistic and speech operations that ensure the process of speech communication. The main subject of study in the psycholinguistic experiment is the word - the universal sign of the language and the main psycholinguistic unit of speech - the assimilation of which in the process of speech ontogenesis is the most important condition for the full-fledged formation of speech activity.
The problem of mastering the method of psycholinguistic experiment by a correctional teacher is currently quite relevant also because this ("linguopsychological") method of studying speech activity is still not widely used in the practice of correctional speech therapy. The only exceptions are some of the above described experimental methods. So, under the guidance of defectologists - teachers high school (V.K. Vorobieva, R.I. Lalayeva, L.B. Khalilova, T.V. Tumanova, etc.) students of the faculties of special pedagogy and psychology master the method of associative experiment in its various variants, and the psycholinguistic experiment itself has become an integral part final qualification works related to psycholinguistic topics. At the initiative of leading Russian scientists in the field of speech therapy (T. B. Filicheva, G. V. Chirkina, S. N. Shakhovskoy and others), methods of experimental psycholinguistic research (methods of completing and completing a speech utterance, a method for determining grammatical correctness) in the "transformed »Form (mainly as methods of correctional and speech therapy work) are actively introduced into speech therapy practice.
The experimental material of applied psycholinguistics, in our opinion, can be very effectively used in special pedagogy in order to "modernize" existing and develop new programs for special pedagogical and psychological-pedagogical examination of children and adults with developmental problems, as well as to create and improve correctional- pedagogical technologies of "speech" speech therapy work.
INTRODUCTION 3
SECTION I. PSYCHOLINGUISTICS AS A NEW AREA OF SCIENTIFIC KNOWLEDGE 9
Chapter 1. Definition of psycholinguistics as a science and a sphere of social practice 9
§ 1. The subject of psycholinguistics 9
§ 2. Psycholinguistics as a psychological science 10
§ 3. The relationship between psycholinguistics and linguistics 11
Chapter 2. History of the emergence and development of psycholinguistics 13
§ 1. Psychological and linguistic "origins" of psycholinguistics 13
§ 2.L.S.Vygotsky as one of the founders of psycholinguistics 16
§ 3. The emergence of psycholinguistics as an independent area of \u200b\u200bscientific knowledge. The main stages of the formation and development of psycholinguistics in the XX century 18
Chapter 3. Foundations of Psycholinguistic Theory 24
§ 1. The concept of the Moscow Psycholinguistic School 24
§ 2. The main provisions of the psycholinguistic theory 26
§ 3. The main sections of psycholinguistics 27
Section II. FOUNDATIONS OF THE THEORY OF SPEECH ACTIVITY 31
Chapter 1. Speech activity as a specific type of human activity 31
§ 1. Definition of the concept of "speech activity" 31
§ 2. General (phase) structure of speech activity 33
§ 3. Psychological mechanisms of speech activity 36
§ 4. Types of speech activity 38
§ 5. Subject (psychological) content of speech activity 42
Chapter 2. Operational structure of speech activity 45
Chapter 3. Functions of language and speech in speech activity 52
Chapter 4. Specific features of speech activity 55
SECTION III. LANGUAGE AS THE BASIC MEANS OF PERFORMANCE OF SPEECH ACTIVITIES. FUNCTIONS OF LANGUAGE SIGNS IN HUMAN SPEECH ACTIVITY 60
Chapter 1. The language system and its structural features 60
§ 1. General concept of language as a phenomenon of cultural and historical development 60
§ 2. Basic units of language and their functions in speech activity 62
§ 3. Paradigmatic and syntagmatic systems of language 66
Chapter 2. The concept of language signs and their main functions 69
Chapter 3. Semantic structure of a word as a sign of language 73
Chapter 4. Psycholinguistic characteristics of the text as a universal sign of language and a means of implementing speech communication 80
SECTION IV. PSYCHOLINGUISTIC ANALYSIS OF PROCESSES OF PROCESSING AND PERCEPTION OF SPEECH 102
Chapter 1. Psycholinguistic theories of the speech generation process 102
§ 1. Stochastic speech production models 102
§ 2. Models of direct constituents (HC) 104
§ 3. Models of speech generation based on transformational grammar 106
§ 4. Cognitive models of speech production 108
§ 5. Psycholinguistic theory of speech generation in the concept of the Moscow Psycholinguistic School 109
§ 6. Model of the mechanism of generation of a speech utterance according to A. A. Leont'ev 111
Chapter 2. Psycholinguistic theories of speech perception 117
§ 1. Theoretical concepts of the processes of perception and understanding of speech 117
§ 2. The mechanism of semantic perception of speech utterance 120
§ 3. General psycholinguistic model of the process of perception and understanding of speech utterance 122
SECTION V. BASIC METHODS OF REALIZING SPEECH ACTIVITIES 127
Chapter 1. Types and forms of speech 127
§ 1. Forms of external oral speech 127
§ 2. Written speech as a special kind of speech activity 130
§ 3. Psychological and psycholinguistic characteristics of writing and reading as types of speech activity 135
Chapter 2. Inner speech as a special type of speech activity 142
§ 1. Specific features of inner speech in the interpretation of the school of LS Vygotsky. Features of the formation of internal speech in ontogenesis 143
§ 2. Features of the structure and semantics of inner speech 145
§ 3. The role of inner speech in the cognitive intellectual activity of a person 151
§ 4. Code units of internal speech. N.I. Zhinkin's theory of special codes of inner speech 154
Chapter 3. Units of speech 164
§ 1. Units of the process of generation and perception of speech utterances 164
§ 2. Psycholinguistic units - structural units of speech activity, allocated on the basis of psycholinguistic analysis 168
SECTION VI. PSYCHOLINGUISTIC REGULARITIES OF LANGUAGE SKILLING AND FORMATION OF SPEECH ACTIVITY IN ONTOGENESIS 171
Chapter 1. Psycholinguistics of development as a branch of psycholinguistics that studies the patterns of formation of speech activity in ontogenesis 171
Chapter 2. Formation of speech activity in ontogenesis. (Concept of the Moscow Psycholinguistic School) 174
§ 1. Periodization speech development... Characteristics of the successive stages of speech development in childhood 174
§ 2. The critical period for the child's mastering of speech activity 181
Chapter 3. Regularities of mastering various components of the speech (language) system in ontogenesis 183
§ 1. Regularities of the formation of the lexical structure of speech in the ontogenesis of speech activity 183
§ 2. Psychological laws of mastering the meaning of a word in ontogenesis 185
§ 3. Children's word creation during the period of mastering the system native language 187
§ 4. Formation of the grammatical structure of speech in the course of ontogenesis 189
§ 5. Typical grammatical errors in the speech of children as a reflection of the specific features of mastering the system of the native language in ontogenesis 192
§ 6. Theoretical concepts of the formation of linguistic consciousness in ontogenesis 194
§ 7. Speech of adults addressed to the child as the most important factor in the formation of speech activity in ontogenesis 196
Section VII. EXPERIMENTAL STUDIES IN PSYCHOLINGUISTICS 199
§ 1. Definition of a psycholinguistic experiment as a research method 199
TutorialGorelov K.F. Sedov The basicspsycholinguistics Ilya Naumovich Gorelov, Konstantin Fedorovich Sedov. The basicspsycholinguistics... Study guide ... by comrades-in-arms (A.R. Luria, A.N. Leontiev, etc.). IN basispsycholinguistics then the theory of activity was laid ...
Psycholinguistics child psychology psychodiagnostics and mathematical methods in psychology theory and methodology of play
Analysis1999 Leontiev A.A. " The basicspsycholinguistics "... M .: Smysl, 2005. Akhmanova O.S. "ABOUT psycholinguistics "... M .: Moscow State University, 1957 Gorelov I.N. " The basics psycholinguists ". M.: Labyrinth ...
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Psycholinguistics theory of speech activity
DocumentM. 1974, p. 106-134; A. A. Leontiev The basicspsycholinguistics... - M., 2003; Sakharny L.V. Introduction to psycholinguistics... - L., 1989, p. 56-60 ... speech utterance. - M., 1969; Deaf V.P. The basicspsycholinguistics... - M., 2005, etc.] Delimiting the language ...
Methodology
"Completion of unfinished sentences"
Included in the group "Directed" types of associative experiment "The subject is offered a series of sixty unfinished sentences so that he ends them with one or more words, completes them at his own discretion. These proposals can be divided into 15 groups, each of which includes 4 proposals. The technique can be designed to identify goals, the attitude of the subject to the people around him.
Instructing the subjects: "On the registration sheets that are in front of you, the beginnings of sentences are written. Your task is to complete them with the first words that come to mind so that the phrases take on a finished form. For example, the sentence" When a free hour is given ... "can be completed words: "I like to read" or "People go to the movies", etc.
You need to work at a fast pace. If you cannot finish any sentence right away, circle its number and deal with it later, additional time will be allocated for this. "
A set of statements of the "Incomplete sentences" technique
1. I think my father rarely ...
2. If everyone is against me, then ...
3. I've always wanted ...
4. If I were in a leadership position ...
5. The future seems to me ...
6. My superiors (my commanders) ...
7. I know it's stupid, but I'm afraid ...
8. I think that a real friend ...
9. My appearance ...
10. The ideal of a woman for me is ...
11.In military service I don't like everything ...
12. Compared to most other families, my family ...
13. Best of all I work (served) with ...
14. My mother ...
15. I would do everything to forget ...
16. If my father only wanted to ...
17. I think I am capable enough ...
18. I could be very happy if ...
19. If anyone works under my direction ...
20. Hope for ...
21. At school, my teachers ...
22. Most of my comrades do not know that I am afraid ...
23. I don't like people who ...
24. Once upon a time I ...
25. I believe that most girls ...
26. If my commander is ...
27. My family treats me like ...
28. People with whom I work (serve) ...
29. My mother and I ...
30. My biggest mistake was ...
31. I would like my father ...
32. My greatest weakness is that ...
33. My hidden aspiration in life ...
34. My subordinates ...
35. The day will come when ...
36. When my boss (commander) approaches me ...
37. I wish I could stop being afraid ...
38. Most of all I love people who ...
39. Injustice towards me ...
40. I believe that most women ...
41. I think about military service ...
42. Some of my relatives do not like that I ...
43. I love to work (serve) with people who ...
44. I believe that most mothers ...
45. When I was younger, I felt guilty if ...
46. \u200b\u200bI think my father rarely ...
47. When I start to get unlucky, I ...
48. Most of all I would like in life ...
49. When I give instructions to others ...
50. When I finish my service ...
51. People whose superiority over myself I admit ...
52. My fears made me more than once ...
53. It is unpleasant for me when my friends ...
54. I really don't like it when women ...
56. I think that in the unit where I serve (work) ...
57. My relatives have always believed that I ...
58. People who work (serve) with me ...
59. I love my mother, but ...
60. The worst thing that I happened to do is ...
When analyzing the results of the implementation of the technique, the endings of sentences are highlighted, indicating conflict, explosiveness, aggressiveness, excessive sensitivity, posturing, egocentricity, primitive or immaturity of judgments, obsessions, illogical, reasonableness, excessive detail. At the same time, endings should be noted, containing specific dates indicating events in personal life. The severity of the above personality traits is assessed in a three-point system:
0 - no violations in the system of relations;
1 - the presence of minor deviations;
2 - severe violations.
As a rule, the endings of sentences with diagnostic are repeated in various modifications and complement each other, making up more or less outlined syndromes. Often latent violations affect only some systems of personal relationships. To identify "conflict zones", it is advisable to use a special "key" (see table) In cases where the severity of violations in some system of relationships (except for attitude to oneself) exceeds 6 points or the endings of individual statements indicate significant neuropsychic deviations, it is necessary to take these data into account when making a final conclusion about the level of neuropsychic stability. For the system of attitudes towards oneself (point 14 of the table), the "critical level" is 12 points.
Table: "Key "to the method" Incomplete sentences "
Personality relationships | Serial number |
Sphere of service (business) relations 1. Attitude towards work 2. Attitude towards bosses and teachers 3. Attitude towards subordinates 4. Attitude towards co-workers The sphere of personal relations (to relatives, friends, acquaintances) 5 relationship to mother 6 relationship to father 7.Relationships in the family and with relatives 8. Attitude towards women 9.Relationship to friends and acquaintances The sphere of internal relationships and experiences 10.Relationship to the Past (Guilt Consciousness) 11 fear and apprehension 12. Attitude towards the future 13 life goals 14. Attitude to yourself | 11,26,41,56 6,21,36,51 4,19,34,49 13,28,43,58 14,29,44,59 1,16,31,46 12,27,42,57 10,25,40,54 8,23,38,53 15,30,45,60 7,22,37,52 5,20,35,50 3,18,33,48 2,9,17,24,32,39,47,55 |
Such techniques are built in different ways. Some are intended to identify the motives, needs and forces of the environment acting on the subject. Others may relate primarily or exclusively to the subject's feelings, his relationship to family, friends, etc. psychological mechanismssuch as feelings of loneliness, ways to escape from reality. In other words, each technique must be adapted to the particular situation in which it will be used. As a result, there is considerable scope for studying both normal and clinical cases. Information about the subject will be obtained depending on the training of the researcher. The techniques allow us to identify not only attitudes towards others, but also character traits / suspiciousness, selfishness / or hidden, often unconscious experiences / hypochondriacalism, suicidal thoughts, psychogenic factors ... /. Emotionally significant sentences are accompanied by a delay / lengthening of the latent period /, mimic-vegetative reaction.
Patients with latent delusional experiences in sentences expressing attitudes towards people can "let slip" and reveal their painful judgments. In patients with fear and apprehension, uncertainty about the future is revealed. Many patients with schizophrenia suffer from all kinds of relationships / impersonal attitude towards relatives, family, and the opposite sex /, and the negative relationship is the more pronounced, the greater the social decompensation.
The technique helps to understand the diverse system of relationships of the patient's personality, to identify violations of these relationships, to find ways to restore these relationships, and rehabilitation.
In the quantitative processing of the subject's answers, social / antisocial / approbation, or an indefinite "hesitant" position, which can cause intrapersonal conflicts, is determined.
Qualitative / semantic / analysis of sentences "completed" by the subjects for a particular group can reveal not only attitudes towards others, but also character traits.
There is a large group of similar projective techniques that can be used when selecting or studying subjects. These include the "Completing Stories", "Storytelling", "Test of Egocentric Associations" and so on. Moreover, the structure and content of sentences may vary depending on the task.
The possibilities of diagnosing a speaker by the properties of his voice and speech have been discussed for a long time and not unsuccessfully in special literature, including psychological. We took into account the psychoacoustic properties of the voice (pitch, volume, timbre), the ways of organizing a prolonged utterance (tempo-rhythmic characteristics, frequency and duration of pauses), paralinguistic components (gestures, facial expressions), and the actual meaningful characteristics of the message (informativeness, novelty, consistency, brevity, accuracy of the choice of words). In addition to general psychological interest, such studies have a very important applied, practical application, primarily in systems of automatic speech recognition and synthesis, in forensic examinations, in the formation of an image in the desired direction, in the diagnosis of violations of speech and cognitive (mental) development, in the field of art, for example, in stage activities.
There is a fairly large number of materials for observing the properties of speech and voice and comparing them with various personal and individual psychological characteristics. Even the ancient Greeks said that if someone speaks in a quiet, weak voice, then he is timid like a lamb, but if his voice is loud and harsh, then he is stupid like a goat. They summarized their observations in the parable of the wise old man, who expressed this thought in the aphorism: "Speak so that I can see you!" Based on observations, various classifications of speaking types have been constructed: eloquent - tongue-tied, talkative - silent, efficient - empty talk, colorless - bright, indifferent - sincere and so on. An increase in loudness indicates a change in the emotional sphere, as in the case of altitude indicators: angry, aggressive voices sound too loud, and sad dull voices too soft.
The content characteristics of speech are usually determined using methods content analysis or intent analysis statements (eng. content- "content" and intent- "intention"). For this purpose, all analyzed material is, as it were, passed through a set of “content” or “intent-categories”, which are the units of analysis. The essence of these methods of analyzing the content consists in counting words or groups of words corresponding to the selected categories. For example, the aggressiveness of speech is determined by the frequency of occurrence of the corresponding verbal designations, and all kinds of extremist sentiments - by the frequency of the corresponding intentions.
The semantic differential, proposed back in the 50s by Charles Osgood, makes it possible to integral description of the speaker's speech according to the complex of his vocal and speech characteristics. The essence of the method is to prepare 30-40 subjective rating scales with 7 divisions on each, which the subjects index according to their preferences. Based on the available experimental experience, it has been established that the scales work according to the principle of homogeneous grouping, which allows later to consider the subjective semantic space of features-factors. In an educational setting, it is possible to reduce the number of scales to 15 in order to consider them in more detail later.
Table 4.
Suggested list of subjective scales
| -s | -2 - | 1 0 | ||
| -3 | -2 - | 1 0 | ||
| -s | -2 - | 1 0 | ||
| - | - | |||
Nice
Pleasant
Calming
Natural
Lively
Active
Expressive
Expressive -3 -2 -1 0 1 2
Peppy -3 -2 -1 0 1 2
Intelligent -3 -2 -1 0 1 2
Serious -3 -2 -1 0 1 2
Filled -3 -2 -1 0 1 2
Clear -3 -2 -1 0 1 2
Each scale is marked with 7 points from -3 to +3 inclusive with a zero in the center. The subjects should, using the indexing of the scales and the subsequent connection of the marks, compose their semantic speech profile and interpret it according to the indicators of four factors.
In second task the subjects should show their personal idea of \u200b\u200bideal speech on the same scales.
Instructions for the subjects:“Mark with signs those positions on the scales that correspond to your ideas about the ideal speech. How do you want to see your speech? " In the same way as in the first task, the subjects make up their ideal speech profile and compare it with the first one. Discrepancies in the profiles of more than 1 point indicate dissatisfaction with their speech indicators and about conscious representation, about the possibilities of correction. Sometimes a simple statement of facts is enough, since some features of speech are either simply impossible to change, or extremely difficult, for example, its tempo characteristics.
IN third task The subjects should, on the same scales (you can prepare them on a blank paper), receive an expert speech profile from someone from their good friends or even relatives who can fairly objectively evaluate them.
Instructions:“Please mark on the scales with signs your ideas about my speech. How do you hear my speech? " In the same way as in the first two tasks, the marks are connected to each other, forming an expert speech profile. The subjects compare the first, their own profile with the third, objective. Differences of more than 1 point, i.e., discrepancies between subjective self-esteem and objective assessment, are interpreted as inadequacy of self-esteem in either direction - overestimation or decrease. As in the second case, such a discrepancy allows you to understand the essence of the differences and take a number of corrective measures. If, for example, according to your profile you speak clearly and expressively, but in the expert's one - indistinctly and monotonously, think about your results, try to concentrate and change them in the desired direction.
Ideally, all three profiles have approximately the same configuration, which indicates adequate self-esteem, social maturity, and awareness.
test questions
1.What methods can be used to assess the features of oral speech?
2. What is the semantic differential method?
3. What are the factors of the semantic space of attributes?
4. What information about the speaker can be obtained using the image of his semantic speech profile?
5. According to your results, is there a difference between the subjective, your own assessment of your speech and the objective expert's?
In addition to those described above, in applied psycholinguistics, experimental methods of the so-called indirect study of semantics.These include such a method (which has become widespread in the practice of psychological and pedagogical examination of children and adults with developmental disabilities), when the subjects are asked to express their opinion on the truth or falsity of a certain judgment. The experiment is carried out as follows. The subject is presented with a proposal and the time elapsing between the presentation of the judgment (for example, on a computer monitor) and the subject's response is noted. The subject's response (pressing a key on the keyboard) signals the completion of the understanding process. In order for the subject not to imitate understanding, semantic questions are periodically asked about the presented material.
The results of such experiments indicate that the so-called. The "semantic distance" (difference) between objects depends on levels semantic organization, which corresponds to the objects under study. So, for example, making a judgment about the truth of the statement Starlings are birds takes less time than inference about the truth of the statement Starlings are animals.Verification (confirmation of correctness) of the second statement requires an intermediate step, which consists in stating that starlings, entering classbirds, at the same time belong to kingdomanimals.
§ 6. The method of completing a language sign (completion / restoration
speech / speech utterance)
One of the most common in psycholinguistic research is complement method,also called the utterance completion technique. It was first proposed by the American researcher W. Taylor *. The essence of the technique consists in the deliberate deformation of the speech message and its subsequent presentation to the subjects for restoration. The principle of redundancy of the speech message serves as a condition that ensures the possibility of restoring the "deformed" utterance;
The experimental procedure is as follows. In the text (speech utterance), every fifth, sixth or any other ("nth") word is skipped. Each missing word is replaced by a gap of the same length. The subject is asked to restore the text by inserting missing words in place of spaces. For instance: Fisherman ...... Put on ...... took ..... sat down in ..... and went to ..... " and so on .
A.A. Leontyev notes that the idea of \u200b\u200busing this technique arose in connection with the widespread use of technical means of communication (in particular, telephone and telegraph), which entailed a lot of "technical" language errors - for example, omitting letters or replacing them with others. The people who provided the transmission of information thought about the permissible limits of destruction of the text. They began to experiment with inserting random letters in random positions, replacing some letters with others, both with and without specifying the place of the omission. Usually every first character of the whole message was skipped; every middle and every last sign of a sentence or simultaneously every first, middle and last word of a phrase. The standard was recognized as a technique in which every fifth word is skipped. It was she who made it possible to obtain data on how the perception and understanding of the text occurs in the event that some of the information is absent or difficult to understand (A.A.Leontyev, 1969, 2003, etc.).
The results of experiments using this technique (on the material of the English language) showed that the subjects with greater ease restore the text damaged in the "light" form (when the articles, conjunctions, pronouns, auxiliary verbs are omitted) than in the "difficult" form (when the nouns are omitted , semantic verbs and adverbs).
The experiments carried out revealed that there are age differences between the subjects, which affect the features of the restoration of the damaged text. Thus, older people recover more successfully and quickly words that are difficult to predict. In addition, it turned out that the so-called. phonetically "noisy" 1 words without context are more successfully restored by young subjects. Elderly people are more successful in recovering noisy words if they are included in a phrase, i.e. based on understanding the language context. This suggests that an orientation towards the semantic content of a context in which there is a phonetically poorly distinguishable word is a kind of compensatory mechanism for an elderly person and serves for a more successful adaptation of sensory processes.
C. Osgood, in turn, pointed out that the degree of correctness of the restoration of a deformed text is an indicator of its "readability", i.e. the extent to which this message is accessible for perception and understanding for a specific "addressee". If the addressee is fluent in the sender's language, it is easy for them to understand the message and fill in the blanks. If filling the gaps is difficult for him, then it will be difficult for him to understand this message in its entirety (Osgood C.E., 1976). Thus, in order to find out the effectiveness of the speech perception process, in a psycholinguistic experiment, the subjects can be given the task to answer questions about the meaning of the text, or you can ask them to restore the damaged (the same) text. The results will most likely be the same: as similar experiments have shown, the number of correct answers in both cases is approximately the same.
Experimental practice shows that the restoration of the damaged text is more successfully carried out by the subjects in relation to its finite elements, in comparison with the initial fragments; it is largely determined by the name of the text, its general theme, the semantic context of the fragment being restored, the syntactic organization of phrases, and other factors. It should be noted that the subjects use different strategies for restoring the original text: some are guided mainly by the immediate environment of the missing word, others by a broader context. On the other hand, the deformed text is restored more successfully by those subjects who are more aware of the fragment of reality displayed in the text and are more familiar with the genre of the text selected for the experiment. So, in one of the psycholinguistic experiments, those subjects who successfully restored the damaged text of a science fiction theme turned out to be similar in their "psychological profile" to the authors of science fiction (they had the same, slightly reduced, level of socialization and the same increased level of anxiety, as in some science fiction writers). It was also found that persons who had a greater number of rare associations in a free associative experiment experienced (in comparison with other subjects) more pronounced difficulties in restoring the deformed text (Berko J.G., Ratner N.B., 1993).
Thus, the data of psycholinguistic experiments using the addition method allow drawing conclusions regarding the peculiarities of perception and semantic analysis of the text by subjects with different levels of speech and cognitive development. In addition, their data can serve as a diagnostic tool for assessing the speech and non-speech behavior of the subjects.
NADEZHDA YURIEVNA PETROVA
Diagnostic techniques for examining children of different preschool age groups
Diagnostic techniquesused in examination of children of different preschool age groups
The first task of this survey, which can be carried out by both a psychologist and the educator himself - the definition mental development as an indicator of mental health. The most effective, according to psychologists, are the following methodology.
1. Methodology"Box of forms" includes tasks for placing in a box with slots volumetric figures-inserts, the bases of which are the simplest geometric figures, corresponding in shape to the slots of the box. The task requires from the child not only the accuracy of the perception of the form, but also the correct rotation of the figure in space. (angle accounting). Methodology aims to assess the perception of form and spatial relationships. In case of poor performance of the task, the child is additionally offered tasks for choosing a form according to a sample.
2. 2. Methodology"Pyramid" (objective actions) contain tasks for performing actions with a large number of elements of different sizes. Methodology reveal the level of perception of relationships items the size and characteristics of the organization of the child's activities. In case of poor performance of tasks, the child on the same material is offered a choice of a larger element from two, and then from three. Material techniques are multi-colored elements of the same shape, which can be ordered by size as elements of the series. The same material can be used to assess color perception based on selection from a sample, as well as to ascertain knowledge of colors. (their names).
3. 3. Methodology"Cut pictures" contains tasks for folding pictures from several parts (from 2 to b). Methodology reveals the degree of mastery of visual synthesis - the combination of elements into a holistic image.
4. 4. Methodology"Design by pattern" includes tasks to reproduce several options for placing three building parts different shapes according to the samplesuggested by an adult. Methodology reveals the level of development of spatial perception based on the analysis mutual disposition objects in space.
5. 5. Methodology"Drawing of a man" figurative thinking
6. 6. Methodology"Free play"... The child is offered a set of toys and various items(unformed game material)... His game is being watched. Methodology allows judging the development of the child's thinking and imagination by the level of development of play activity (the use of substitutes, the possibility of constructing sequential play actions and plot, acceptance of a role).
7. 7. Methodology"Drawing the figures" includes tasks for free drawing of unfinished images. Material methodology consists of cards with figures of indefinite shape drawn on them. The child is given the task to finish drawing each of the figures to get some kind of picture. Methodology assesses the level of development of creative imagination (ability to create original images) and abstract thinking.
8. 8. Methodology"Repetition of words and sentences" captures opportunities children remember and reproduce the proposed verbal material. As such material, 3-4 familiar words are offered to children 3 years old, children 4 years old - 5-7 and simple phrase. Methodology used to check memory.
9. 9. Methodology"Questions about pictures"... Children are presented with simple pictures, for example, a picture of a girl, and asked questions: "What is drawn here?", "who is it?", "what he (she) does it? " The level of development of the child's active speech is determined.
10. 11. Methodology"Bowls" (inclusion in a row) is carried out on the same material as methodology"Bowls", and contains tasks to find the place of the missing element in the series of values \u200b\u200blaid out by an adult. Methodology reveals the ability children establish the simplest logical relationships.
11. 12. Methodology"Fish" contains tasks for the construction of an object according to a colored dismembered scheme. Skill is tested children to accurately navigate the scheme, as well as the ability to plan their actions both in the analysis of the scheme and in the reproduction of its construction, which is an important indicator of development figurative thinking and organizing activities.
12. 13. Methodology"Classification according to a given principle"... The child is given a set of pictures. Some depict one object, others several. The task is to divide them into two group according to the principle of quantity, which, if necessary, is demonstrated to a child by an adult. Methodology
13. 14. Methodology"Free classification"... The child is presented with a series of pictures, which he must divide into groupby independently selecting the base groupings. Methodology aimed at identifying the elements of logical thinking.
14. 15. Methodology"The most dissimilar"... In front of the child, in a random order, 8 figures are laid out in a row, differing in three signs: circles and squares in red and blue, large and small. Then one of these figures is presented, and the child is asked to choose the one that is most unlike her. Methodology aimed at assessing the development of logical thinking.
15. 16. Methodology"Picture story" contains tasks to establish cause-and-effect relationships. The child is given a set of cards (for example, "corn", "Sprout", "flower", "bud", which he must decompose in the order of the changes taking place, and then explain why he will put them this way and not otherwise. Methodology is aimed at clarifying the child's ability to establish a logical sequence of events and reflect it in speech form.
16. 17. Methodology"Non-existent animal"... The child is asked to draw "Non-existent animal", name him and describe his lifestyle. Methodology it is used as a projective one for the study of personal qualities and features of the child's creative imagination and abstract thinking.
17. 18. Standardized diagnostic technique"Perceptual modeling" requires building mentally geometric shapes (circles and squares) from several parts. A child, not being able to perform practical tests, must find such a combination of these parts-figures of various geometric shapes, which would lead to a circle or a square (for this you need to select and use from 2 to 4 figures). Methodology reveals the degree of mastery of visual synthesis - the combination of elements into a holistic image - and characterizes the level of development of perception and visual figurative thinking.
18. 19. Standardized diagnostic technique"Standards" contains tasks that require form matching items with given samples (standards)... Children are encouraged to mark the images in the table itemscorresponding to each standard. Methodology aimed at assessing the level of development of perception.
19. 20. Standardized diagnostic technique"Schematization" contains tasks for the use of schematic and conventional images when orienting in a spatial situation. The child is offered to find "way" in a branched system of tracks, using the designation of this path using a linear diagram and a conventional image in the form of a system of landmarks. Methodology aimed at identifying the level of development of higher forms figurative thinking.
20. 21. Methodology"10 words"... The child is given the task to memorize and reproduce 10 words. The presentation is repeated 3-5 times. The dynamics of memorization is clarified. Methodology It is used to assess mechanical memorization and is of particular importance when checking suspicions of organic lesions of the central nervous system.
21.22.Standardized diagnostic technique"Systematization" contains tasks for the placement of elements in a matrix composed of two criteria. Children are offered a task - to designate the places of individual elements in the matrix, which is a logical "multiplication" classification of geometric shapes by shape for their variation in size. Methodology aimed at assessing the mastery of logical thinking.
Second task survey - identifying the level of development of fine and gross motor skills of the child; preschooler.
1. Methodology"Spillikins"... The child is asked to pack small items (spillikins, matches, beads) in a box or jar with a narrow neck. Is given indication: put one item at a time. Methodology checks the level of development of fine motor skills.
2. 2. Methodology"repeat after me" and Ball game contain tasks for repeating simple movements (movements of arms and legs, poses and actions with a ball as shown by an adult. Methodology reveal the level of development of gross motor skills.
3. 3. Methodology"Free drawing"... The child is asked to draw a person. By the features of the drawing (which parts of the body are depicted, how they are located in space, are there additional details, etc.), the level of development is judged figurative thinking, the peculiarities of the emotional-personal sphere and the child's communication with others.
The third task of psychological survey - the study of the emotional and personal sphere of the child, the characteristics of his communication and relationships with peers and with adults (with teachers, parents, emotional and personal difficulties as indicators of his mental health.
1. Methodology"CAT" includes tasks for composing stories from pictures, which have a special stimulating power for the manifestation of the personality characteristics and communication of the child. The child is sequentially presented with 10 drawings with images of animals performing human actions, and asked to say who is drawn in the picture, what is happening at the moment, what they think, what the characters are feeling, and how the situation will end. Pictures allow for an ambiguous interpretation of events. Methodology it is used as a projective one to identify the emotional and personal sphere of the child and the characteristics of his communication (anxiety, demonstrativeness, aggressiveness, fears, conflict in communication, etc.).
2. 2. Methodology"Addition of phrases" contains tasks for supplementing proposals by indicating the sequence of events in time, causes and effects. The child is sequentially presented with a series of sentences, in each of which the beginning of the phrase is given and you need to come up with an end. Suggestions used type: "The girl took the cube and.", "The boy laughed merrily, because.", "If it rains, then.". Methodology reveals the ability children to reason consistently, establish causal relationships, allows you to assess the level of speech development, and can also be used to clarify the characteristics of the child's personality and communication.
3. 3. Methodology"Family drawing"... The child is asked to draw his family. By the size of the figures, their location in the drawing, the features of the image of individual family members, the decrease or increase in its composition and other indicators, one can judge the relationship in the family, the emotional and personal difficulties of the child himself.
4. 4. Methodology"two houses" specially designed for diagnostics of the sphere of communication... For methodology the same material is used as in methodologydesigned to analyze the relationship of the child in kindergarten group... The difference lies in the fact that in this case, the analysis is primarily carried out in the immediate family environment of the child. Methodology makes it possible to judge the system of intimate electoral relations in the family.
5. 5. Methodology"Pictogram" contains tasks for memorizing words using pictures. The child is invited to memorize a series of 11 words and phrases using their own free sketches. Methodology is aimed at studying the characteristics of thinking and mediated memorization of a child. In addition, it can reveal the characteristics of the personal sphere and the level of organization of activities.
6. 6. Methodology"three wishes" and "invisible hat"... The child is asked to name three wishes that he would like to express to the wizard, and then answer if he would like the wizard to give him an invisibility hat, and what he would do with it at home, on the street, in kindergarten... The child's answers are used to judge his imagination, value orientations, the sphere of need, as well as his relationship with children and adults.
7. 7. Methodology"playroom"... The child is asked to imagine that he has come to a magic room where there are favorite toys and any games can be played. Further, he is invited to take two familiar children with him and come up with a game that the children could play with him. In this case, the child is asked a number of questions type: "How to play such a game?", "And if the kids don't want to play this, what are you going to do?" and others. According to the child's story and answers to questions, one can judge his value orientations, the level of development of communication with peers, the ability to get out of conflict situations.
8. 8. Methodology"stairs" includes tasks for making a choice according to rating scales. The child is given a drawing of a staircase and is told that the best children are on the upper steps, and the worst are below. The child must show his place, as well as the place of others children(friends, brothers, sisters) on this staircase. Scales with different characteristics are used, eg: "good bad", "Smart - stupid" and etc. Methodology aimed at identifying the level of self-activity and self-esteem of the child.
9. 9. Methodology"Card selection"... A row of cards is laid out in front of the child, on the back of which are written different tasks... The cards are arranged in order ascending numbers... The degree of difficulty of the task corresponds to the value of the serial number of the card. The child is asked to choose the task that he wants to perform. Methodology aimed at assessing the level of the child's aspirations.
10. 10. Standardized diagnostic technique"Learning activities" reveals the level of mastery of the elements of teaching available preschoolers: the ability to subordinate their actions to the rule, listen and consistently follow the instructions of an adult. The child is required to make a pattern under the dictation of an adult by connecting figures arranged in rows. Figures must be connected according to predefined rules.