Amthauer formula. Intelligence Structure Test by R. Amthauer. Processing and interpretation of test results

Size: px

Start impression from page:

transcript

1 1 Interpretation of R. Amthauer's intelligence structure test results R. Amthauer's intelligence structure test allows you to interpret the results at three levels. General Intelligence Determined at the level of the final score obtained as a result of summing the scores for each subtest, which is converted into a standard indicator. When interpreting, it is necessary to take into account the specific requirements for the test subjects on the part of the test: a) the test requires a certain speed of thinking; b) due to relative complexity, the test is less suitable for people with clearly underestimated performance; the further their performance deviates from the average, the less reliable the results obtained; c) test results are positively affected by the educational level, the results of schooling, therefore it is more adequate to compare subjects with people with the same education than with people of the same age; d) overall achievements in the test depend on the socio-cultural conditions of development, i.e. from non-specific teaching; e) the structure of the test and its tasks put in a more advantageous position of subjects with a natural science, mathematical and technical orientation compared to those with a verbal and humanitarian orientation. Interpretation of a group of subtests that are close in terms of the factorial principle Due to the subtest structure, the test allows a differential assessment of the level of development of various aspects of intelligence. Separate subtests can be defined in the following groups: 1. A complex of verbal subtests (subtests 1-4), suggesting a general ability to operate with words as signals and symbols. With high results in this complex, verbal intelligence prevails, there is a general orientation towards social sciences and the study of foreign languages. Practical thinking is verbal. 2. A set of mathematical subtests (5, 6), suggesting abilities in the field of practical mathematics and programming. Equally high results in both subtests indicate "mathematical talent". If this giftedness is complemented by high performance in the third complex, then perhaps the correct choice of profession should be associated with the natural and technical sciences and relevant practical activities. 3. A complex of constructive subtests (7, 8), which assumes developed constructive (spatial) abilities of a theoretical and practical plan.

2 2 Equally high results in the subtests of this complex are a good basis not only for natural-technical, but also general scientific talent. If education is not continued, then the desire for modeling at the level of concrete and visual thinking, for a pronounced practical orientation of the intellect, for the development of manual skill and manual abilities will prevail. 4. Complexes of theoretical (2, 4) and practical plans of abilities (1, 3). The performance on these tests should be compared in pairs in order to make a more definite conclusion about the possible vocational training and educational success. Interpretation of performance on individual subtests Subtest 1: "DP" (suggestion addition): To successfully complete this subtest, the person must have the appropriate stock of knowledge. The role of knowledge in mental activity was pointed out by P.P. Blonsky, L.S. Rubinshtein and others. a person needs to update exactly the knowledge that is needed to solve a specific problem. This process involves a synthetic act of correlating the conditions of the problem, and the information that can be used to solve it. In this case, the leading role is played by the analysis of the problem that needs to be solved. Based on the conditions of the task, the process of updating the necessary knowledge is determined. The subtest determines the stock of relatively simple information and knowledge from various fields: geography, history, biology, etc. This subtest performs an important motivational function. It should interest the subject, make him want to perform the rest of the subtests. Subtest 2: "IS" (exclusion of the word): The subtest includes tasks, in each of which it is necessary to choose one of the five and given words, which is the least connected with the rest in meaning. Methods similar to this subtest are widely used in psychology, especially in pathopsychology. The solution of these problems begins with the process of comparing the proposed words denoting various objects. Comparison is considered not as a one-time act of establishing similarities or differences, but as a thought process, including the operations of analysis, synthesis, abstraction and generalization. Comparison begins with a comparison of objects. Through this synthetic act, analysis is carried out - the isolation of common and different features. Based on the isolation as a result of the analysis of common features, the compared objects are generalized. Each of the compared objects has a huge number of objectively inherent various features. The main difficulty of problems of this type is to identify the relationship between compared objects, to isolate similar and different features in them.

3 3 If the subject is dominated by sensory or visual-effective forms of generalization, he will compare objects according to visual signs: the shape, size, or belonging of these objects to a common visual-effective situation. If the subject focuses mainly on abstract, categorical connections, he will be able to overcome the visual impression or the visual-effective situation and perform the operation of highlighting abstract features according to which words belong to one specific category. Thus, the subtest is designed to study the analytic-synthetic activity of the subjects. The data obtained from it make it possible to judge the ability of the subjects to identify common features and properties of objects or concepts, their ability to compare, to move from visual-effective forms of comparison to abstract comparison. Subtest 3: "An" (analogues): Based on the establishment of a connection between a pair of words, the subject is asked to match this word with one of the five words so that the connection in the new pair of words is similar to the sample. The solution of this type of problems presupposes a high level of development of the generalization operation. Fast, quick-witted, but less successful subjects often have high results only on this subtest. Czechoslovak researchers explain this fact by the absence of the need to assimilate a large amount of ready-made information with good generalization abilities. R. Amthauer believes that this subtest should act as the main one in the process of professional counseling, because. it well determines the level of development of verbal-logical thinking. According to this subtest, one can judge the potential capabilities of the subject. Subtest 4: "About" (generalization): The subject is offered two words. He must determine what is common between them. Moreover, if the subject names secondary, insignificant features as common, he is assigned a lower number of points compared to those answers in which he singled out the essential features of objects. This subtest diagnoses the level of development of the abstraction operation. When solving subtest tasks, it is necessary to determine the abstract properties of objects by means of the relationships in which these objects enter. The task is performed in two stages. At the first stage, the central link is the discovery and selection of some stable and repetitive element characteristic of a given set of objects and their relationships. Here it is necessary to compare and vary the members of this set in such a way as to single out something stable and essential in them. Good results in solving this subtest are achieved by subjects with a large vocabulary. On the results of this

4 4 subtests are greatly influenced by the cultural level in the family, as well as the wider environment, as well as the school. Thus, according to the results of this subtest, one can judge the level of development of abstract thinking, the richness of the vocabulary. Subtest 5: "AZ" (arithmetic problems): This subtest includes counting arithmetic problems. Each task puts before the decisive one a strictly defined goal, formulated in the final question of the task. Unlike indefinite types, a definite goal always strictly determines the process of solving a problem, which implies, first of all, adherence to the strict logic of the solution process. Thus, the successful solution of mathematical problems requires the development of a high level of ability for logical reasoning in the subject. In order to successfully solve the problem, the subject must first be oriented in its condition. Orientation should be understood as the possibility of revising the initial conditions of the problem, presenting them in a new perspective. To do this, the solver of a mathematical problem must, first of all, single out the various elements in its structure, give them a different assessment, systematize them, and determine their hierarchy. The implementation of these operations requires a high level of analytical skills. It should be noted that certain mathematical symbols act as landmarks in mathematical problems. Therefore, the analysis in solving mathematical problems essentially proceeds in the form of abstraction, i.e. there is a selection of quantities and relations that are essential for a given task and a distraction from non-essential ones. In addition to analytical abilities, orientation in the conditions of a mathematical problem presupposes a high degree of development of synthetic abilities, since the identified elements must be combined into complexes, mathematical relationships and functional dependencies between them must be found. At the next stage, taking into account the identified significant relationships, the decisive one develops a hypothesis regarding the nature of the solution strategy. The solution strategy in mathematical activity is always abstract. However, due to the fact that the problem is always given under specific conditions, there can be a wide variety of specific expressions of the same problem in essence. Thus, the solution strategy in mathematical activity is always generalized. Thus, the successful solution of mathematical problems implies a high level of development of the ability for mathematical generalization. At the next stage of solving a mathematical problem, on the basis of a general solution strategy, specific operations are identified that, with the greatest possible probability, lead to the achievement of the goal. Within the framework of mathematical activity, a significant place is occupied by computational operations, which are based, respectively, on computational abilities.

5 5 Thus, the successful completion of the tasks of this subtest indicates the ability of the subject to mathematical analysis and synthesis, logical inference, and mathematical generalization. As you can see, this subtest diagnoses a wide range of mental operations. Subtest 6: "PD" (number series): The subject receives the task, the next number in the series in accordance with the rule according to which this series is composed. When solving problems of this type, the subject is guided by indications that the numbers in the row are arranged according to a certain rule. Based on this, he concludes that there is a repetition of some, as yet unknown relationship between them. Apparently, these will be the relations that are essential for this problem, since, having determined them, it will not be difficult to formulate the very principle of constructing the series. These essential relationships can be found only by comparing (comparing) the relationships between different elements and identifying on this basis repeated (ie, common for a given species) relationships. Thus, when solving this type of problem, comparison operations are largely represented, and, consequently, analytic-synthetic activity. Having determined the relations common for a given series, the solver determines the missing number on the basis of computational operations. This subtest measures primarily theoretical mathematical abilities. However, the above analysis shows that in this case we are dealing with the highest form of generalization, which is carried out on the basis of analysis and identification of essential relationships within the framework of a single whole, and with its elementary form - the definition of the common in a number of objects by comparison. In this case, the general turns out to be general, not because it is essential, but because it is repeated. Generalization, of course, is present in the process of solving this type of problem, but it is mathematical only in form (relations between mathematical symbols are generalized). However, in essence, we are dealing with a generalization of a lower level than the mathematical one. Thus, we can conclude that the assertion that the task of determining patterns diagnoses the level of development of theoretical mathematical thinking is invalid. In this case, there is a manifestation of predominantly analytical-synthetic mathematical abilities (there are many numerical reference points in the tasks). And although mathematical generalization is derived from analytic-synthetic activity and is largely determined by the level of its development, the conclusion about the ability to diagnose the level of development of the generalization operation by the tasks of this subtest is, in our opinion, not entirely justified. Subtest 7: "SP" (spatial imagination): This subtest includes tasks in which the subject needs to determine which of the five figures located in the sample can be added from

6 6 separate parts of the cut figures below. The material of the task is planar drawings - parts of individual figures. The task provides for the combination, rotation, convergence of these parts in the same plane, as well as comparison with patterns of figures. The search for a solution in problems of this type is strictly dictated by its conditions and does not provide for going beyond its boundaries. The subject's activity is subject to a strict decision logic. It is, however, not so much about verbal logic, which is based on the presence of a good conceptual apparatus, a detailed system of reasoning is required. The solution of figurative problems requires a special kind of logic, in which the grasping of a visual situation is carried out simultaneously, its awareness is not accompanied by detailed verbal reasoning. Tasks in which the purpose and conditions of activity strictly determine the solution process are widely represented in engineering and technical activities, where the transformation of technical objects is subject to special production requirements. Thus, on the basis of a high score on this subtest, success in the field of technical activity can be predicted to a certain extent. At the same time, high performance in the subtest cannot serve as a basis for the conclusion about the high development of abilities for artistic, graphic, visual activity, since the operation of images in these types of activity is carried out in freer conditions. The assessment of conditions in the tasks of the SP subtest is carried out on the basis of an analysis of the shape and size of the parts of the figures. In addition to analytical and synthetic abilities, the implementation of this action involves the development of the ability to accurately perceive the shape and size of planar figures (linear eye). Having familiarized himself with the conditions of the tasks, the subject proceeds to active mental operation with images. In this case, the original image is transformed according to its structure. This is achieved through the mental regrouping of its constituent elements with the help of movement, as well as various methods of combining parts of the figures. In addition, the transformation of the spatial image also affects the spatial position of the figures. So, in this case, there is a mental rotation of images within the same plane. Operating images includes their conscious retention in memory, planning them on the basis of upcoming activities, anticipating its results, generalizing in a figurative form. Based on the analysis carried out, it can be concluded that the GS subtest diagnoses only individual sub-abilities in the structure of spatial thinking. When performing this subtest, there is mainly a manifestation of the ability to operate with two-dimensional images, while the ability to form a new image is practically not manifested here. Subtest 8: "PO" (spatial generalization):

7 7 The subject needs to determine which of the cubes given in the sample is presented in each specific task in an inverted or turned position. The material of the task is a three-dimensional drawing of a cube. The task involves mentally turning the cube and comparing it with other cubes. This subtest, like the previous one, diagnoses a person's ability to operate with spatial representations. At the same time, the execution of this type of tasks has its own specifics. As in solving problems of the previous subtest, the original image created in the process of solving the problem is mentally modified by the subject. However, these changes relate mainly to the spatial position and do not affect the structural features of the image. Such transformations, according to I.S. Yakimanskaya, require a much lesser degree of mental activity than structural transformations. Thus, the software subtest makes higher demands on the development of the subject's spatial thinking. At the same time, it deserves special consideration that in practice a high score on the LA subtest is often combined with a low score on the PD subtest. Apparently, this is due to the fact that these subtests differ in the nature of the material presented. When solving the tasks of the GS subtest, the subject operates with images of two-dimensional space, while solving the software subtest - three-dimensional. As I.S. Yakimanskaya notes, operations with three-dimensional images appear ontogenetically earlier in humans, therefore, in students starting to study geometry, spatial (three-dimensional) representations are more developed than two-dimensional ones. However, the ability to work both in a plane and in space at the same time is hampered by the fact that students gradually get used to working only with two-dimensional images. In our opinion, a high indicator of the software subtest completion allows us to make an indirect conclusion about the ability of the subject to work with three-dimensional objects in a practical space, i.e. indirectly determine the level of development of visual-active thinking. Subtest 9: "Pm" (memory, mnemonic abilities): In this subtest, the subject is asked to learn a series of words, and then answer the proposed questions. When performing this task, two stages can be distinguished - the stage of memorization and the stage of reproduction. The perception of a word (and even more so its memorization) is a complex process of including it in the system of known codes, in which the leading features are dominant, and secondary, subordinate features are pushed aside. This means that when imprinting a word, the process of choosing the leading system of connections and inhibition of side connections always takes place. The fact of the multidimensional connections behind the word is also essential when recalling it. Recall is a complex process of active search, selection of the desired connection from many possible ones, which proceeds against the background of inhibition of secondary, non-essential components.

8 8 Based on the results of this subtest, one can judge the level of development of short-term memory. These results cannot be transferred to the level of memory development in general, since different types of memory are independent of each other. Thus, according to the results of the DP test, one can judge the stock of relatively simple information and knowledge of the subject; he does not give information about the development of verbal-logical thinking; according to the results of the IS subtest - about analytical and synthetic abilities, about the ability to compare objects, phenomena with each other. Subtest An diagnoses the ability to generalize, provides information about the potential capabilities of the subject. Subtest About determines the ability to abstraction, according to its results, one can draw a conclusion about the level of formation of the system of scientific concepts in the subject and, in general, about the level of development that he has already reached. The results of the AZ subtest testify to the development of such mental operations as mathematical analysis, synthesis, abstraction, generalization, as well as the ability to establish logical conclusions. The HR subtest diagnoses mainly the analytical and synthetic activity of the subject. Subtests SP and PO determine the ability to operate with spatial images. The indicator for the software subtest indirectly determines the level of development of the subject's visual-effective thinking. Subtest Pm diagnoses the level of development of verbal short-term memory.

DEVELOPMENT OF LOGICAL THINKING OF PRIMARY SCHOOL STUDENTS IN THE LESSONS OF MATHEMATICS Nikolaeva Nadezhda Aleksandrovna teacher MBOUKSH 7 im. V.V. Kashkadamova Numerous observations of teachers, research by psychologists

Report on the study of the significance of cognitive abilities for certain professions There are a large number of professions covering various areas of human activity. With the development of mankind

WORKING PROGRAM "Entertaining mathematics" Program for the cognitive development of children of middle preschool age - 2015 - Author-compiler: V.P. Popinina, teacher of MBDOU kindergarten 3 "Teremok"

VV Afanasiev, AA Solovieva ANALOGY IN SOLVING MATHEMATICAL PROBLEMS Analogy knows all the secrets of nature AND Kepler Among the various forms of reasoning most often used in practical and scientific

Kholmogorov Egor Mikhailovich TIPS-9 business interpretation INFORMATION ABOUT TESTING DATE OF TESTING 07/06/2014 17:32:14 TESTING DURATION 00:35:30 RESPONDENT INFORMATION DATE OF BIRTH 04/01/1970

The work of extracurricular activities "Steps to Success" is compiled in accordance with the requirements of the Federal State Educational Standard for Primary General Education on the basis of the author's program

THE SIGNIFICANCE OF MATHEMATICS IN PERSONAL DEVELOPMENT Both parents and teachers know that mathematics is a powerful factor in the intellectual development of a child, the formation of his cognitive and creative abilities. Known

THINKING Thinking is a process of generalized and indirect reflection of objects and phenomena in their connections and relationships. To think means to know the new, the unknown, to find connections and relationships between

N.B. Pechatnova Control and measuring materials of the Unified State Examination as a mechanism for external assessment. The relevance of research. Since the early 1990s, Russian education has been in the process of updating the traditional

Ministry of Education and Science of the Russian Federation

UDC 378.033 ON THE DEVELOPMENT OF SPATIAL THINKING WHEN STUDYING ENGINEERING GRAPHICS S.V. Zhilich, Master of Engineering. Sciences, art. teacher, G.A. Galenyuk, Art. Belarusian state teacher

Features of thinking of students in grades 5-6. Problems of thinking were studied by representatives of various psychological trends such as L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, J. Piaget, V.V. Davydov

Explanatory note In order to successfully master the school curriculum, a child needs not only to know a lot, but also to think consistently and conclusively, to guess, to show mental tension,

Kholmogorov Egor Mikhailovich TIPS-9 for the respondent INFORMATION ABOUT TESTING DATE OF TESTING 07/06/2014 17:32:14 DURATION OF TESTING 00:35:30 INFORMATION ABOUT THE RESPONDENT DATE OF BIRTH 04/01/1970

Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Saratov National Research State University"

The formation of design as a universal mental ability underlying creativity (a seminar for educators) Abilities are the mental properties of a person, manifested in accordance with

Written test on the topic 1 Task 1. Choose one or more correct answers. 1. The mental process of reflecting objects or phenomena that are not currently perceived, but

"Descriptive geometry" and "Projection drawing", for example, such as "Conversion of a complex drawing", "Intersection of surfaces", consists in mastering certain actions, it is most expedient

Introduction Modernization of the education system is designed to solve the key problem of our time - improving the quality of education. Many issues related to the quality of education are directly related to individual

Tests in the discipline "METHODOLOGY OF SCIENTIFIC AND TECHNICAL CREATIVITY" 1. creation of new cultural or material values, an activity that generates something qualitatively new, never before

I. The results of mastering the course of extracurricular activities The content of the course of developing classes "Intelligence" is aimed at fostering interest in the subject,

Tarasova Anna Alekseevna Business-IQ2 business interpretation INFORMATION ABOUT TESTING DATE OF TESTING 07/06/2014 18:22:21 TESTING DURATION 00:40:33 RESPONDENT INFORMATION DATE OF BIRTH 01/01/1984

Mathematical abilities a high level of development of mathematical thinking, which provides the solution of problems and problems using mathematical concepts and symbols. Components of the mathematical

Compiled by: Head of the Department of State and Corporate Governance, Candidate of Sociological Sciences, Associate Professor Sevryugina N.I. Candidate of Pedagogical Sciences, Associate Professor Kuritsyna T.N. General Purpose

Thinking. It allows students, first of all, to assess the limits of application of logical analysis to pedagogical phenomena or to pedagogical activity itself at various stages of its formation. Evaluation

THEORETICAL FOUNDATIONS OF DEVELOPING EDUCATION What is learning activity? V. V. DAVYDOV Positive changes in the system of modern education will largely depend on whether teachers are able to

Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Saratov National Research State University"

Municipal Budgetary Educational Institution "Bazkovskaya Secondary School"

EXPLANATORY NOTE The work program in mathematics was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development

Lecture 1 Introduction. Interrelation and unity of natural and humanitarian sciences. Methodology of knowledge in the natural sciences. Scientific picture of the world. Culture is everything that is created by human labor in the course of history,

The first few years of a child's life are very important. It is in the first 3 years of life that the foundation for the future development of thinking is laid. At the age of three, the child predominantly thinks in images, imagines a lot

Municipal autonomous educational institution of the city of Kaliningrad secondary school 38 DISCUSSED at the meeting of the Ministry of Defense protocol 2018 "AGREED" chairman of the PS protocol 2018 "APPROVED"

PEDAGOGY (Articles on the specialty 13.00.08) 2010 N.V. Bobrova CONSTRUCTION OF A MATHEMATICS TEXTBOOK TAKING INTO ACCOUNT THE INDIVIDUAL FEATURES OF STUDENTS The definition of the concept of individual characteristics is formulated.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION KAZAN (VOLGA) FEDERAL UNIVERSITY FACULTY OF PSYCHOLOGY I APPROVE "" 20 Work program of the discipline (module) GENERAL PSYCHOLOGY Direction

Valiakhmetova Clara Rakhimzyanovna student Mingazutdinova Olga Semyonovna student of PEI HE Kazan Innovative University. V.G. Timiryasov (IUE)» Kazan, Republic of Tatarstan DEVELOPMENT OF THINKING

UDC 004.946 MODELING AS A MEANS OF SPATIAL THINKING DEVELOPMENT Brikalova Ye.A. 1, Goryunova I.A. 2, Koryagina O.M. 3 1,2,3 Senior Lecturer, Moscow State Technical University

Soroka Oksana Gennadievna methodologist of the Minsk State Regional Institute for Advanced Studies and Retraining of Personnel (MGOPK and PC) Master of Pedagogical Sciences System-forming factors of logical

Name of the program 1 Subgroup correctional developmental classes according to the adapted program "Steps to School" to prepare children with developmental problems for schooling. Work programs of a defectologist teacher

Annotation to the work program in algebra grade 7 1. Goals and objectives of the study of the subject. The study of mathematics in basic school is aimed at achieving the following goals: in the direction of personal development, development

1 The work program on extracurricular activities for the course "Clever and clever" for grades 1-4 Explanatory note The results of mastering the course

EXPLANATORY NOTE The leading goal of the program is the comprehensive development of cognitive processes in accordance with age and the formation of prerequisites for learning activities. To the prerequisites of educational activity

They are implemented on a personal computer and use telecommunications. Stage 6 "network technology", global and local computer networks are used in various fields. UDC 371.015 Kanashevich T.N.,

Soroka Oksana Gennadievna methodologist of the Minsk State Regional Institute for Advanced Studies and Retraining of Personnel (MGOPK and PC) Master of Pedagogical Sciences Elements of logical literacy

Annotation to the work program of primary general education "Primary school of the XXI century" in mathematics Grade 1 Full name Work program in mathematics Grade 1 of the program (indicating Author of the textbook:

Modeling of mathematical objects and understanding of mathematics by junior schoolchildren* I.V. Shadrina The article deals with the problem of organizing the mathematical activity of younger students, aimed at

Mathematics grades 5-9 Explanatory note Mathematics in a special (correctional) school of the VIII type is one of the main subjects. Purpose: development of logical thinking, spatial

Explanatory note Teaching a child elementary mathematical concepts is included in the general complex of education and is the basis for teaching a child many subjects. The program is based on the idea

1 EXPLANATORY NOTE The work program was developed on the basis of the Federal State Educational Standard for the Education of Students with Mental Retardation (Intellectual Disabilities),

Sensorimotor development and assimilation of sensory standards in children with disabilities. Shengelaya Marina Dmitrievna teacher-defectologist of the highest category of MDOU "Kindergarten 63 of the compensating type" "Sun". Term Sensory

WORK ON THE DEVELOPMENT OF THINKING IN ADOLESCENT AGE Kazarina T.N. Ivanovo State University, Shuya Branch Shuya, Russia THE WORK ON THE DEVELOPMENT OF THINKING AT GROWING AGE Kazarina

Speech by a psychologist at a methodological meeting Topic: Thinking. Types of thinking. Recommendations for the development of thinking in students. Thinking is a mental process that concerns only a person, no

Annotation to the work program “Correction of memory, attention, thinking, self-regulation when working with children at risk” of senior preschool age (preparing children for school) This program

Department of Education of the city of Moscow State budgetary educational institution of the city of Moscow "School 199"

Explanatory note In accordance with the Federal Law "On Education in the Russian Federation" 273-FZ of December 29, 2012. “Additional education for children and adults is aimed at the formation and development

FUNCTIONS OF LEARNING ACTIVITY OF YOUNGER SCHOOLCHILDREN Kiseleva Yu.V. Barnaul State Pedagogical University, Barnaul [email protected] The restructuring of the social system requires each person to

L. T. Baranskaya, O. S. Chalikova FEATURES OF PSYCHODIAGNOSIS OF INTELLIGENCE WITH THE HELP OF THE D. VEKSLER SCALE IN DIFFERENT AGE GROUPS OF SECONDARY SCHOOL STUDENTS D. Veksler’s intellectual scale still remains

Additional general education program Jumping Mathematics. Advanced level» introductory level FOR GROUPS ENGAGED ON A PAID BASIS Program Developer Direction Deadline

UDC 159.922.72 057.87 INTELLECTUAL ABILITIES OF GRADUATES OF SECONDARY EDUCATIONAL SCHOOL N.А. Shumskaya The results of an experimental study of the intellectual abilities of graduates are presented

113 Mathematics teacher Kuznetsova G. Yu. OPEN ALGEBRA LESSON IN 9-A CLASS. Type of lesson Topic: Explanations of new material and primary consolidation of acquired knowledge. "The whole equation and its roots". Lesson Objectives:

CONTENTS Section I. A complex of the main characteristics of an additional general educational general developmental program. 1.1. Explanatory note .... 2 1.2. Aims and objectives of the program ... 4 1.3. Content of the program.

WORKING PROGRAM OF PRIMARY GENERAL EDUCATION IN MATHEMATICS class Planned results of mastering the subject Personal results of studying mathematics in the primary school class are: readiness

METHODS FOR DETECTING AND ASSESSING CHILD ABILITIES Standardized methods for measuring intelligence At present, standardized methods for measuring intelligence are the most widely used methods.

Annotation for the program Additional general educational program Mousematics has a natural science orientation and is a general developmental program. The program is implemented for children of senior preschool

Work program for extracurricular activities. Logic (Correctional-developing area) Section I. Explanatory note The work program for the th grade on extracurricular activities "Logic" is compiled in

AMTHAUER INTELLIGENCE STRUCTURE TEST

The Amthauer Intelligence Structure Test is designed to assess the level and structure of the intellectual abilities of people aged 13 to 60 for career guidance and career selection. The test consists of two parallel forms, each of which includes 180 tasks, combined into 9 subtests. The technique can be carried out both in individual and in group form. The Amthauer test is intended for an in-depth study of the structural-level characteristics of intelligence and determining what type of higher education or activity requiring higher education an individual can master. Its use allows assessing a person's abilities in natural, social, mathematical, technical sciences, foreign languages, entrepreneurship, as well as in a number of specific professions and predicting the success of training and further professional activity. The test is increasingly used in education, in the work of employment services, in the selection of personnel and in the analysis of the personnel potential of enterprises.

Introduction

Under the influence of scientific and technological progress and the development of civilization as a whole, the nature of labor activity has changed to a large extent. In modern production, not so much strength, physical endurance or manual skill has become important as intellectual abilities. Many workplaces are now equipped with complex technical devices, devices, equipment, the efficient and reliable use of which is impossible without understanding the basic principles of their operation. To obtain a profession, a significant period of training is currently required, often taking 4-5 years or more. Under these conditions, in order to save time and money, it is advisable to know in advance whether a person in the learning process will be able to master this or that type of activity so as to subsequently achieve an acceptable level of efficiency in work. Such information can be obtained by examining a person's capabilities with the help of intellectual tests.

Modern psychodiagnostics has a significant number of methods aimed at measuring intellectual abilities. A number of tests have become widely known in psychological practice. Among them are the tests of Wexler, Cattell, Eysenck, Raven, etc. However, despite the abundance of methods developed taking into account all the necessary requirements for diagnostic tools, the situation in the field of intelligence research can hardly be called favorable. The incomparability of results on tests that, in the opinion of experimenters, examine the same abilities, has already become customary. In the literature, there are constantly significant discrepancies in the interpretation of the same indicators by different authors. Applied research gives low correlations of test results with the effectiveness of training and professional activities.

The main reason for this situation in experimental psychology, which psychologists recognize with incomprehensible ease, is that there was and is no unity in understanding the essence of the intellect, that is, what is actually being investigated. Each psychologist in his own way understands what exactly is measured by tests, and how to interpret the results. One can cite peacefully coexisting polar positions in the understanding of intelligence, whose representatives use the same methods to study it.

Many researchers understand intelligence as a kind of ability that is inherent in humans (animals) by nature (i.e., genetically determined) and which allows them to successfully adapt to changing conditions through internal decision-making (5). This ability can manifest itself in various situations and activities, form secondary abilities, and serve to accumulate knowledge and experience. Some people are gifted with this ability to a greater extent, others - to a lesser extent. The task is to measure it and thereby determine the capabilities of each individual. This approach originates from the experimental work of C. Spearman and R. Cattell and is reduced to the calculation of the coefficient O, which is understood as a reflection of the strength of natural intelligence.

Intelligence can be understood as a complex or set of relatively independent abilities that a person can naturally possess and develop throughout life. The number of abilities identified by various authors may vary, for example, from 7-12 for L. Thurstone to 120 for J. Guildford. Individuals differ both in the "set" of abilities and in the degree of their development. A person's capabilities are determined by the specific combination of his most developed abilities.

J. Piaget opposed such approaches. He argued that “intelligence is not a capacity, and this denial entails the need for some kind of continuous functional connection between the higher forms of thinking and the totality of the lower varieties of cognitive and motor adaptations. And then the intellect will be understood as exactly that form of balance to which all these adaptations gravitate.... The intellect is nothing more than a generic name denoting the highest forms of organization or balance of cognitive structuring, a certain final point. J. Piaget understood the formation of intellect as the realization of an objective natural pattern. He singled out and described the sequence of transformations that occur with intellectual structures as they develop. In the process of testing, we can determine at what stage of intellectual development the examined individual is, and what type of operations is currently available to him.

When practical psychologists do not think about their theoretical position, they act within the framework of a cognitive approach, the essence of which is the reduction of intelligence to the properties of individual cognitive processes. In this case, using various methods, memory, attention, thinking, imagination, etc. are studied, the results are compared with age standards, and conclusions are drawn about the intellectual capabilities of a person.

We do not set ourselves the goal of describing all the approaches to understanding the essence of intelligence that exist in modern psychology. It is important that there are many of them, and they are qualitatively different. Intelligence can be understood both as a certain ability that a person already has at birth, and as a result of his many years of mental development, and as a set of individual psychological characteristics, intelligence can be identified with thinking. An attempt was also made to present the intellect as a mental experience that includes operational, semantic structures, knowledge, attitudes, control systems, i.e., to replace the category of consciousness with it.

The German psychologist Rudolf Amthauer considered the intellect as a specialized substructure in the integral structure of the personality, closely related to its emotional-volitional sphere, needs and values. In his view, the intellect is a system of mental operations that has developed in vivo, which is "inscribed" in the personality and corresponds to its characteristics. The very concept of "intelligence" is an abstract, generic term. The study of intellect must follow the path of identifying types and their corresponding structures. From the position of R. Amthauer, it unequivocally follows that the reliability of conclusions about the intellectual abilities of an individual is possible provided that their type is determined, i.e., based on a comprehensive analysis of the results for all subtests and the allocation of the dominant "center of gravity" (verbal, practical, mathematical, spatial, mnemonic, etc.). Predictions based on the results of individual subtests will be less reliable. If only separate subtests are used for diagnostics, then there is no need to talk about any reliability of the conclusions. R. Amthauer tried to create a holistic test of the structure of intelligence, and not a set or battery of subtests that can be used at one's own discretion.

When using intelligence tests, one should not forget that they evaluate the mental capabilities of a person, and not the effectiveness of his activity as a whole. If there is information only about intellectual abilities, the low reliability of forecasts regarding the quality of educational or professional activity is natural. It is not the intellect that works, studies, lives and acts, but the personality. The level of achievements of a person also largely depends on the state of his health, working capacity, emotional-volitional, communicative qualities, motivational attitudes, and creative potential. It is impossible to expect from a test that studies the functioning of one of the sides of the personality, reliable information regarding the nature of the activity of the personality as a whole. The personal characteristics of a person can act as either additional forces that allow optimizing and developing his intellectual potential, or restrictions that do not allow him to realize even the opportunities he has. High reliability of the forecast is possible only on the basis of information obtained as a result of a comprehensive psychological examination.

When making a forecast, it should also be taken into account that the effectiveness of an activity largely depends on the availability of the information necessary for its implementation by the individual. Therefore, the quality of training programs and acquired knowledge can both expand and limit the professional or educational opportunities of an individual. To increase the reliability of the forecast l, additional studies of the level of professional preparedness of a specialist are needed. At school and at the university, this aspect is reflected in the performance of students, which should be taken into account when predicting their future potential.

Structure and development of intelligence

Since the beginning of the 80s of the last century, we have been conducting comparative studies of the predictive effectiveness of intelligence tests of Eysenck, Amthauer, Wexler, Cattell, Raven, Sullivan, Flanagan, CAT, STUR and OATV. We tried to comprehend what these tests measure, what theoretical constructs underlie each of them, and also what and with what reliability they can predict. Intellectual tests were used in combination with personal and psychophysiological methods, as well as with objective indicators of the effectiveness of the educational and professional activities of the subjects (schoolchildren, students, workers of various specialties). In our search, we, of course, were guided by our own theoretical ideas about mental abilities and their development, which are based on the conceptual provisions of L. S. Vygotsky on concepts.

The concept, according to Vygotsky, is that minimal, further indivisible characteristic of the phenomena of the surrounding world, in which their objective regularities are isomorphically reflected. If concepts are used as subjective units of thought, then it becomes possible to adequately comprehend the objective laws of nature and society. The adaptability of a person, the effectiveness of his decisions and activities in general, to a large extent depends on the extent to which he has mastered conceptual thinking. The success of learning is also directly related to this type of thinking, since any science is nothing but a system of concepts.

conceptual you can call it thinking, in which the structuring of perceived information is carried out using objective categorical generalizations, and not functional, situational, emotional, figurative and other subjective classifications. Categorization is a particular type of classification that requires the allocation of the main, internal, essential characteristics of an object or phenomenon in order to attribute it to a certain type within a certain genus, in contrast to any association of objects according to some arbitrarily chosen, common feature for them. In conceptual thinking, information is comprehended through the inclusion of new ideas in objective classification groups, the bases of which are the internal, essential, constant characteristics of objects and phenomena, and not any external changeable properties. The interconnection of phenomena, events, individual objects, objects or their groups occurs through the establishment of genetic, generic, causal, patterns, and not arbitrary, subjective associations. conceptual thinking, thus, is an subjective form of reflection of objectively existing regularities.

Conceptual thinking is based on the identification of essential characteristics and relationships, i.e., primary abstractions, but this does not make it abstract thinking. Abstract thinking is already the next, qualitatively new level of development of the intellect, within which connections, relationships, and dependencies undergo transformations. It is indifferent to the content side of the information. Abstract thinking makes it possible to single out relationships in a "pure" form and operate with them, abstracting from the specific, substantive, qualitative content of the material. It is often identified with the conceptual or symbolic, although conceptual and symbolic thinking are separated from each other. Conceptual thinking is usually called abstract because it uses generalizations. The operation of generalization contains an element of abstraction from concrete objectivity, that is, a moment of abstraction, but, nevertheless, thinking in the full sense of the word does not yet become abstract, since properties or images, albeit less concrete, remain an operational unit. Conceptual thinking cannot yet be called abstract, since it is always closely connected with the qualitative, content side of a certain area of ​​the surrounding world. In it, the main categories and concepts are also defined through qualitative descriptions and characteristics.

We offer the following characteristics to the operational units of different types of thinking, in order to distinguish them more clearly:

Figurative thinking operates with integral images of objects and phenomena or any of their "external" properties.

Conceptual thinking operates with essential properties-concepts (or images that characterize these concepts).

Symbolic thinking operates with substitutes for specific objects, phenomena, and each "qualitative unit" is designated, replaced by its own symbol. Symbolization can be carried out quite arbitrarily and serves for the convenience of operating in a particular area (for example, musical notation, traffic rules, etc.).

Abstract thinking operates with formal characteristics - quantitative, interval, structural, functional and any other regular relationships and dependencies between objects and phenomena. It is these formal characteristics that are subjected to transformations, regardless of the qualitative certainty of the information underlying them. Abstract structures are formed as a natural generalization and symbolization of conceptual structures.

Following Vygotsky, we consider the formation of conceptual thinking to be the main task of intellectual development as a whole. An individual does not receive it ready-made at birth. It may not develop even by adolescence, as it does not obey the natural laws of age-related maturation. Phylogenetically conceptual thinking was formed as people became aware of the objective laws of the world around them. Ontogenetically, as L. S. Vygotsky showed, it can be developed by introducing the child into the existing system of scientific knowledge. Any science is a system where all laws, formulas, rules are in certain relationships with each other. They are organized according to the principle of a “conceptual pyramid”, the top of which is formed by axiomatic propositions, which are further transformed from more general to more particular concepts. Therefore, any new concept that a student learns in a lesson, “due to the fact that it is scientific, by its very nature, implies some place in the system of concepts that determines its relationship to other concepts,” that is, potentially contains all directions of future connections. and relationships for their development. The scientific knowledge received by a person is organized into conceptual structures, and thus he also assimilates the general conceptual principle of structuring information, i.e., conceptual thinking develops.

When a student hears a definition for the first time, sees a formula, at first he gets acquainted only with the shell, sounding or visual image, as a result he gets a certain holistic impression, behind which, in general, there is nothing. He cannot retell in his own words a rule he has just learned, or see which formulas to use in which problems, until he turns them into concepts. This becomes possible only as they are used. When a student, solving problems, performing various exercises, uses formulas, rules, he thereby establishes their connections with other concepts, outlines the scope, specifies their meaning, symbols and words are filled with meaning. Only gradually, as they are used, formulas or rules, connecting with the child’s personal, inner experience, will be filled with specific content, become understandable, used arbitrarily and correctly, and not just reproduced from memory. L. S. Vygotsky called this process the law of concept development. When a concept develops, the essential, inner meaning (objective principle) is abstracted from the word, definition or formula, which “sprouts” (embeds like a cell) into the “conceptual grid”, “conceptual pyramid”, occupies a certain place in a single multidimensional coordinate system among equivalent, more general and more specific concepts.

As scientific concepts are mastered, individual inner experience is rebuilt and organized in accordance with the system of objective generic relations of generalization, subordination, inclusion, homogeneity, as well as the laws of variability and development that are inherent in a particular field of knowledge (or field of surrounding reality), and reproduces its multidimensional "grid of vertical and horizontal connections", where each element (concept) is naturally connected with others. That is why in the conceptual intellectual structure the "transfer" of knowledge, skills and methods of activity is easily carried out, full operational reversibility becomes possible - the possibility of multidirectional, free, sensitive to contradictions search, which ensures the reliability of conclusions and conclusions. In this case, any scientific knowledge that a person gets acquainted with later, he understands and assimilates without memorization, they, as it were, “lay down” on his conceptual structures. His life observations also fit into the "conceptual grid", as a result of which the adequacy of perception and understanding of their objective logic is ensured. If conceptual structures have not been formed, then a person does not notice errors, illogicality of theoretical constructions, finds it difficult to verify or justify his own conclusions, makes decisions that do not lead to the desired result.

Often, with traditional, memorization-oriented teaching methods, scientific knowledge is not built into the system of a person’s personal experience and is stored partially, separately, as external, unnecessary information. In this case, the knowledge acquired at school or university exists on its own, and the life and practical activity of a person proceeds completely independently of them. Theoretical knowledge is used only in exams and is safely “forgotten” in any other life situations. However, until scientific concepts “grow” into human everyday experience, conceptual thinking itself will remain incomplete, superficial, rarely used in practical activities, i.e., it will not function as an operational mechanism of the intellect as a whole.

The initial stages of the formation of conceptual thinking, methods for its diagnosis and optimization of further development have been studied by us and described in detail in practical guidelines for psychologists working with schoolchildren. We have singled out the main operations of conceptual thinking and determined the types of test tasks that can be used to assess the degree of their development. A comparative analysis of the tasks contained in the above tests showed that only the Amthauer test allows one to fully explore the structure of conceptual thinking, as well as the next, qualitatively new level of its development - abstract thinking. In addition, it provides an opportunity to obtain information about a number of intellectual operations that are most often required in modern types of professional activity.

In the structure of conceptual thinking, we distinguish three main operations, the degree of formation of which can be measured using three subtests of the Amthauer test:

Identification of an essential feature (subtest 2).

Awareness of regular connections between phenomena (subtest 3).

Empirically, one can note a certain sequence in the development of conceptual operations. First of all, the ability to identify essential features begins to form. Thinking, which basically uses only this operation, we define as conceptual intuitive thinking. Its specificity lies in the fact that a person usually does not realize the very principle on the basis of which he acts. To study intuitive thinking, you can offer tasks for addition, exclusion, generalization, during which it is required to form groupings. Combining objects or dividing them into groups can be carried out by a person intuitively, bypassing the operation of conscious analysis and selection of a feature (property), which becomes the basis for classification. An individual, solving such tasks, simply acts in accordance with the dominant internal attitude to highlight essential or situational, emotional and other "random" characteristics. Naturally, the installation can turn on unconsciously and work automatically, that is, a person does not actually choose, but simply acts in his usual way. The most informative in this regard are tasks for the exclusion of an extra word, which show what principle a person is most often guided by, whether he focuses on essential features or not.

Conceptual intuitive thinking can take shape "spontaneously" in the child's personal experience even in the period of preschool childhood. The child begins to feel what is the main thing in the message or event, which objects or phenomena are of the same type, which do not fit together, but cannot explain on the basis of which he draws such conclusions. His thinking in individual operations can function as a conceptual one, but on the whole it is still unsystematic. At the level of conceptual intuitive intelligence, each act of thinking is a separate, unrelated intellectual operation, therefore, in the internal experience there is no complete system of ideas about the world around, these ideas are figurative and fragmented. That is why the possibility of contradictory and illogical conclusions remains: the individual is able to make only private, specific conclusions, but cannot correlate them with each other and notice that they contradict each other.

Schooling provides the child with a "tool" for structuring internal experience, establishing regular connections between its elements. At school, the child gets acquainted with systematized knowledge, learns to use the rules, work according to the algorithm, that is, to find and establish objective connections and relationships between objects and phenomena. Assimilation of scientific knowledge, the child masters the mechanism for transforming and combining his personal inner experience. In the learning process, operations are formed, which we call conceptual logical thinking. To study it, you can use tasks on analogies, which allow you to find out what type of connections are first noted by a person, whether he singles out objective patterns, cause-and-effect dependencies, or any other random, external connections of phenomena and sequences of events. In analogy assignments, the principle of connection between objects is already given in the example, it only needs to be seen and used in the solution process.

To master conceptual logical thinking, that is, to see, first of all, objective connections between phenomena, is not so easy. Rules, principle, regularity are relations, connections, that is, some abstractions, and therefore cannot be given directly in perception. The essence of a rule or principle of action can be conveyed only indirectly, using "material carriers" organized in a certain way - words, subject images or symbols. Even in the most “pure” symbolic expression (in the form of formulas), the essence of the law or rule is by no means obvious and, as we know from our own experience, can be understood in different ways or not understood at all. For example, we easily memorize formulas from a school physics course, but if at the same time we experience difficulties in solving problems, that is, we cannot use these formulas, then we do not understand the essence of the laws expressed in them. The semantic ambiguity of perception is not an exception, but a rule, since any phenomenon always has a lot of properties or connections (or at least several), therefore, there are as many options for emphasizing and, accordingly, features of understanding and interpretation. Let us recall an elementary example of a subjective change in the appearance and meaning of one and the same picture, depending on what we single out as a “figure” or “background”. A person may assume that everything is clear to him, if only because he somehow explains his actions to himself. However, often he does not see the “figure” that is transmitted by the rule. There is only one way to check the correctness of understanding: to offer a person tasks where this rule should be used. The application will be adequate if a person has formed an appropriate conceptual structure, within which objective connections and relationships are identified and the principle of activity is easily transferred to other similar situations, using it to form (solve or compose) similar examples. Tasks based on analogy allow you to find out by what principle (conceptual or any other) an individual identifies connections and relationships between objects, what “figure” he sees.

The main thing in the formation of a full-fledged conceptual thinking is the development of the operation categorization, highlighting this specific connection of objects from all other possible connections, realizing the qualitative difference between categorization and any other groupings. Mastering the operation of categorization allows you to transfer the actions of comparing objects and phenomena to a higher level. The individual proceeds to operate with objects not as independent entities, but as representatives of certain genera or classes. Thus, in the process of thinking, he connects not separate objects, but structures and systems, the elements of which these objects are. As L. S. Vygotsky said, a “conceptual grid of parallels and a meridian” is being formed. And only in this case is it possible to systematize internal experience, and conceptual thinking itself becomes full-fledged. The intellect as a whole moves to functioning according to the conceptual principle.

The nature of the development of conceptual thinking depends on the method of transferring knowledge, on curricula and on the form of organization of the learning process as a whole. During schooling, some elements of conceptual thinking are always formed, but more often it is just the elements, and conceptual thinking turns out to be defective. The weaker it is developed, the more limited are the opportunities in getting an education and solving the problems facing a person in general. If a person does not master the operation of categorization, then his conceptual thinking remains at the level of intuitive, and connections and relationships between phenomena can be formed not according to a conceptual, but more often according to a functional-situational principle. The negative consequences of the inferiority of conceptual thinking are manifested in the following:

The unconsciousness of one's own intellectual operations and the impossibility of their arbitrary use remain. A person, knowing the rules and formulas, does not know how to use them to solve problems, does not see the scope of their application, finds it difficult to transfer intellectual skills to similar, and even more so to partially transformed situations, cannot transform the algorithms he uses, and also explain or prove correctness. the chosen method of action and the result obtained, does not notice the illogicality, the fallacy of his own conclusions, the contradiction in the statements.

The theoretical knowledge that a person has is not related to his practical activities, understanding of current events, solving life or educational problems.

Most theoretical knowledge is superficial, schematic, does not represent an integral system, a person does not see the internal logic of the studied sciences, and overall academic performance can be unstable.

It is possible to master only a narrow specialization in a particular field of activity, when the work does not require the use of knowledge from related fields.

It is impossible to form a full-fledged abstract thinking and, consequently, advance in the physical and mathematical sciences.

Abstract thinking represents a qualitatively new, higher, in comparison with the conceptual, level of development of thinking. The possibilities for the development of intelligence in this direction can be measured using the 6th subtest of the Amthauer test. The operator units of abstract thinking are no longer objects and their properties, but relations, connections between them. In the process of the formation of abstract thinking, there is a gradual "liberation" of intellectual operations and: the qualitative content of information of a different plan. The formation of full-fledged abstract thinking is possible only when objective connections and patterns are subjected to symbolization, that is, relationships identified in accordance with the conceptual principle. Therefore, the formation of a full-fledged abstract thinking is possible only under the condition of a well-developed conceptual, all its components. However, the presence of full-fledged conceptual thinking does not automatically lead to the formation of abstract thinking, it may never develop if educational activities in grades 5-8 do not explicitly require it (when the programs in mathematics and physics are relatively simple). If conceptual thinking itself suffers from inferiority, then various variants of pseudo-abstract thinking may develop.

There may be a symbolization not of relations, but of objects and images. For example, when in mathematics programs from grade 1 it is proposed to replace objects with numbers for ease of comparison and operation, then simple counting (or arithmetic) abilities are formed, which are based on symbolic, but not abstract thinking. A child can learn to easily cope with various counting operations, but algebra and higher mathematics will be inaccessible to him. In this case, the individual will be able to perform subtest 5 of the Amthauer test well, but he will not be able to cope with the 6th subtest.

Symbolization of operations in any private area can be carried out. For example, when a child perfectly masters the game of chess, Morse code or musical notation, however, mathematics and physics may remain completely incomprehensible to him. The strongest pseudo-abstract thinking is formed on the basis of combinatorial thinking, the level of development of which can be measured by the O series of Raven's progressive matrices. In this case, an individual can master mathematics, including higher mathematics, but with difficulty understand physics and other natural sciences. Full-fledged abstract thinking is also necessary for the formation of structural and linguistic abilities that allow you to simultaneously master many foreign languages.

The underdevelopment of abstract thinking does not allow one to master the physical and mathematical sciences and develop structural and linguistic abilities, but does not impose any more restrictions on intellectual pursuits. To receive higher education in the vast majority of professions and to engage in scientific activities in the relevant areas, developed abstract thinking is not yet required. In the 70-80s of the XX century, according to our data, only 10% -12% of the adult population with higher education had developed abstract thinking. These were mathematicians and physics engaged in scientific research, as well as some engineers and teachers of technical specialties of universities. Now the situation has changed for the better, although abstract thinking has not yet become the property of the entire population. According to our data, about 35% of students in grades 10-11 have it.

However, it should be remembered that school success does not yet indicate the presence of abstract thinking. Its underdevelopment can be partially compensated for by strong and full-fledged conceptual thinking, which, for example, makes it possible to have high academic performance in mathematics and physics in the senior classes of a general education school, to cope with Olympiad tasks. But conceptual thinking alone, no matter how strong it may be, is no longer enough to master, for example, such professions as a programmer, economist, or for scientific activities in the field of mathematics and physics.

The presence of abstract thinking makes it possible to transfer the functioning of the intellect as a whole to a qualitatively higher level. A new type of intellect arises, the owner of which receives significant advantages over other people. The speed and accuracy increase several times. processing of information, penetration into its essence, since the very principle of its perception changes. In order to master any area of ​​knowledge, a person with a “pre-abstract” type of intellect is forced to form an information base of ideas about this area, then analyze it, generalize, and thus highlight its patterns: a long period of accumulation of knowledge is always required, a lot of time is spent on their subsequent systematization. In the presence of abstract thinking, to understand the essence, the accumulation of knowledge is not required, the system of patterns and relationships is captured as one becomes familiar with new information. The emerging understanding is immediately holistic and systemic, even if the information arrives chaotically. The very process of familiarization with the material occurs through the imposition of a natural "abstract" grid, which structures and systematizes any incoming information. Instead of several years of study, several months are enough. The quality of education is also significantly improved. Thanks to abstract thinking, a person sees the incorrectness of constructions, logical inaccuracies and errors even in the process of mastering new areas of scientific or practical activity for him, which are not noticeable even to specialists if they have not developed abstract thinking. For example, schoolchildren who studied under the program of V.V. Davydov notice incorrect definitions, logical errors in proofs, contradictions in the presentation of the material contained in textbooks that were not visible to teachers, although they had been using these textbooks for more than one year. The presence of abstract thinking greatly expands the capabilities of a person as a whole. He can simultaneously master several professions, quickly master newly emerging activities, work at the intersection of sciences, and interact productively with specialists of various profiles. So far, few people have reached this level of development, although it is possible for everyone if the foundations of abstract thinking are laid from the primary grades.

Each area of ​​knowledge or activity that a person has to deal with has a certain specificity not only in terms of the information contained in it, but also in terms of the methods of its organization and presentation. In order to master each science and understand the tasks that are solved within its framework, in addition to general (conceptual and abstract) corresponding specific intellectual operations are required. For example, the work of a constructor requires spatial thinking, for the study of foreign languages ​​- the possession of verbal categorization, for counting and computational activity - mathematical intuition. At the early stages of mastering an activity or entering science, while the basic, relatively simple general provisions are being stated, if specific intellectual operations have not yet taken shape, understanding can be provided through substituting operations of a general type: conceptual and abstract thinking. However, substitutive thinking cannot ensure the speed and depth of perception of information, freedom of operation. Using substitutive thinking, a person, depending on his neurodynamic characteristics, is forced to act slowly, since he has to apply not quite adequate methods of analyzing and processing information. If the necessary operational structures are not formed, then gradually, as one enters science or the activity becomes more complex, compensation becomes less and less complete, and from a certain moment even impossible. Conceptual thinking, although it has ample opportunities to compensate for the missing specific intellectual operations, but they are not unlimited. With the help of replacing operations, it is possible to form only general ideas, but high quality of activity in the corresponding area is not achievable. That is why successful training is not a guarantee of subsequent high professional achievements. The depth and adequacy of understanding, the effectiveness of decisions is ensured only when the operating system of the human intellect is in one-to-one correspondence with the operating system used in the relevant field of knowledge or professional activity. The type of intelligence develops approximately by the 7th-8th grade, and after that it is almost impossible to form the "missing" intellectual operations.

So already in high school, for the successful teaching of physics, and geometry, trigonometry, drawing, children require specific intellectual skills that depend on the development of spatial thinking. It can be measured using subtest 8 of the Amthauer test. Spatial thinking, although based on visual (visual) intelligence, is a qualitatively specific stage in its development. Its operator units are no longer the objects themselves or visually perceived properties, as at the level of figurative visual thinking, but analytically distinguished characteristics of their spatial structure, as well as relationships, regular connections between visually perceived properties. Its essence lies in the mental "imposing" of standard spatial schemes on any object, highlighting the regular relationships between its parts and elements, abstracting from the variety of visually perceived impressions. It allows you to maintain the constancy of perception, accurately identify, typify, group objects, despite differences in size and variety of decorative design, changes in position in space, when the visual image of the perception of an object changes, when viewed from different positions, points of view, when dismembering or connecting various objects and their parts. Spatial thinking allows you to make a variety of mental transformations of objects (movements, rotations, combinations, substitutions, merging and dismemberment), design, create artificial objects with the required internal and external properties. It is one of the main components of the intellect of a design engineer, architect, designer.

In a number of professions, the ability of a person to compose a holistic view of a phenomenon or events on the basis of disparate, fragmentary information or extremely diverse information is of particular importance. A holistic vision of the situation on the basis of combining information of a financial, economic, logistical, organizational nature, as well as on the professional and psychological characteristics of the personnel, is necessary for an entrepreneur to make managerial decisions. A counseling psychologist or psychotherapist has to compile a holistic view of the client and his problems based on fragmentary stories, answers to questions, and individual indicators obtained as a result of testing. According to individual details, evidence, the investigator reconstructs the incident. Such skills are developed on the basis of the figurative synthesis operation, the presence of which can be measured using the 7th subtest of the Amthauer test. At school, this operation is less in demand.

By the senior classes, the number of subjects studied and, accordingly, the amount of information that needs to be kept in memory increases. If students do not undergo qualitative changes in the process of memorization, that is, the development of memory, then they are unable to cope with the increased workload. Some try to cram, but many stop learning, because they still can’t remember everything. However, there is a possibility of a qualitative increase in the efficiency of memorization if memory in its functioning is associated with conceptual thinking. In this case, memorization is preceded by analysis, during which the structuring, schematization and “folding” of information takes place, as a result of which the load on the memory itself is sharply reduced. You no longer have to memorize pages of text, but a few points of the plan or a logical diagram. Meaningful, structured information is not lost, not destroyed, easily retrieved from memory. In the formation of logical memory, the main thing is the formation of a generalization operation, which allows you to "fold" information when memorizing and "unfold" it when playing. Conceptual thinking is necessary for the formation of this operation. The memorized information is organized multidimensionally, according to the principle of the "conceptual pyramid", can be reproduced in the mind simultaneously and holistically, can be subjected to any transformations. The presence of logical memory can be diagnosed with 9 subtests of the Amthauer test. Logical memory may not be formed if conceptual thinking is poorly developed. Often the presence of a strong primitive memory itself becomes an obstacle to its transformation into a logical one. When a child can easily memorize everything in a row, then for a long time he does not have a need for logical processing of information, and the time for memory transformation is missed.

Cultural limitations or a lack of general awareness can also lead to specific problems in learning and professional activity, which are all the more incomprehensible if the person is generally smart, doing well in a number of subjects. The problem may lie in the narrowness of the interests of the individual. For example, he may be fond of poetry or music, but have difficulty understanding what is being discussed in books on biology, geography or chemistry, even at the level of general education programs. May be fond of chess or programming and not understand politics or economics at all. Information limitation leads to the fact that a person does not understand the meaning of a message, text, situation, not because his thinking is poorly developed, but because he cannot imagine what is being said. The child begins to suffer from a lack of general awareness only in secondary school, when there are many "specific" subjects that require certain knowledge about the world around them to understand. To see this problem before it occurs, allows 1 subtest of the Amthauer test.

2. Amthauer intelligence structure test

2.1. Development history and variants of the Amthauer test

The Gest was developed in 1953 in Germany under the leadership of Rudolf Amthauer to solve the problems of vocational guidance and vocational selection, designed to assess the level and structure of the intellectual abilities of people aged 13 to 60 years. Since the late 60s of the last century, the test has been widely used in Europe, but is practically not used in the USA (GABT, developed by the US Employment Service, is used for this purpose). In Russia, the Amthauer test has been known since the early 80s of the last century. We have spread two versions of the test: "classical" German (1973) and Czech (Hrabal V., 1983). The earlier version is less perfect: subtest 4 does not have exactly and unambiguously presented answers as other subtests.| The subject himself formulates the answers, and the experimenter, comparing with the description given in the key, evaluates their correctness in points from 0 to 2. In this case, subjectivity and direct errors in scoring are very likely, especially if there are discrepancies in the speech thesauri of the subject and the experimenter, or the experimenter himself does not have a well-developed conceptual thinking, which is by no means uncommon today. Due to the lack of unambiguous answer options, the test in the first version cannot be fully computerized. In a later version 4, the subtest was qualitatively revised: the nature of its performance was changed, the answers were unambiguously determined, the free speech production of the subjects and the subjectivity of scoring by the experimenters were excluded, it was aligned with the rest of the subtests in the number of tasks (there were 20 of them, and not 16, as in more earlier version). Both versions were received by Soviet psychologists from colleagues from Bratislava. The earlier (Göttingen) version is more widely distributed and published. Less known, but more perfect and convenient for group and computer diagnostics, is the test adaptation option proposed by V. Hrabal and his co-workers. We have been using the Amthauer test since 1985 (in the Czech version adapted to Russian conditions) to diagnose high school students, students and adults for research and applied purposes. The manual outlines our many years of experience, which is partially published.

The proposed version of the Amthauer test consists of 9 subtests, each of which contains 20 tasks of the same type. Work with each subtest is preceded by instructions and an example. The time for completing tasks is limited. The total running time, including instructions, is approximately 90 minutes. Testing can be carried out both individually and in a group. We offer two parallel forms of the test (A and B).

Purpose and conditions for the use of the Amthauer test

When using the Amthauer test, it is necessary to take into account specific restrictions that are associated with the content of tasks and working conditions.

Since the time allotted for completing the tasks of each subtest is limited, the dependence of the quality of solutions on the speed characteristics of cognitive and neurodynamic processes is manifested. Slow people are at a disadvantage compared to those who can process information at a high speed. For a slow person, test results may be below his intellectual capabilities, since lack of time or an uncomfortable, faster pace of work negatively affects its quality. In real life conditions, solving educational, industrial or scientific tasks, a person rarely encounters such a shortage of time. He usually has the ability to act at his own pace. Consequently, the reliability of conclusions about the intellectual abilities of a person can only be ensured if information is available about the features of his neurodynamics.

Since the tasks of the test are characterized by a rather high level of complexity, it is less suitable for working with people who have clearly reduced abilities. With the help of the Amthauer test, it is impossible to obtain any positive characteristic of their intellect, to reveal their capabilities, since they simply do not cope with the tasks. It makes no sense to use this test not only in auxiliary and correctional classes, but also in such general education classes in which the vast majority of students do not apply for higher education. When high school students with weak intellectual abilities do not cope with test tasks, they develop a general negative attitude towards psychological examination and towards the psychologist, distrust of the recommendations that he receives as a result of testing.

The level of education of the subject also has a significant positive effect on the test results. For the development of the operational structure of thinking, it is of great importance what level of intellectual tasks the individual constantly encounters. The gradual complication of classes leads to intellectual development, and simplification leads to suspension and degradation. Therefore, to interpret the results, it is more important to know not the age of the child, but in which school and in which grade he is studying. To analyze the structure of the intellect of an adult, information is needed on the level and time of education, as well as the type of activity in which he is currently engaged.

The structure of the test and the type of tasks used put testees with mathematical, engineering and natural science abilities in a better position compared to humanities students, who always have lower results in the vast majority of subtests. The test does not allow to adequately assess the features and level of development of humanitarian abilities, as it does not contain relevant tasks. It is more common for psychologists to identify the verbal and the humanitarian without a reliable justification; to assess humanitarian abilities, the use of special methods is required (for example, you can use the test given in the manual for grades 3-6). Therefore, based on the low results obtained using the Amthauer test, it is unlawful to draw conclusions about the weak intellectual development of people of the humanitarian type. Information about the type of education of the subjects is necessary in order for the conclusions based on the test results to be reliable.

The general cultural level of the subject also significantly affects the test results. A culturally limited person may not adequately represent the meanings of some words used in verbal subtests, and therefore give erroneous answers, regardless of the level of development of the mental operations themselves. To reduce the influence of socio-cultural developmental conditions on test results, subjects are usually allowed to ask the experimenter questions if some words seem incomprehensible to them. Adolescents use this much more often than adults, but not only because they are less embarrassed by their ignorance. Adult people are already getting used to the ideas that they have, and do not feel their own misunderstanding.

Test results are influenced by the extent to which a person speaks Russian as such. This aspect must be taken into account due to the fact that at present families from autonomous republics and from former Soviet republics are actively moving to Russia, where knowledge of the Russian language has long been not mandatory. In the process of communication, migrants (especially children and young people) quickly master the spoken minimum, and while studying at schools and colleges, they gradually, sometimes with great difficulty, master the literary and scientific Russian language. Spoken everyday language differs significantly from the scientific language required for solving test problems, and for migrants they usually function as two separate patterns. Scientific language, that is, the attitude to words as concepts, is activated only in the appropriate context, and when a recent migrant encounters fragmentary information or individual words, he reacts to them “figuratively”, in an easier way for him, perceiving them within the framework of "household" pattern. In solving test problems, such people show lower results compared to real achievements in studies and professional activities.

Long professional occupations in any kind of activity form a specific intellectual substructure for its maintenance. It includes frequently used knowledge, both routine and purely individual, algorithms created by the individual himself, situational and social information, etc. This “superstructure” pushes into the background intellectual operations of a general type, which are precisely measured by the Amthauer test. To solve test tasks, a professional has to “activate” passive intellectual structures, so his results may be lower than those of those who do not yet have any work experience. However, this does not mean that he is intellectually weaker than beginners. In order for the conclusions about the intellectual capabilities of an individual to be reliable, it is necessary to take into account the duration and intensity of his professional activity.

Any technique has a main purpose and a well-defined scope, going beyond which reduces the reliability of the conclusions, and sometimes makes its use meaningless. The Amthauer test is intended for an in-depth study of the structural-level characteristics of intelligence, to determine what type of higher education or activity requiring higher education an individual can master. It can be used to help teens make more informed choices about in-depth study subjects in high school.

The test allows you to interpret the results at three levels:

1. The general level of intelligence - is revealed on the basis of the overall result, translated into a standard indicator.

2. The type of intelligence - is revealed on the basis of the interpretation of the profile, which qualitatively characterizes the group of subtests with the highest results.

3. The level of development of individual abilities (or intellectual operations) - the results obtained for individual subtests are interpreted.

R. Amthauer created a test to study the structural characteristics of the intellect, which is also reflected in its name, i.e., to solve the last two problems. We do not recommend using the test to determine the general level of intellectual development, as is usually done when working with the Wechsler test, and not only because as a result of laborious two-hour work, only one characteristic will be obtained. In general, the conclusions may turn out to be wrong. A talented person with highly specialized abilities will look like an average person based on a general test indicator. Even for research purposes, where it is important to highlight the smallest number of deep, generalized features, we believe that one should not resort to level indicators. In one "level" group there will be people with different abilities in their structure, and not only theoretical, but also practical conclusions from such a study will be very doubtful. No one will dispute the position that the function is determined by the structure, that is, the nature of the functioning of the intellect is determined by its structural features.

We used the Amthauer test in combination with personal and psychophysiological methods in the study of various types of professional abilities. To identify the structure of ability, comparative studies were carried out on the features of the intellect of highly effective specialists and mediocre workers. Comparative analysis has always shown significant differences in the structural, and not in the level characteristics of the intellect of effective and mediocre specialists. We used the results obtained to identify the inclinations for various types of professional activity among students and high school students, and in longitudinal studies we tracked the patterns of specialist development. Working in schools, we have also studied the dependence of student performance in various subjects on the development of intellectual operations, measured by the Amthauer test.

Test procedure

During the examination, general requirements must be met: a comfortable workplace (table, chair), sufficient lighting and air ventilation. Subjects must feel well, not be in a state of illness or overwork, and be ready for long-term work. Testing can be carried out both individually and in a group. During a group examination, each subject must have a test book; it is impossible to present tasks by ear, as is sometimes done. During the testing process, you can take one break (for 5-10 minutes), but you can work without a break. The order in which tasks are presented can be either standard (successive execution of subtests from 1st to 9th), or different, when 6, 7, 8, 9 are first performed, and then 1, 2, 3, 4 and 5 subtests. We recommend using not the standard, but the second version of the presentation, in which, as our long-term practice has shown, the subjects get tired less and the reliability of the results is much higher. For each of the forms (A and B), the test tasks are published in the form of two notebooks, one of which contains 1, 2, 3, 4 and 5 subtests, and the other contains 6, 7, 8 and 9 subtests. This allows you to choose for work the option that seems more convenient or that is familiar to the specialist. When presenting instructions, we use the second variant of presenting test items, and for the same variant, response forms and keys have been developed.

Work must be preceded by a general instruction, which states the following:

“Now you will work with a test, the tasks of which are designed to assess the level of development of various intellectual abilities. Everyone knows that there is no such person who would have equally highly developed all abilities. Someone is strong in mathematics, someone in history, someone in foreign languages. All people have different abilities, and this is normal. Therefore, it is natural that some tasks will seem simple to you, and some more difficult, perhaps you will not be able to solve some of the tasks at all. Let it not upset you. That's the way it should be. Testing is carried out in order to identify your strengths and weaknesses, to obtain objective information that will allow you to rationally use the available opportunities when choosing a training profile or a field of professional activity.

Each group of tasks will be preceded by instructions and an analysis of an example. For each group of tasks, a certain time is allotted (from 6 to 10 minutes). It will be necessary to start and finish work strictly on a signal. You can work on tasks only during the time allotted, and stop working at the end of it, regardless of whether you managed to do everything or not. If you cope with some tasks faster, then in the remaining time you can check your solutions or just relax. Before the time, without a permission signal, it is impossible to start performing the following tasks, it is also impossible to return and complete the outstanding tasks. Answers should be put in the appropriate columns of the response form. If you think you made a mistake, you can correct your answer. Nothing can be written, marked, circled or underlined in the test notebooks themselves.

Before starting work, the response forms must be signed.

The instructions for each subtest must be read aloud, even though they are given in the test book.

Examples for the 3rd, 4th, 6th subtests should be written on the board, for the 2nd - you can simply read them out, the examples for the 7th and 8th subtests will be analyzed by the test-book, and for the 1st and 9th there is no need to give examples at all. "

Distribute test notebooks containing subtests 6, 7, 8 and 9, ; except for the instructions for fixing answers to the 9th subtest, which is issued separately, after the time for memorizing the words ends, and the test notebooks themselves are taken from the subjects.

Below are the instructions in the form in which the experimenter should explain the tasks to the subjects orally. In this form, they are better perceived by ear. In test notebooks, the instructions have a different form, more convenient for self-study. ;

Instructions for subtest 6 (tasks 101 - 120)

“The tasks that you will now perform are numerical series. The numbers in these series are connected by certain patterns. You need to understand what pattern the series is connected with, and calculate the number that should stand instead of the question mark, continuing this numerical series.

Example 1 does not need to be written on the board, it is enough to read:

“2 4 6 8 10 12 14 ?

The pattern that links the numbers of this series is simple: each subsequent number is greater than the previous one by “2”, therefore after 14 there will be 16.

Example 2 should be written on the board:

9 7 10 8 11 9 12 ?

“Let us consider in this example the general principle of the analysis of numerical series. It is necessary to calculate how the second is obtained from the first number, how the third is obtained from the second, how the fourth is obtained from the third, and so on. To get "7" from "9", you need to subtract "2". To get "10" from "7" further, "3" should be added. To further get "8" from "10", you need to subtract "2". Further, in order to get "11" from "8", you should add "3". Further, in order to get "9" from "11", it is necessary to subtract "2". To get "12" from "9", you need to add "3". (The results obtained should be signed under the number series.) Let's consider what regularity the numbers in this series are connected with.

9 7 10 8 11 9 12 ?

2 +3 -2 +3 -2 +3 -2

“We got an alternation: -2, +3. What operation should be done to get the next number after the 12th? Given the resulting regular alternation, then “-2” should follow. And if we subtract "2" from "12", then we get "10".

In each of the proposed number series, it is enough to calculate only one number, which should continue this series. It is as an answer and should be written in the "Answer Form" in the plate VI, designed for tasks 101-120. In the empty cell under the task number, you should enter the answer received - the number that continues this numerical series. In the test notebook itself, do not write anything, neither the answers themselves, nor the intermediate operations, if you want to make them in writing, you can use the “draft” for this. You can even count in your mind. Everyone can work the way they want.

Remember, the rows must continue with positive integers. If you get fractions or negative numbers, then you should look for another pattern. The pattern will not necessarily appear after one or two operations (as was the case in the examples), but more often only after three or four. You may have to look for it not only with the help of addition and subtraction, but also multiplication, division, exponentiation. If in some row it is not clear which number should continue it, then do not spend a lot of time on the decision, it is better to skip and move on to the next one. And in the middle, and at the end, less difficult tasks may come across. And you can still return to the missed ones if there is time left.

If it seems to you that you made a mistake, you can correct, cross out, enter the answer that you think is more correct. Try to work quickly. These tasks are assigned 10 minutes.If there are no questions, then you can start.

A minute before the end of work, you should warn that the last minute has gone. If someone manages to do all the tasks before, then they should be warned not to watch the next tasks. They can check their work or just relax. After the time is up, say:

“We have completed this task, turn the page in the test book and move on to the next task.”

When testing a group of schoolchildren or students, every time after the time allotted for working with the subtest, it is necessary to say that in the cells that remain empty (when they did not know which answer to choose or did not have time to solve the task), the test subjects put dashes. It is necessary to ensure that dashes are put in all the remaining empty cells, as schoolchildren and students tend to cheat from each other, continue to work on tasks while instructing for the next subtest, and also return to unfinished tasks if some of them manage to complete faster than the allotted time. Adults are much less likely to behave in this way, they usually obey the rules of work that were agreed upon at the beginning of testing. To interpret the results, it is important that each subtest be worked on for as long as it is given.

Instructions for subtest 7 (tasks 121 - 140).

“The essence of the task that will be offered to you is to mentally put together a figure cut into pieces. These pieces are placed on the plane in a random order.

Let's look at the example given in your test book. Sample figures are drawn in the top row. They are numbered: 1, 2, 3, 4, 5. The same figures are drawn below, but only cut into pieces. You need to put together some sample figure from the pieces. From the first lower pieces, figure 1 is obtained. From the second lower pieces, figure 5 is obtained, from the third - figure 2, from the fourth - 4.

The example is very simple, the task itself will be somewhat more difficult, but the principle of work remains the same. You can turn the page. Sample figures are also drawn in the top row. They are numbered: 1, 2, 3, 4, 5. Below them are two rows of pieces, from which one must try to get some kind of sample figure. Below is a row of sample figures (also numbered: 1, 2, 3, 4, 5), below them are two more rows with options for pieces. Your task will be to mentally fold one of the samples from each set of pieces. When “compiling” a sample, it is imperative to use all the pieces, you cannot limit yourself to only individual fragments. In no case do not draw anything in the test notebook.

The answer will be the number of the sample figure, which, in your opinion, is obtained from the pieces. The number of this sample figure should be recorded on the plate. VII, intended for tasks 121-140, into an empty box under the corresponding number of pieces. The numbers of sample figures, of course, will be repeated, because there are only five of them, and "pieces" - ten options. Some sample can turn out two or three times, maybe in a row. Let it not bother you. If you can’t immediately see what kind of figure is obtained from the pieces, then it’s better to skip and go to the next one. It will be possible to return to them again if there is time.”

You can allow the subjects to draw on the drafts, but you can not use a ruler to measure the pieces, or overlay paper, using it as a tracing paper, and trace the pieces. Drawing on drafts can facilitate the work of schoolchildren.

“Remember to work quickly, as the execution time is limited. If it seems to you that you made a mistake, you can correct, cross out, enter the answer that you think is more correct. Allotted to work 7 minutes. You can start."

A minute before the end, you should warn that the last minute has gone. After the time allotted for the tasks has elapsed, work should be stopped, in the cells remaining empty, dashes should be put down and proceed to the next subtest.

Instructions for the 8th subtest (tasks 141 - 160).

“The task that will be offered to you on the next page is a bit similar to the previous one, only now cubes will act as samples.

Consider the example given in the test book. The top row of cubes are samples, they are numbered: 1,2,3, 4, 5. Sample cubes are all different, because their faces are painted differently. These are not holes, but drawn circles, squares and lines. The same cubes are drawn below, only in a changed position. They can be rotated horizontally or vertically, or both simultaneously. When the cube is rotated (one or more times), its appearance changes, it starts to look different. One face may disappear and a new one appear, but two faces (from those shown on the sample) always remain visible, although they look different. All three faces of the sample can remain before the eyes, only they will be given in a different position. You need, by comparing how the drawings on the faces correspond, to determine which of the samples is identical to each cube, which is drawn below in the second row.

The first bottom cube is identical to sample 1. (The subjects should try to find the answers themselves without reading the explanations below under the pictures). The second lower cube is sample 5. Let us follow in more detail the transformations of the third lower cube if it is rotated once in a vertical plane counterclockwise: the circle from the upper left corner will “descend” into the lower left, the upper face with the circle in the middle will be hidden and will not visible, the right side will become the top one and its lower far “corner” will rise up, and a new side will appear in its place, which is on the sample, but was not visible on the die (these movements can be shown by hand). As a result, we get sample 2. The fourth bottom cube is sample 3, the fifth bottom cube is sample 4.

The task itself will be exactly the same. You can turn the page. In the top row are sample cubes (which are numbered: 1, 2, 3, 4, 5), and below are rows of cubes that need to be compared with samples and choose which of the samples each of them looks like. The answer (i.e. the number of the selected sample cube) should be recorded on the table 8, intended for tasks 141-160, in an empty cell under the corresponding task cube number. For each sample cube, several task cubes may turn out to be similar, since there are only five samples, and there are twenty cubes for them. Consequently, the answer numbers will be repeated, each can meet several times, possibly in a row. If some cube is not identified, then you can skip it.

You have 9 minutes to work. It is desirable that during this time you have time to look through all the task cubes. At the end, there may be easier tasks, and you simply will not have time to reach them. If it seems to you that you are mistaken, you can correct, cross out, enter the answer that you think is more correct. You can start."

A minute before the end, you should warn that the last minute has gone, and after the time has elapsed, stop work.

Instructions for subtest 9 (tasks 161 - 180).

“On the next page you will be offered words that you need to learn in three minutes. You can learn in any order, not necessarily in the way they are printed. Nothing can be recorded. Turn the page and start learning"

After 3 minutes, everyone should be distracted and listen to the continuation of the instructions:

“Now you will receive instructions, where the algorithm will be given, in accordance with which you will need to complete the task. On the sheet where the algorithm of work is given, nothing can be circled, underlined or marked in any way. Answers must be entered on the Answer Sheet IXdesigned for assignments 161-180".

Those who immediately understand what needs to be done can start working. The rest must wait until all the test books have been collected and the instructions distributed. Collect test books and distribute instruction sheets. Only after that give further explanations for the work.

“You are given 6 minutes to remember as many words as possible. There was only one word for each letter. If you remember this word, then write a number in the response plate, depending on what this word meant. If the word meant a sport, then put 1, if the food - 2, the city - 3, the profession - 4, the building - 5. It is not necessary to work in the order suggested in the instructions: remember words for certain letters. You can first remember the learned words, and then look for the job number, where corresponding letter. Start working."

After a couple of minutes, you can continue:

“You will have nowhere to attach some words, since you learned 25 words, and you only need to “remember” 20. But there were words for all the letters that are affixed to the instructions, and you need to try to remember them. If you don't remember words starting with a letter can be skipped.

Finish the job in 6 minutes. You can take a break for 5-10 minutes. At school, it takes a lesson to complete 6-9 subtests. You can do without a break, give out test books containing subtests 1, 2, 3, 4, and 5, continue work.

Instructions for 1 subtest (tasks 1 - 20).

“You will be offered logical puzzles. Each problem will be given five possible answers (they are marked with numbers: 1, 2, 3, 4, 5). You need to read the problem, read all the answers and choose the one that seems right, the most appropriate in meaning. Opened test notebooks on the page with tasks.

In the test notebook itself, nothing can be circled, underlined, or marked in any way. Answers should be put down in the "Answer Form" in the plate specially provided for tasks 1-20 I. In the upper part of the plate, the numbers of logical problems are affixed, in the lower part, the numbers of the selected answers should be entered in the empty cells. You need to work in the following way. Suppose that in the 1st problem you choose the answer "3", then in the plate I answer form in the empty cell under the number "1" you enter "3", if in the 2nd problem you choose the fifth answer, then in the empty cell under the number "2" put the number "5" and so on under the number of each problem you put down the number your chosen answer. Sometimes it may seem to you that two or even three answers are suitable. It is necessary to choose only one answer, and only one number to enter in the empty cell under the corresponding problem number.

If you don't know which answer to choose, you can skip this puzzle. Allotted to work6 minutes. You can start."

A minute before the end, you should say that the last minute has gone, after the time has elapsed, stop working and move on to the next subtest.

Instructions for subtest 2 (tasks 21 - 40).

“The essence of the tasks that you will be offered is that in a series of five words it will be necessary to highlight the “extra” that is not suitable in meaning to the other four words.

Let's take an example. Which word is superfluous (read out):

1) sit 2) lie down 3) stand 4) go 5) kneel Answer: 4) go

Four judgments (sit, lie, stand, kneel) characterize immobility, and the word "go" does not fit them, turns out to be "superfluous", as it characterizes movement.

II, in the upper part of which the task numbers 21-40 are affixed, and in the lower part there are empty cells for entering answers. In each task, the words are numbered: 1,2,3, 4, 5. The number of the “extra” word will need to be written in an empty cell under the number of the corresponding task. If you find it difficult to choose an answer, you can skip the task.

Allotted to work6 minutes. You can start."

A minute before the end, you should warn that the last minute has gone, after the time has elapsed, finish the work and move on to the next subtest. To explain the principle of working with the third subtest, the first example should be given on the board.

Instructions for subtest 3 (tasks 41 - 60).

“The essence of the tasks that will be offered to you is this: you need to understand the rule by which the first two words are connected, and use it in order to select the appropriate one from the five that are given below for the third word.

Let's look at the example on the board:

Forest - trees = meadow -?

1) hay 2) bush 3) food 4) grass 5) pasture

Answer: 4) grass.

The principle of connection of the first two words (forest - trees) can be formulated as follows: "trees grow in the forest." Then, according to this rule, the word “grass” will fit the word “meadow”, since we can say that grass grows in the meadow.

Let's take another example: the two words "dark - light" are somehow connected(repeat "dark - light" again), then, according to the same rule, which one is suitable for the word “wet”?(Listen to answers) . That's right, dry.

Opened the task page. You have to answer them on the board.III, in the upper part of which the task numbers 41-60 are given, and the answers should be entered in the lower empty cells. The main task will be to understand how the first two words are related (dependencies of various types can occur), and according to this rule, choose the right word for the third one. The number of the selected word should be written in an empty cell under the number of the corresponding task.

Allotted to work7 minutes. You can start.

Warn when the last minute is up, stop the work after the time has elapsed and move on to the next subtest. Both examples should be given on the board, explaining further work with the 4th subtest.

Instructions for subtest 4 (tasks 61 - 80).

“The essence of the tasks that you will meet on the next page will be that you will need to choose two of six words that can be combined, since they are homogeneous, belong to one classification group, can be summed up under one or more general concept. There should not be any other connections between words, for example, functional, causal, etc.

Let's look at the example on the board. What two words can be combined into one classification group? ( read example):

1) knife 2) apple 3) newspaper 4) bread 5) cigar 6) bracelet

Answer: 2, 4 (apple and bread)

The words "apple" and "bread" are homogeneous, they belong to the same group of "food products", they are not connected with each other in any way. It is impossible, for example, to choose “knife” and “bread”, since these words are functionally related (bread is cut with a knife), but they are not homogeneous, they cannot be attributed to any general group.

Example 2:

1) grass 2) rye 3) cake 4) flour 5) wheat 6) tree

Answer: 2, 5 (rye and wheat)

The words "rye" and "wheat" are homogeneous, belong to the same classification group "cereal plants", and are not related to each other in any way. It is impossible, for example, to choose the words “flour and pie”, since these words are functionally related (a pie is baked from flour), but they are not included in any general classification group. The words “grass” and “tree” are also not the answer, although they are not related to each other, and are included in the same classification group - “plants”. The fact is that both rye and wheat are also plants, and it turns out that four words fall into the selected group, and not two, as required. It is always necessary to look for such a classification group that only two words fall into it.

Opened the task page. The numbers of the two words you have chosen must be written (separated by commas) in one cell in the plate IV, designed for tasks 61 -80. Both digits |should be entered in one cell corresponding to the task number.

You have 8 minutes to work. You can start."

Warn when the last minute is up, after the time has elapsed, the work should be stopped and go to the last subtest.

Instructions for subtest 5 (tasks 81 - 100).

“On the next page you will be offered 20 arithmetic problems. We must try to solve as many as possible. Answers must be put on the board. V, designed for tasks 81-100. In the empty cell under the problem number, write the answer. It is necessary to write only the number without the name.

Remember, answers should only be whole numbers. If you get a fraction or a mixed number, then you are using the wrong algorithm to solve the problem and solved it incorrectly. Although the tasks do not require complex calculations, it is not necessary to count in the mind, you can use drafts, calculators. If it is not clear how to solve a problem, it is better to skip it and move on to the next one, since the work time is limited. All tasks are given 10 minutes.

Turn the page and start working ».

When the last minute goes, it is necessary to warn, after the time has elapsed, work should be stopped, answer sheets and test notebooks should be collected.

If retesting is required earlier than in 2 months, then the parallel form should be used, since the subjects can still remember some of the tasks and even the answers that they got. Work in a parallel form can give somewhat improved results, since the subjects remember the types of tasks and, due to this, get involved in work faster. It is better to retest using a parallel form no earlier than after 3-6 months. If the interval between tests is more than six months, then it is very likely that the results will not match, which may be the result of the development or degradation of one or another intellectual operation. Annual surveys just allow you to track the dynamics of intellectual development. If testing is carried out once a year, then the same form can be used, the subjects do not remember anything from what they did a year ago.

Processing and interpretation of test results

The processing of each subtest is carried out by comparing the answers of the subject with the corresponding key, each match is estimated at 1 point. Bug fixes do not count, only the answer that is finally left is considered as an answer to be graded. When processing the 1st subtest, it should be remembered: if the subject chose 2 or 3 answers to a task, then it is always scored at 0 points, even if one of the given answers corresponds to the key. For each subtest, the sum of points is calculated, which is recorded to the right of the corresponding table in the answer sheet. Then the sum of points using the normative table (Appendix No. 1) is translated into a level, which is recorded in the cells to the right of the value of the sum of points. The results of schoolchildren are compared with the standards of the class in which they study, students - with the standards of the 11th grade. The results of students of technical schools, schools and colleges are compared with the standards of the 9th grade. The results of testing adults with higher education, from the time of receipt of which no more than 5 years have passed, are compared with the standards of grade 11, from 5 to 10 years - with the standards of grade 10, more than 10 years and for the age group over 35 years old - with the standards of grade 9 . The results of adults without higher education are compared with grade 9 standards. The test results of specialists working in the field of applied mathematics, theoretical mathematics and physics are compared with the standards of the 11th mathematical class (regardless of age and time elapsed from the date of graduation from the university). The results of testing students of physical and mathematical faculties are also compared with the same standards.

In the normative table, the quantitative values ​​of the measured indicators are divided into four zones, which qualitatively characterize the intellectual operations available to the individual, and, accordingly, their capabilities in mastering curricula or certain types of activities. The standards contained in the tables are not age (or statistical), that is, they do not reflect the prevalence of the corresponding trait in the age population. It makes sense to use statistical age standards in the framework of differential psychology or in cross-cultural studies, but it is absolutely pointless to focus on them for career guidance and career selection or when choosing a specialization of education. In the latter cases, standards are needed that reflect the requirements for the intellectual abilities of a person on the part of the relevant types of activity. It is important to know what intellectual operations and to what level should be developed so that a person can successfully solve problems that fade in the process of educational or professional activity. The norms proposed by us were developed in longitudinal studies and are prognostic (or criterial), i.e., each selected zone indicates certain opportunities (or problems) in learning or mastering a specific professional activity. The standards reflect the requirements for the level of development of intellectual operations, which is necessary for the successful development of the curricula of a secondary school, university or certain professional activities. We understand that this may not be enough (if an individual, for example, lacks diligence, educational motivation, etc.), but this is something without which an adequate understanding of tasks and high-quality performance of activities is impossible.

Naturally, we are not going to dispute the numerous empirical studies that have shown that the level of development of abilities revealed during testing may not correlate (or weakly correlate) with current academic performance or the success of professional activity. Prediction based on intelligence alone cannot be highly reliable. Efficiency is a summary characteristic of all personal capabilities, not just intellectual ones. However, many, including our studies, have proved that it is precisely the underdevelopment of certain intellectual operations that does not allow a person, no matter what efforts he makes, to master the corresponding activity or field of knowledge. The connection of performance with intellectual abilities does not have to be expressed in the form of simple linear correlations.

Also, one should not forget that the success of educational or professional activities depends not only on abilities and personal potential, but also on the systematic nature of the learning process itself, on the possession of the necessary information. If the student skipped lessons, did not hear the teacher's explanations, did not read the corresponding paragraph in the textbook, then he may have knowledge gaps that make it difficult to understand the subsequent sections and do not allow him to get high marks. However, if the intellectual operations necessary for mastering this subject are formed, then individual gaps in knowledge may not interfere with the understanding of the following sections, moreover, the gaps can be “recovered” by the student, as it were, on their own according to indirect information contained in these subsequent topics. Teachers say about such children that they can study well if they want to. Also, the lack of necessary information from a specialist does not allow him to correctly assess the situation and make the best decision. Abilities do not replace knowledge (experience), they simply greatly facilitate their acquisition, systematization, and allow them to be used with maximum efficiency. However, the lack of abilities indicates the impossibility of mastering the corresponding activity in general.

Below is a general principle (or meaning), on the basis of which each of the four zones is distinguished, within which the level of development of measured intellectual operations is characterized.

Zone 1. Weak level. Indicates that this intelligent operation has not been formed and cannot be used where it is required. Moreover, replacement operations that to some extent could compensate for its absence are not formed, not adapted to the implementation of this function. The individual should not choose an academic specialization or profession associated with the operation. Any kind of activity based on this intellectual operation is not actually feasible. If it is required to master the curriculum, then the individual will probably be able for some time, without understanding, to simply memorize the information and literally reproduce it, but he will not be able to master it and use it. If this intellectual operation is required to master an activity, even the general principle of work will not be understood by a person, and the performance of individual actions can only be mechanical, memorized without understanding. If the working situation changes somewhat, a person will not be able to flexibly adjust his actions, will not be able to quickly make the right decision, his activity as a whole will be unreliable. In the process of specially organized training, students in grades 7-9 may develop some (up to an average level) of this intellectual operation or form substitute operations so that adolescents can perceive information on the relevant subjects of the school cycle, but in order to master professional activities of this level, it will still be necessary not enough.

Zone 2. Intermediate level. It indicates either that this intellectual operation is in the initial stage of its formation, or that the operation has already basically taken shape, but its functioning is not yet stable, or there are replacement operations that can be routinely used instead of it from time to time. This level of development of an intellectual operation makes it possible to understand the general meaning when explaining the material, to form a general idea of ​​the relevant field of knowledge or activity, but it may not be sufficient for independent or in-depth study of the subject and obtaining a higher education of the corresponding profile, but at the same time, secondary education can be obtained. With specially organized training for students in grades 7-10, it is still possible to intensify the development of the operation from an average to a good level, but later it is not possible to change anything. If this moderately developed intellectual operation is not used to solve educational or professional problems, then over time it will degrade. The average level is a zone of uncertainty: the forecast of success and failure is equally probable.

Zone 3. Good level. It indicates that this intellectual operation has been formed, its functioning is stable, capable of providing a full understanding of the corresponding academic subject, good academic performance, and successful development of activities. This level of intellectual ability is sufficient for an in-depth study of the subject, obtaining a higher education of the appropriate profile, choosing this direction as a professional activity. However, the individual may not be sure about his abilities, for the people around him, they may also not be obvious. This is such an intellectual potential that needs to be mastered, developed, improved.

Zone 4. High level. Indicates extraordinary abilities. Understanding of the relevant subject may be easy, the essence of the activity or the conclusions seem obvious. Such the most "strong" operation is activated first of all in any situations, "strives" to replace other operations. In this case, the functioning of other intellectual operations may be inhibited, and a specific one-sidedness of the intellect may be consolidated. A person is well aware of his abilities, easily makes a choice of specialization of training or a future profession. His abilities are usually obvious to those around him. "

To assign test data to a particular zone, information is needed on the speed: processing characteristics; information by an individual or about his neurodynamic features. If a person is slow (for example, his information processing speed, measured by the Toulouse-Pieron test, does not reach the average level), then an amendment should be made during interpretation. The test results corresponding to the upper limit of the weak level should be interpreted already as an average level, and those corresponding to the upper limit of the average norm, as a good level of development of the corresponding intellectual operation.

When interpreting intellectual operations measured by the Amthauer test, we relied on L. S. Vygotsky's ideas about the development of thinking and our own research in this area. Brief characteristics of subtests, which are given in Russian publications (3, 6, 14), are formal, not very informative, and in some cases are incorrect (for example, when it is stated that 7 and 8 subtests examine the same ability) (3). Below we present brief meaningful characteristics of intellectual operations measured using subtests of the Amthauer test, which we compiled on the basis of summarizing the results of many years of its use.

Subtest 1 (IN). a) Practical intelligence: common sense, prudence, the ability to highlight the practically significant side of information, practically important details, b) General awareness: the possession of extensive factual knowledge from a wide variety of fields, c) The ability to create your own, individual methods for systematizing information that is not amenable to objective classification. The "tenacity" of the intellect, the permanent setting to retain, save (just in case) any random, fragmentary, not directly related to work or study information. Any unrelated information, facts from the most diverse areas are grouped by a person according to only one understandable or intuitively felt signs, and "are laid out for storage in certain cells." To search for and extract the necessary information from memory, a person uses only an understandable “file cabinet” for him alone. Such a person seems interested in many things that most people do not pay attention to at all. A person does not try to remember, but simply notes (that is, “places in the appropriate cell”) various information and facts that are new to him. He assimilates not patterns, justifications, logic, but only facts, information, integral images.

Subtest 2 (EL). Intuitive conceptual thinking. The ability to see, highlight the main, significant, main thing in descriptive, unstructured material, understand the inner meaning of statements, messages, separate essential, constant properties, characteristics of objects and phenomena from "external", secondary ones. The presence of conceptual intuitive thinking is necessary in order to use scientific, theoretical knowledge in practical life. This intelligent operation is based on intuitive analysis. Mental activity consists in the fact that a person gradually, as it were, clears information from everything secondary, superficial, superfluous, cuts off, discards everything unnecessary and leaves only its essence. Usually, a person is not aware of the principle on the basis of which he acts when he "cleanses" information, makes a decision or draws a conclusion. He just feels, knows that it will be right, and basically does not make mistakes.

Subtest 3 (AN). Conceptual logical thinking. The ability to identify objective patterns, connections between the phenomena of the surrounding world, to see the internal logic in the sequence of events, ongoing changes, to isolate the algorithms of activity. The ability to understand the logic of evidence, the meaning of formulas, rules, the scope of their application; generalize and partially transform their own knowledge and experience, transfer them, use them in other life or educational situations; "throw" logical bridges with a lack of information or gaps in knowledge, as a result of which the possibility of understanding the general meaning of the message remains. Characterizes the general ability to learn. Conceptual logical thinking is fully realized, has operational reversibility. It is used to search for cause-and-effect relationships, highlight a logical sequence in the presentation of information, prove and substantiate intuitive guesses, logically verify conclusions, link scientific constructions. To understand, explain or prove, the method of analogies is widely used.

Subtest 4 (G.E.). Conceptual categorization. The ability to form concepts, define specific phenomena within more general categories, systematize knowledge, generalize, structure descriptive, empirical material through the creation of objective classifications. With its help, the characteristic of a phenomenon, an object is given according to its genus and species, its position in the system of objective knowledge is unambiguously determined, it becomes possible to predict in advance the entire range of its essential characteristics, Thinking becomes multidimensional, complex, linearity, unidirectionality disappear, the ability to theoretical modeling is formed . This ability allows you to create artificial systems (for example, programming languages), scientific constructions (for example, the periodic table of elements). It makes it easy to see and assimilate the system of rules that operate in a certain field of knowledge, characterizes the sense of the structure of the language.

Subtest 5 (AR). Mathematical intuition. The ability to assimilate and "automatically" use standard mathematical algorithms. The presence of mathematical intuition allows a person to immediately see the type of problem and the method of solving it, apply adequate standard methods and operations where they are required, quickly make approximate calculations in the mind, and control the correctness of the results obtained by “estimating”. On its basis, in the future, the ability to “fold” standard mathematical algorithms is formed, the presence of which allows you to immediately see and report the result of a number of fairly complex computational operations. For example, a person can “take” an integral in his mind and immediately say the answer, which is obtained as a result of transformations that take up more than a page.

Subtest 6 (N.U.). Formal-logical thinking. The ability to operate with relationships, dependencies, regardless of the qualitative content of information, to perform various logical transformations of the operations themselves. It can characterize thinking of three types (or levels), depending on what intellectual operations it builds on (or

symbolizes what it is), what kind of relationships a person learns to operate. On the basis of developed conceptual thinking, full-fledged abstract thinking can be formed, which raises the functioning of the intellect as a whole to a qualitatively higher level, a new, more perfect type of it arises. Accordingly, the ability of an individual to master any science and sphere of activity, to solve life problems, increases dramatically. If a full-fledged conceptual thinking has not been formed, then on the basis of combinatorial thinking and mathematical intuition, specialized mathematical abilities develop, which allow one to receive a higher education of the corresponding profile, but the nature of the functioning of the intellect as a whole does not change. Such mathematical abilities do not expand the possibilities in mastering other sciences or in solving life problems.

tasks. If only mathematical intuition is developed, then limited computing abilities are formed on its basis, allowing you to quickly perform various arithmetic calculations in your mind, “by estimate” to control the correctness of the final and intermediate results, to notice errors in calculations. With inferior conceptual thinking due to

formal (abstract) structuring, there may be some improvement in the operational side of the field of knowledge in which a person specializes.

Subtest 7 (PL). Figurative synthesis. The ability to form holistic ideas based on consistently incoming, unsystematized, disparate, fragmentary, incomplete information. The emerging integrity is a figurative, not a logical structure, i.e., for its comprehension, it needs further analytical processing. If figurative synthesis functions within the framework of developed conceptual thinking, then it can be used for scientific generalizations, in systematic or empirical research. Figurative synthesis can be one of the components of practical intelligence, the presence of which allows you to quickly grasp the situation as a whole and choose the best direction for further actions. On its basis, the ability to internally transform the observed situation, present it from different angles, and figuratively evaluate the emerging meanings and impressions is formed. If practical intelligence or conceptual thinking is not developed, then figurative synthesis functions only within the framework of visual intelligence, facilitating work with visual-graphic information presented in the form of drawings.

Subtest 8 (SP). Spatial thinking. The ability to isolate the spatial structure of objects and operate no longer with integral images or "external", visible properties, but with internal structural dependencies and relationships. The process of visual perception is transformed in such a way that those visual parameters of an object that are directly related to its internal, structural characteristics, its spatial organization are analytically distinguished and fixed (often unconsciously). Operator units are not just visually perceived properties of objects, but "abstracted indicators" of their spatial structure, as well as relationships, natural connections between these visually perceived "indicators". In spatial thinking, the basic operations are analysis, isolation of internal schemes, on the basis of which operations of the next level are further developed, which allow transforming the selected spatial schemes. On the basis of this type of thinking, an understanding of the objective laws of the spatial organization of objects and phenomena of the world around us is formed. The use of these laws is necessary to create an artificial human environment (architectural structures, various objects, instruments, machines, equipment).

Subtest 9 (ME). operative logical memory. It is formed as a result of the transformation of memory based on conceptual thinking. Memorization is preceded by comprehension, structuring information, highlighting its internal regular logic. The structure (plan, scheme) singled out in this way is subject to conscious memorization, and all the rest of the qualitative, meaningful information is stored in memory as if by itself, automatically, thanks to the “folding” operation, which is used in the formation of any concept. As a result of the use of conceptual thinking, the analysis and generalization of the information to be memorized takes place, it is structured and organized multidimensionally, according to the principle of the "conceptual pyramid", therefore, in the future it can be reproduced in the mind simultaneously and holistically, subjected to any transformations, reproduced in any order. Only the general scheme (plan, structure) or the final generalization (the “top of the pyramid”) is subject to memorization, which allows you to save all the qualitative diversity of the content and reproduce it without loss. Provides full ownership of information.

To interpret the test results, it is necessary first of all to determine the general level of intelligence, which depends on the nature of the development of conceptual thinking and; outlines the general capabilities of the individual.

Ilevel. If all three indicators of conceptual thinking; (subtests 2, 3, 4) are at a low level, then intelligence as a whole is defined as pre-conceptual, the possibility of obtaining even a secondary education is unlikely, it is possible to master only extremely simple, rigidly algorithmic activities, or those that require purely practical intelligence, if it is developed in an individual (subtest 1)

IIlevel. If the results of at least 2 subtests reach an average level, we can talk about the beginnings of conceptual thinking and the possibility of the formation of a qualitatively new, conceptual intelligence, although of an intuitive type with all its limitations. (The presence of conceptual intelligence (intuitive type) and the real expansion of the individual's capabilities in mastering various types of educational and professional activities are stated only if good results are achieved in subtest 2.) In the case when an average level of results in subtest 2 is diagnosed, it is quite realistic to obtain a general or special secondary education (in accordance with the presence of certain special abilities).

II Ilevel. If the results of performing 2 subtests reach a good level, and 3 and / or 4 subtests reach an average level, then the intellect rises to a qualitatively new level of development and its capabilities increase, although it remains predominantly intuitive. In this case, it becomes possible to obtain a higher education in the humanities or specialization in the social sciences, as well as mastering engineering professions (with at least an average level of results in 5 and 8 subtests).

IVlevel. If, in addition to 2 subtests, the indicators of 3 or 4 subtests reach a good level, then the opportunities in mastering the natural sciences or learning foreign languages ​​expand accordingly (provided that the level is good in 4 and 9 subtests), it becomes possible to develop abstract thinking (for students 7-10 classes) and, accordingly, a significant expansion of the scope of professional choice.

Vlevel. If all three indicators of conceptual thinking reach a good level, then we can state the presence of a full-fledged conceptual intelligence and exceptionally wide opportunities in mastering various types of educational and professional activities (except for purely mathematical ones), followed by scientific research. During training in grades 7-10, subject to some, more intense attention to mathematics (especially algebra), it is quite likely that a full-fledged abstract thinking will form and a higher level of intelligence will develop. Some development of abstract thinking among students is still possible in the 10th grade, but only in the physical and mathematical profile. In the 11th grade and later, it is no longer possible to develop it. The later abstract thinking develops, the more difficult it is to transform the entire intellectual experience of the individual on its basis, i.e., the less likely it is that the possibilities of abstract thinking will spread to all spheres of its activity. When examining adults, it is difficult to say what level of intelligence (IV, V or VI) we are dealing with.

VIlevel. If all indicators of conceptual and abstract thinking have reached a good level of development (subtests 2, 3, 4, 6), then the individual has exceptionally large, almost unlimited opportunities in choosing an educational or professional specialization, as well as in developing their own intellectual abilities. Can subsequently master new professions and areas of activity.

If a high school student, student or adult is diagnosed with fully developed conceptual thinking, and abstract (according to the results of subtest 6) is only at an average level (or barely reaches the lower limit of a good level), then it is very likely that it is not developed at all. In this case, most often tasks of the 6th subtest, where elementary operations of abstract thinking are required, are solved by him with the help of substitutive, conceptual thinking. And areas of activity where abstract thinking is necessary, he will not be able to master.

The next step in interpreting test results is to determine the profile of intellectual abilities. In order to operate with the category “ability” in the future, it should be clarified what we mean by it. The psychological content of the term "ability", as well as intelligence, is also understood and interpreted in different ways. Below is one of the options for understanding the essence of professional abilities, which we adhere to when interpreting the results of our own applied research (17).

According to the definition adopted in psychology, abilities are “the individual psychological characteristics of a person, which are a condition for the performance of one or another productive activity. The ability is revealed in the process of mastering the activity in the extent to which the individual, other things being equal, quickly and thoroughly, easily and firmly masters the methods of organizing and implementing it” (7). Capabilities are not knowledge or skills that can be acquired in the process of learning, but something that a person has before learning. Abilities are made up of the properties of his character, features of thinking, perception of the world and his other individual qualities. If a person has exactly those qualities that are necessary for his chosen profession, then he will successfully master it, if not, then he will never reach heights in this area.

Abilities are not some individual qualities of a person, but, as V. N. Myasishchev said, integral complexes of interrelated and mutually reinforcing properties (9). These complexes develop gradually, exerting more and more influence on the formation of other qualities, penetrating the human psyche and changing it in their own way. Most abilities originate in early childhood and go through several stages in their development. They can be conditionally designated as the stage of formation of inclinations (when certain professionally important properties or qualities arise), the student stage (when general ideas about the content of a particular activity are formed) and the final stage at which the integration into an integral complex of ideas necessary for successful work takes place. knowledge, skills and individual psychological characteristics of a person. That is why A. N. Leontiev metaphorically defined the ability as a functional organ that forms in vivo (9). A person may develop one ability or several, but as soon as such new “organs” develop in him and begin to work, obvious successes appear in the corresponding types of activity.

How does all this really happen? The formation of inclinations can begin even in early childhood, if the child's games contain, albeit in a simplified form, elements of future professional activity. Such games help to form intellectual operations, skills, personal qualities, behavioral attitudes similar to those required in the profession. For example, the main components of the ability of a designer-developer are formed early when children play with blocks, building kits, children's construction sets. During the game, they involuntarily observe how spatial forms change, learn the laws of their construction necessary to obtain certain objects, learn to make a “transition” from two-dimensional (planar) drawings, schemes to three-dimensional objects and thereby develop their spatial representations and imagination. At school, children get acquainted with numbers, learn to count, begin to master mathematics and develop abstract thinking, which is necessary to perform design and design work. Further, in drawing lessons, schoolchildren learn to mentally break down a holistic image into functional units and “translate” them into drawings of specific parts, from which one or another object, machine, or structure could subsequently be assembled. The ability to single out the internal structure in three-dimensional objects is being formed, to understand the patterns due to which the elements of the structure are connected and function as a whole, that is, spatial thinking develops.

At the student stage (when a teenager is engaged in a modeling circle or becomes a student of a technical university), the acquired special knowledge and general information about the work of a designer with inclinations are combined, as a result, the idea of ​​\u200b\u200bthe profession comes to life. Sometimes it is enough to listen to how professionals (acquaintances or parents) discuss their work from time to time, so that an understanding of the essence of the activity arises. And understanding breeds interest. If the qualities-inclinations have not been formed, then the information received about the work of the designer does not find a response in the internal experience of a person, remains external information that cannot be integrated into the system of his ideas and therefore is gradually forgotten. It happens that a person, graduating from a university, has no idea where he will work and what he will do, cannot find a job and, as a result, never works in his specialty. The acquired knowledge remains “dead weight” if there were no inclinations with which they were to be combined.

In order to form certain professional abilities, various and quite definite qualities-inclinations are required. For example, to become a programmer, it is not enough to be able to use standard technologies, the Internet, or play computer games. First, strong abstract thinking is needed. If algebra and trigonometry in grades 10-11 are easy (especially solving equations and inequalities in a general form, that is, without numbers, with letters and symbols, finding and graphical expression of functional dependencies), then we can say that it has already developed. Secondly, conceptual logical thinking is necessary, the presence of which can be evidenced by good academic performance in physics. Thirdly, in order to master various programming languages, structural-linguistic abilities are needed. When they are available, then when studying at school, the symbols of chemical elements and their various compounds (salts, alkalis, bases, etc.) are easily remembered, foreign languages ​​are good. Therefore, in order to form full-fledged abilities to work as a programmer, rather complex qualities-inclinations are needed. If they didn’t work out, but a high school student takes preparatory courses and intensively prepares for entrance exams, then in the end he can enter the faculty of applied mathematics of a technical university, but this does not mean that he will make a great programmer. It is by no means rare that students already in their 2nd or 3rd year of study encounter insurmountable difficulties in their studies and are forced to transfer to another faculty (or to another university), where the program in higher mathematics is “simpler”.

Becoming an economist also requires abstract thinking, but of a slightly different type than for a programmer. A good performance in algebra is enough (it does not matter how geometry and trigonometry go). It is important to develop the skills to quickly and accurately perform calculations, to control intermediate and final results “by estimate”, to see and apply standard, typical algorithms, and not to make mistakes in their choice when solving examples and problems. In addition, attentiveness, perseverance, readiness for long-term monotonous, painstaking work with periodic self-checks and repeated calculations are required. If a person is active, energetic, likes to talk, then he is unlikely to like the work of an accountant or economist, although he may well receive the corresponding higher education. He will be annoyed by monotony, endless checks, which he will stop performing, and, accordingly, the quality of work will be low, despite the fact that there may not be any fundamental difficulties in the work.

When a person begins to work in a mastered specialty, a complex is activated that combines knowledge and qualities-inclinations. On its basis, the necessary skills and abilities are easily formed, with which this complex is more and more “overgrown”, “attracted” and new knowledge, thus, the actual professional abilities are formed. No wonder B. M. Teplov said that abilities are both formed and manifested in the corresponding activity. However, these are only the first steps in the development of abilities, which may turn out to be the last. In conditions of significant regulation of activity or an obvious dependent-executive position of an employee, when he only literally follows the prescribed instructions or someone else's orders, his abilities stop in their development. On the contrary, expanding opportunities for independent decision-making and planning of one's own activities stimulate the development of abilities and professional capacity building. Whether a person reaches heights in the profession depends not only on abilities, but also on the conditions in which he begins his activity, as well as on his personal activity.

Using the Amthauer test, we measure the intellectual components of abilities. It can be said with certainty that an intellectual operation is included in the structure of an ability if its development corresponds to a good level. The middle level is a zone of uncertainty. This is especially true for the interpretation of the test results of schoolchildren. Intellectual operations that characterize the thinking of students in grades 7-9 who have reached an average level can still be developed and form certain abilities, although this requires considerable effort. It should be remembered that traditional classes with tutors do not develop thinking. They are only useful for filling gaps in knowledge when conceptual thinking is well developed. If it is moderately (or weakly) developed, then in the process of intensive training with tutors, only the development of skills, algorithms for solving problems, the systematic memorization of the material takes place, but the student does not acquire the opportunity to independently understand the educational material, to understand the content of the subject in the future without outside help. Additional math classes in grades 7-9 usually consist of practicing standard problem solving techniques and can lead to improved results in subtest 5. Additional algebra classes in grades 10-11 can somewhat activate abstract thinking and improve the results of subtest 6. Sometimes, as a result of additional classes in physics in grades 8-9, conceptual logical thinking develops (subtest 3). The help of tutors in other academic subjects does not have any developmental impact. If, in classes with a tutor, the emphasis is on the systematic memorization of the material, then they lead to intellectual degradation. Training in reinforced, intensive programs can also lead to the development of individual intellectual operations. Education in math grades 8-11 can lead to the activation of abstract and spatial thinking (subtests 6 and 8), the development of mathematical intuition (subtest 5). High school education with in-depth study of two foreign languages ​​usually leads to the development of structural-linguistic abilities and logical memory (subtests 4 and 9).

Using the Amthauer test, we highlight abilities in the humanities, social sciences, natural sciences, physical and mathematical sciences, as well as a number of special professional abilities. The development of intellectual operations, indicating the presence of appropriate abilities, should reach a good level, i.e., the quantitative values ​​of indicators for these subtests should fall into zone 3 (or 4). The order of subtests that characterize certain abilities is given according to the degree of their significance for the performance of the corresponding activity. It should not be forgotten that only the intellectual components of abilities are indicated below.

Humanitarian specialization (philology, journalism, art criticism) - 2 subtests at a good level (or at the upper limit of the average) and at least an average level of results in 3 and 4 subtests (an additional study of the humanitarian abilities proper is required, information about which cannot be obtained using the Amthauer test ).

Pedagogy - at a good level (or at the upper limit of the average) 2 and 9 subtests and at least average results for subtests corresponding to the profile of the subject being taught.

Social sciences (history, philosophy, sociology, cultural studies, jurisprudence, counseling psychology, social work, etc.) - at a good level 2 and 1 subtests, and also preferably 7 and 6 subtests (or 1, 7 and 6 subtests at the upper limit of the average level).

Natural sciences (biology, chemistry, geography, archeology, geology, meteorology, medicine, pharmacology, experimental psychology, etc.) - at a good level 3, 2 and 4 subtests, and at least an average level in 1 subtest, and for medicine - even more and a good level in subtest 9 (dentistry and surgery - an additional good level in subtest 8).

Physical and mathematical sciences - 6, 3 and 5 subtests at a high or closer to a high level, at a good level - 8,2 and 4 subtests. one

Applied mathematics, programming - 6 and 5 subtests at a high or close to high level, 3 and 4 subtests at a good level.

Economics: accountant - at a good level 2 and 5 subtests, preferably also 1 subtest; economist - at a good level 2, 5 and 6 subtests, preferably 1 subtest; marketing, economic forecasting - at a good level 2, 3,6 and 5 subtests.

Engineering activities: engineer-technologist - at a good level 3, 7 and 1 subtests, as well as not lower than the average level 5 and 2 subtests; design engineer, calculator - at a good level of 8, 5 and 6 subtests, as well as not lower than the average level of 3, 1 and 2 subtests; design engineer experimenter - good level 8, 3 and 5 subtests, as well as not lower than the average level 1, 2 and 6 subtests.

Architecture, industrial design - at a good level of 8 and 2 subtests, as well as at least an average level of 7, 3 and 5 subtests (additional study of creative imagination is necessary).

Foreign languages ​​- at a good level of subtests 4, 9 and 2 (subtest 9 is desirable at a high level), as well as not lower than the average level of subtest 3.

Management activity: small commerce, individual business - at a good level of 1 and 9 subtests, and also not below the average level of 2, 5 and 7 subtests; hiring manager (middle and senior management) - at a good level 3, 9 and 1 subtests, and not lower than the average level 7, 2 and 5 subtests; the entrepreneur himself (the "owner" of the enterprise) - at a good level of 3,1,7 and 9 subtests, as well as not lower than the average level of 5 and 2 subtests.

Trade: sales representative - at a good level of subtests 1, 2 and 9, and not below the average level of subtest 5; seller - a high level of attention (for example, according to the Toulouse-Pierron test) and a good level in subtest 9, as well as not lower than the average level of subtests 2 and 5.

In many professions (for example, architecture, design), the creative potential of a specialist is important, in others - the ability to establish and maintain relationships with a wide range of people (entrepreneurship) or the very nature of relationships with people (pedagogy). At the stage of mastering the profession, an important role is played by such personal qualities as organization, diligence, methodicalness in studies, on which the completeness and systematicity of professional knowledge depends. All this requires special studies, without which the reliability of the forecast of professional effectiveness will be low.

If the intellect is strongly mathematized, it is clearly dominated by abstract, formal-logical thinking, then a person is unable to operate with approximate data, to single out, first of all, the practical side of the situation. Strong abstract intelligence is a contraindication to entrepreneurship. The intellect of an entrepreneur and a process engineer are close enough. If there are necessary personal qualities, then the most successful entrepreneurs are obtained from technologists. The presence of intelligence of the natural scientific type also provides a person with the opportunity to master managerial activities. Representatives of the social sciences have some opportunities to engage in small business (mainly in education, tourism and various services). Humanities, accountants, economists, teachers, design engineers, mathematicians-programmers have the least chances for mastering entrepreneurial activity. They may be part of the management team, but should not be the CEO or run the business themselves.

It should be borne in mind that high school students may develop intellectual inclinations not for one, but for several types of professional activity. They need to be analyzed separately in comparison with other individual characteristics of a teenager and offer him the area of ​​activity where he is supposed to be able to achieve maximum efficiency. But the final choice always remains with the individual himself. 7-11 grades, students of various universities, adults).Tables 1-5 show comparative data from a survey of students in general education, gymnasium and lyceum classes, classes with different educational specializations, various parallel classes of the same school.Tables 1-3, Table 5 also shows the dynamics of various indicators of intelligence of high school students, reflecting the changes that have taken place in the education system over the past 10-15 years.Table 8 shows the data of longitudinal studies of high school students, which reflect the variability of intellectual indicators at various stages of the learning process in connection with tic and humanitarian specializations. The given data clearly demonstrate the spasmodic nature of the development itself, the presence of periods of stabilization, as well as the phenomena of suppression and degradation of "non-core" intellectual operations that accompany the process of the formation of intelligence of a certain professional type.

Appendix 3 graphically depicts the profiles of the Intellectual inclinations of a number of professional abilities. The given comparative graphical representations allow to better imagine the ratio of certain intellectual operations in the structure of various professional abilities, as well as the requirements for their level characteristics. The profiles are based on testing data from professionals when they were still ninth graders.

1. wais test (Wechsler Adult Intelligence Scale), intended for testing adults (from 16 to 64 years old); wisc test (Wechsler Intelligence Scale for Children) for testing children and adolescents (from 6.5 to 16.5 years old)

   Tests

   Many intellectually professional tests, in particular, test structures intellect Amthauera. As a result test a profile is being built intellect according to the following criteria...

2. Raven Table technique (progressive matrix scale) Author(s): John Raven test was developed in 1936. Subject of diagnosis

   Document

   Read more... Test structures intellect Amthauera Author(s): Gurevich K.M. Borisova E.M. Loginova G.P. Test was developed... diagnostics: Diagnostics intellect Read more... STRUCTURES INTELLIGENCE AMTHDUERA Author(s): Rudolf Amthauer. Test created in...

3. Test of non-verbal thinking Raven Method "Development of thinking" E. F. Zambatsevichene

   Document

   ... test(GIT);  Test structures intellect R. Amthauera;  School test mental development (ShTUR); Diagnostics intellect drawing method test(Goodenough);  test... characteristics of a given age intelligence

The service offers to determine your IQ online using the method of the German psychologist Rudolf Amthauer.

AMTHAUER RUDOLF(b. 1920), German psychologist, specialist in applied psychology, professional diagnostics.

The intelligence structure test was developed in 1953 for the tasks of professional selection and career guidance. The test allows you to get a complete picture of a person's intelligence. The test is designed to assess not only the general level of intelligence development, but also its individual components: verbal, numerical and spatial thinking, logical abilities, attention, memory, knowledge volume. The test consists of nine subtests aimed at studying the main components of verbal and non-verbal intelligence: vocabulary, general awareness, the ability to abstract, the ability to generalize, mathematical abilities, combinatorial thinking, spatial imagination, the ability to short-term storage of information.

The results obtained using the R. Amtower test allow:

• predict the success of educational activities;
• help with choosing a profession, choosing a level of education;
• predict the success of professional activities, including professions that require special intellectual skills.

Methodology

The test consists of 9 groups of tasks; in each group there are 16-20 tasks arranged in ascending order of their difficulty. Before the beginning of the presentation of tasks for each group, a description of this type of tasks is given and the way to solve them is explained using examples. First, you should carefully read the description of the tasks of the first subtest, understand the meaning of the task and how the correct answer is displayed in the answer form. Then you complete the tasks for the time indicated in the text. After completing the tasks of the first subtest, you proceed to study the descriptions of the tasks of the second subtest, etc. The duration of the test is approximately 90 minutes. During this time, you probably will not be able to solve all the tasks, but this should not bother you. All assignments must be completed in order. Don't stay too long on one task.

Psychologist's guide

to the use of the Amthauer test with high school students

Amthauer Intelligenz-Struktur-Test, AIST –testintellect. Proposed by R. Amthauer in 1953. The latest modification of the test is designated as AIST 2000-Rand published in 2001.

Designed to measure the level of intellectual development of persons aged 13 to 61, on the one hand, on the other hand, to solve the problems of professional psychodiagnostics, recommendations for choosing a profession, analysis of professional suitability. An adapted version of AIST has found wide application for studying the level of intellectual development of secondary school students (X. I. Liimets, 1974). Materials have been published on the use of an incomplete version of the test when examining students in the upper grades of urban and rural schools (MK Akimova, 1984).

AIST has three parallel test forms (A, B, C).

When creating the test, R. Amthauer proceeded from the concept that considers the intellect as a specialized substructure in the integral structure of the personality. This construct is understood by him as a structured integrity of mental abilities, manifested in various forms of activity. In the intellect, the presence of certain “centers of gravity” is revealed - primarily verbal intelligence (VI), mathematical intelligence (MI) and spatial intelligence (PI).

When selecting test items, R. Amthauer was guided by two main principles: ensuring the highest possible correlation of each subtest with the overall result and achieving the lowest possible correlation between individual groups of items. The average value of the correlation coefficient between groups of tasks and the overall result is 0.65, the average intercorrelation of subtests is 0.36.

AIST consists of nine subtests, each of which aims to measure different functions of intelligence.

I. Logical selection (LO) - the study of inductive thinking, the sense of language. The subject's task is to complete the sentence with one of the given words. Number of tasks - 20. Execution time - 6 minutes.

II. Definition of common features (OC) - the study of the ability to abstract, operate with verbal concepts. In each task, the subject is offered five words, of which four are united by a semantic connection, and one is superfluous. This word should be highlighted in the answer. The number of tasks is 20, their execution time is 6 minutes.

III. Analogies (An) - analysis of combinatorial abilities. In each task, the subject is offered three words, there is a certain connection between the first and second. After the third word, a dash. From the five answer options attached to the task, you must choose a word that would be associated with the third in the same way as the first two. The number of tasks is 20, the execution time is 7 minutes.

IV. Classification (Ob) - an assessment of the ability to make a judgment. The subject must designate two words as a general concept. The number of tasks is 16, the execution time is 8 minutes. The score varies from 0 to 2 points depending on the level of generalization.

V. Tasks for the account (M) - assessment of the level of development of practical mathematical thinking. The subtest consists of 20 arithmetic problems. Solution time - 10 min.

VI. Series of numbers (RF) - analysis of inductive thinking, the ability to operate with numbers. In 20 tasks it is necessary to establish the pattern of the number series and continue it. Run time - 10 min.

VII. The choice of figures (WF) is a study of spatial imagination, combinatorial abilities. The subject is presented with cards, which depict geometric figures divided into parts on a plane. When choosing an answer, you should find a card with a figure that corresponds to a divided one. Number of tasks - 20. Execution time - 7 minutes.

VIII. Task with cubes (K) - indicators are examined that are similar in nature to those measured by subtest VII, but the figures have a spatial image. It is necessary to identify this cube with one of the designated letters. Number of tasks - 20. Execution time - 9 minutes.

IX. Tasks on the ability to focus attention and retain in short-term memory (ST). The subject must memorize a number of words and find them among others offered in the task. Words to remember are combined in a table into certain categories, for example. flowers: tulip, jasmine, gladiolus, carnation, iris; or animals: zebra, snake, bull, ferret, tiger.

In total, it is proposed to memorize 25 words (the time for memorizing the table is 3 minutes). In addition, the subjects are warned that in a row of five words where they need to find the memorized word, this word should occupy the same ordinal place as in the table. For example, a row where you need to find a memorized word: a) zebra, b) gladiolus, c) engraving, d) swallow, e) knife. The correct solution would be to choose the word "zebra". Time to complete 20 tasks - 6 minutes.

In total, the subject is offered 176 tasks in AIST. The total examination time (without preparatory procedures) is 90 minutes. When calculating the "raw" marks (except for the IV subtest), each correct solution is estimated at 1 point. Primary scores for each subtest are converted to a standard scaleIQ, which makes it possible to characterize the structure of intelligence according to the profile of the success of individual subtests. The sum of the primary scores for all subtests is translated into an overall assessment of the level of intelligence.

AIST retest reliability coefficient (re-examination interval - 1 year) - 0.83-0.91. Reliability coefficients of parallel forms - 0.95, reliability of parts of the test (splitting method) - 0.97.

Criteria-based validity by correlation with academic performance - 0.46; with expert assessments of the level of intellectual development - 0.62. The test has high rates of current validity and predictive validity, determined by the method of contrast groups.

The test can be used both in individual and group presentation.

Instruction to the examinees. The test consists of 9 groups of tasks; in each group there are 16-20 tasks arranged in ascending order of their difficulty. Before the beginning of the presentation of tasks for each group, a description of this type of tasks is given and the way to solve them is explained using examples. First, you should carefully read the description of the tasks of the first subtest, understand the meaning of the task and how the correct answer is displayed in the registration sheet. Then, at the command of the psychologist, you open subtest 1 and complete the tasks for the specified time. After completing the tasks of the first subtest, at the command of the psychologist, you proceed to study the descriptions of the tasks of the second subtest, etc.

The duration of the test is approximately 90 minutes. During this time, you probably will not be able to solve all the tasks, but this should not bother you.

All assignments must be completed in order. Don't stay too long on one task.

Nothing can be written in the test notebook. Write all your answers to the tasks in the answer sheet.

Now fill in your last name, first name, age, etc. on the registration form.

Registration sheet

Stay tuned for further instructions! After obtaining the permission of the psychologist, proceed to reading the description of the tasks of subtest 1.

Descriptions and examples of tasks of the first group.

Tasks 1-20

Tasks 1 - 20 consist of sentences, each of which is missing one word. You should choose from 5 possible words the one that correctly completes this sentence.

Here is an example of recording the correct solution in the answer sheet.

Example 01:

Rabbit is most similar to...?

a) a cat b) a squirrel c) a hare d) a fox e) a hedgehog

Correct Answer: c) hare

Therefore, in the answer sheet in example 01, the letter "c" is crossed out.

Next example:

The opposite of hope is...?

a) sadness b) despair c) need d) love e) hate

In this case, you should cross out the letter "b", because the correct answer would be the word "despair".

On your answer sheet, always cross out the letter that represents the correct answer. You can only choose one solution. If you make a mistake, then cross out the erroneously designated letter again so that a cross is formed, and with one line cross out the correct letter. Always remember that you can only write on the answer sheet.

Stay tuned for further instructions! After receiving the permission of the psychologist, proceed to the tasks of subtest 1.

Subtest 1 - A

(Tasks 1 - 20, completion time - 6 minutes)

one. …? does not apply to weather conditions

a) snowstorm b) storm c) hail d) earthquake e) fog

2. The opposite of Lean is...?

a) cheap b) greedy c) wasteful d) worthy e) rich

3. Opposite to the word will never be the word ...?

a) often b) many times c) occasionally d) sometimes e) always

4. Does the shoe always have…?

a) leather b) hooks c) shoelaces d) buckle e) sole

5. The opposite of loyalty is...?

a) love b) hatred c) friendship d) betrayal e) enmity

6. The influence of a person on others should depend on ...?

a) power b) ability to convince c) position d) reputation e) mind

7. During the competition is necessary ...?

a) referee b) opponent c) spectator d) applause e) victory

8. A person who is skeptical of progress is....?

a) a democrat b) a radical c) a liberal d) a conservative e) an anarchist

9. Uncle...? Is older than his nephew

a) rarely b) often c) always d) never e) sometimes

10. Does a horse always have ...?

a) stable b) horseshoe c) harness d) hooves e) mane

eleven. …? does not serve as a warning of accidents

a) brake light b) goggles c) first aid kit d) warning signal e) barrier

12. Of the above cities, the city of ... is located to the south of all?

a) Orel b) Irkutsk c) Yalta d) Tallinn e) Chisinau

Turn the page!

13. Are there fathers ...? more experienced than sons

a) always b) usually c) significantly d) occasionally e) definitely

14. The height of a ten-year-old child is approximately ...?

a) 160 cm b) 140 cm c) 110 cm d) 105 cm e) 115 cm

15. Has the highest calorie content (nutritional value) with the same amount of ...?

a) fish b) meat c) fat d) cheese e) vegetables

16. Knowing the percentage of non-winning lottery tickets to winners, you can calculate ...?

a) the number of winnings b) the state's income c) the possibility of winning d) the number of participants e) the amount of winnings

17. A banknote worth ten rubles has a length of ...?

a) 17.5 cm b) 20.5 cm c) 19.5 cm d) 15 cm e) 16.5 cm

18. A statement that has not yet been fully verified is denoted as ...?

a) paradoxical b) premature c) ambiguous d) erroneous e) hypothetical

19. Distance between Kaliningrad and Vladivostok is approximately …?

a) 3000 km b) 14000 km c) 8000 km d) 12000 km e) 16000 km

20. Conscious appropriation of someone else's thought and passing it off as one's own is designated as ...?

a) fake b) plagiarism c) parody d) compromise e) compilation

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 2.

Descriptions and examples of tasks of the second group.

(Tasks 21 - 40)

Of the five given words, four in each case are similar in certain respects. You need to find the fifth word that does not fit them.

Example 02

a) table b) chair c) bird d) cupboard e) bed

The words "table", "chair", "wardrobe" and "bed" denote pieces of furniture, the word "bird" does not. Therefore, in the answer sheet in example 02, the letter "c" is crossed out.

Next example:

a) sit b) lie down c) stand d) walk e) kneel

The letters "sit", "lie down", "stand" and "kneel" denote a state of rest, and the word "walk" denotes movement. Therefore, we must cross out the letter "g".

Stay tuned for further instructions! After receiving the permission of the psychologist, proceed to the tasks of subtest 2.

Subtest 2 - A

(Tasks 21 - 40, completion time - 6 minutes)

21. a) planing b) eating c) sewing d) sawing e) forging

22. a) area b) size c) volume d) duration e) width

23. a) direction b) east c) driving d) pole e) south

24. a) violin b) trombone c) clarinet d) flute e) saxophone

25. a) shoot b) run c) row d) sled e) ride a horse

26. a) drawing b) painting c) graphics d) sculpture e) painting

27. a) circle b) arrow c) ellipse d) arc e) curve

28. a) bus b) tram c) motorcycle d) bicycle e) train

29. a) divorce b) separation c) passport d) border e) separation

30. a) oval b) long c) sharp d) round e) ribbed

31. a) tie b) connect c) release d) make a knot e) glue

32. a) wavy b) rough c) smooth d) uneven e) straight

33. a) bridge b) border c) marriage d) friendship e) society

34. a) planing b) drilling c) grinding d) polishing e) ironing

35. a) stone b) steel c) silk d) rubber e) plastic

36. a) compass b) clock c) arrow d) polar star e) heading

37. a) filter b) tulle c) lampshade d) lattice e) net

38. a) zipper b) barrier c) water tap d) screwdriver e) corkscrew

39. a) shimmering b) specular c) matte d) rough e) shiny

40. a) training b) planning c) teaching d) deciding e) recruiting

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 3.

Descriptions and examples of tasks of the third group

(Tasks 41 - 60)

We will offer you three words. There is a definite connection between the first and second words. There is a similar relationship between the third and one of the five words to choose from. You need to find this word.

Example 03

Forest: tree = meadow: ...?

a) grass b) hay c) fodder d) greens e) pasture

The correct word is grass. Therefore, in the answer sheet in example 03, the letter "a" is crossed out.

Next example:

Dark: light = wet: …?

a) rain b) day c) wet d) wind e) dry

Since dark is the opposite of light, then for the word wet, you need to choose a word that also has the opposite meaning. Therefore, the correct solution would be the letter "d".

Stay tuned for further instructions! After getting the permission of the psychologist, proceed to the tasks of subtest 3.

Subtest 3 - A

(Tasks 41 - 60, completion time - 7 minutes)

41. Find: lose = remember: ...?

42. Doctor: surgeon = metallurgist: ...?

a) open-hearth b) cast iron c) fire d) steelmaker e) smelting

43. Meeting: decision = reason: ...?

a) to negotiate b) to decide c) to discuss d) to weigh e) to consider

44. Tram: rails = bus: ...?

a) wheels b) body c) tires d) highway e) speed

45. Athlete: spikes = scientist: …?

a) library b) research c) work d) study e) microscope

46. ​​Wood: planing = iron: …?

a) minting b) bending c) pouring d) grinding e) forging

47. Silver: gold = ring: …?

a) watch b) ruby ​​c) precious stone d) bracelet e) platinum

48. Blood: vein = water: …?

a) lock b) pipe c) faucet d) rain e) river

49. Staircase: ladder = house: ...?

a) elevator b) yard c) spiral staircase d) tent e) room

50. Mountains: pass = river: …?

a) ferry b) bridge c) ford d) transport e) boat

51. Flower: vase = bird: …?

a) nest b) air c) bush d) tree e) cage

52. Food: spices = lecture: …?

a) insult b) speech c) humor d) address e) plan

53. Tongue: sour = nose: …?

a) smell b) breathe c) taste d) burnt e) salty

Turn the page!

54. Coat: skirt = wool: …?

a) fabric b) sheep c) silk d) sweater e) textile

55. Blindness: color = deafness: …?

a) hearing b) listening c) tone d) word e) ear

56. Need: invention = heat: …?

a) thirst b) equator c) ice d) sun e) cold

57. Top of the mountain: air pressure = pitch: ...?

a) tuning fork b) soprano c) children's choir d) string length e) timbre

58. Dachshund: greyhound = burning: ...?

a) fireman b) lantern c) explosion d) match e) forest fire

59. Nerve: wires = pupil: …?

a) radiation b) eye c) vision d) light e) diaphragm

60. Anger: affect = sadness: …?

a) joy b) anger c) mood d) rage e) pity

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 4.

Descriptions and examples of tasks of the fourth group

(Tasks 61 - 80)

We offer you two words. You need to determine what they have in common.

Example 04

rye - wheat: ...?

The correct answer would be the concept of "cereals". Therefore, in your answer sheet in example 04, the word "cereals" is written. In addition, the letter "Z" is crossed out. Write the correct solution in the free space under the corresponding task number and at the same time cross out its first letter, if it is given.

Next example:

butter - cheese: ...?

Correct answer: dairy products. In the free space you should enter "Dairy products" and cross out the letters "M" and "P".

Try in each case to find the most significant common features for both words.

Stay tuned for further instructions! After getting the permission of the psychologist, proceed to the tasks of subtest 4.

Subtest 4 - A

(Tasks 61 - 76, completion time - 8 minutes)

Do not post on this page!

Record your results on the answer sheet!

61. Rose - tulip

62. Eye - ear

63. Sugar is a diamond

64. Rain - snow

65. Postman - telephone

66. Camera - glasses

67. Stomach - intestines

68. A lot - a little

69. Egg - seed

70. Flag - cross

71. Violet - elephant

72. Gas storage - portfolio

73. Beginning - end

74. Greed is generosity

75. Supply - demand

76. Ahead - below

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 5.

Descriptions and examples of tasks of the fifth group

(Tasks 77 - 96)

Now arithmetic problems are offered.

Example 05:

One notebook costs 12 rubles. How much are three notebooks? Of course, 36 rubles.

How to write this answer?

Open the answer sheet!

Under each task number there are numbers from 1 to 9 and 0. Cross out those that appear in the correct answer.

The order of the numbers does not matter.

In the example above, the answer would be 36. Therefore, on the answer sheet in example 05, the numbers 3 and 6 are crossed out, regardless of their order.

Next example:

A cyclist travels 15 km in 1 hour. How many kilometers will he travel in 4 hours? Correct answer: 60 km. Therefore, you should cross out the numbers 6 and 0.

Stay tuned for further instructions! After receiving the permission of the psychologist, proceed to the tasks of subtest 5.

Subtest 5 - A

(Tasks 77 - 96, completion time - 10 minutes)

77. The boy had 50 rubles. He spent 15 rubles. How many rubles does he have left?

78. How many kilometers will a freight train travel in 7 hours if its speed is 40 km/h?

79. 15 boxes of vegetables weigh 250 kg, and each empty box weighs 3 kg. How much do vegetables weigh?

80. 7 workers will dig a trench in 78 days. How many days will 21 workers dig this trench?

81. 3 pencils cost 4 rubles 50 kopecks. How many pencils can you buy for 45 rubles?

82. A boy runs 1.75 m in ¼ s. How far will he run in 10 seconds?

83. The gate is 15 m south of the tree, and the tree is 15 m south of the house. How many meters from the gate to the house?

84. If 4.5 meters of fabric cost 360 rubles, then how much do 2.5 meters cost?

85. 7 workers do the job in 6 days. How many workers completed this work in half a day?

86. A wire 48 cm long after heating is extended to 52 cm. How long will a wire 72 cm long be after heating?

87. The workshop produces 304 fountain pens in 8 hours. How many fountain pens are produced in half an hour?

88. An alloy is prepared from 2 parts of silver and 3 parts of lead. How many grams of silver are needed to produce 15 grams of the alloy?

89. For an hour, worker A earns 24 rubles, and worker B - 40 rubles. Together they earned 960 rubles. How many rubles did worker B earn?

Turn the page!

90. The first loom produces 60 m of fabric, and the second in the same time - 40 m. How many meters of fabric will the first loom produce if the second has produced 60 m of fabric?

91. Mom went to the store. She spent a tenth of the money in the vegetable department, and in the meat department - 4 times more. She has 100 rubles left. How much money did she have before shopping?

92. There were 43 cups in two boxes. There are 9 more cups in the first box than in the second. How many cups were in the smaller box?

93. A strip of fabric 60 cm long must be cut so that one part is 2/3 of the length of the second part. What is the length of the smaller part?

94. The plant exports ¾ of its products, and sells 4/5 of the rest in its own country. What percentage of items does he have in stock?

95. Wine that fills a barrel 7/8 of its volume costs 2,800 rubles. How much will half a barrel of wine cost?

96. In a family, each daughter has the same number of sisters and brothers, and each son has 2 times more sisters than brothers. How many sons are in the family?

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 6

Descriptions and examples of tasks of the sixth group

(Tasks 97 - 116)

We offer you numbers arranged according to a certain rule. Your task is to determine the number that would be the continuation of the corresponding series.

Example 06:

2 4 6 8 10 12 14 ?

In this row, each next number is 2 more than the previous one. This means that the next number will be 16. Therefore, in the answer sheet in example 06, the numbers 1 and 6 are crossed out.

Next example:

9 7 10 8 11 9 12 ?

In this row, 2 is alternately subtracted and 3 is added. The next number should be 10. You should cross out 1 and 0.

In some tasks you will need to use multiplication and division.

Do not forget that you cannot make any notes in the test!

Stay tuned for further instructions! After receiving the permission of the psychologist, proceed to the tasks of subtest 6.

Subtest 6 - A

(Tasks 97 - 116, completion time - 10 minutes)

97. 6 9 12 15 18 21 24 ?

98. 15 16 18 19 21 22 24 ?

99. 19 18 22 21 25 24 28 ?

100. 16 12 17 13 18 14 19 ?

101. 2 4 8 10 20 22 44 ?

102. 15 13 16 12 17 11 18 ?

103. 25 22 11 33 30 15 45 ?

104. 49 51 54 27 9 11 14 ?

105. 2 3 1 3 4 2 4 ?

106. 19 17 20 16 21 15 22 ?

107. 94 92 46 44 22 20 10 ?

108. 5 8 9 8 11 12 11 ?

109. 12 15 19 23 28 33 39 ?

110. 7 5 10 7 21 17 68 ?

111. 11 15 18 9 13 16 8 ?

112. 3 8 15 24 35 48 63 ?

113. 4 5 7 4 8 13 7 ?

114. 8 5 15 18 6 3 9 ?

115. 15 6 18 10 30 23 69 ?

116. 5 35 28 4 11 77 70 ?

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 7.

Descriptions and examples of tasks of the seventh group

(Tasks 117 - 136)

Each task consists of one whole figure and of the same figure, cut into several parts. You need to determine which of the given figures "a", "b", "c", "d", "e" can be completely and without residue folded from the individual parts of the cut figure.

In the answer sheet, you must cross out the letter that indicates the found figure.

Example:

a B C D E

If we add the figure 07, we get the figure "a". Therefore, the letter "a" is crossed out in the answer sheet. Adding the second figure, we get the shape indicated by the letter "e", the third - "b", and in the last case - the figure indicated by "g".

Remember that you can not make any notes in the test!

Stay tuned for further instructions! After receiving the permission of the psychologist, proceed to the tasks of subtest 7.

Subtest 7 - A

(Tasks 117 - 136, completion time - 7 minutes)

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 8.

Descriptions and examples of tasks of the eighth group

(Tasks 137 - 156)

The first row contains 5 different cubes, marked with the letters "a", "b", "c", "d", "e". Each cube has 6 different features. You can see three of them. Each of tasks 137-156 shows a cube in different positions. You need to determine which of these cubes is shown. The dice can be rotated, flipped and rotated and flipped. In this case, a new sign may also appear.

We draw your attention to the fact that none of the cubes "a", "b", "c", "d", "e" is repeated - each one is different in some way. They may have the same features, but in different positions.

08 - This example shows the "a" die in an altered position. Therefore, in the answer sheet in example 08, the letter "a" should be crossed out.

The second picture shows the "d" cube, the third - the "b" cube, the fourth - "c", the fifth - "d".

Stay tuned for further instructions! After getting the permission of the psychologist, proceed to the tasks of subtest 8.

Subtest 8 - A

(Tasks 137 - 156, completion time - 9 minutes)

Check the assignments again and wait for further instructions! After obtaining the permission of the psychologist, proceed to the description of the tasks of subtest 9.

Descriptions and examples of tasks of the ninth group

(Tasks 157 - 176)

You need to memorize a number of words presented in the columns of the table. Each column is indicated by a specific number from 1 to 5. You must remember not only the words themselves, but also in which column they are located. For example, the word "wheel" is in column 1, the word "rice" is in column 2, and so on.

Table example

1

wheel

the spoon

snow

theft

rice

star

nest

wood

luck

England

mink

road

football

pen

current

After the time allotted for memorizing the table expires, you will be asked to find the memorized words among the words of the test. Among them there will be both memorized words and new words that were not included in the table for memorization. The answer is considered correct if you found a memorized word in the test task line, and it is in the same column by number as in the memorization table. If the memorized word is in another column, then it is not an answer.

Example 09:

1

the car

wood

snow

the wire

swift

In this example, the words "car", "wire", "swift" are new, not included in the table for memorization. The word "tree" is included in the table for memorization, but in it it is in column 3, and in the task line it occupies column 2, so it is not the correct answer. The word "snow" is included both in the table for memorization and in the task line and is in both tables in column 3. Therefore, in the answer sheet in example 09, the number 3 is crossed out.

Stay tuned for further instructions! After getting the permission of the psychologist, proceed to the task of subtest 9.

Subtest 9 - A

You have 3 minutes to memorize the following words:

1

tulip

jasmine

gladiolus

carnation

iris

rake

screwdriver

chisel

a hammer

file

quail

sparrow

siskin

thrush

oriole

etching

sculpture

theatre

opera

architecture

zebra

already

bull

ferret

tiger

After getting the permission of the psychologist, proceed to the tasks of subtest 9.

Subtest 9 - A

(Tasks 157 - 176, completion time - 6 minutes)

157

carnation

a hammer

opera

ferret

bear

158

mallard

jasmine

hare

sculpture

horse

159

etching

redstart

iris

zebra

novel

160

siskin

mignonette

theatre

jaguar

opera

161

bull

plane

architecture

rake

file

162

tulip

siskin

jasmine

pike

thrush

163

jasmine

acne

starling

ferret

dahlia

164

zebra

gladiolus

engraving

martin

knife

165

bullfinch

screwdriver

already

phlox

painting

166

deer

sculpture

aster

cuckoo

saw

167

poppy

braid

gladiolus

peony

woodpecker

168

rake

tragedy

crow

camel

theatre

169

crane

a hammer

shovel

watercolor

iris

170

skirt

siskin

bull

hives

cell

171

begonia

ballet

cactus

a hammer

goldfinch

172

gazelle

quail

chisel

Oh yeah

balm

173

hedgehog

mallard

theatre

axe

sage

174

acne

bell

awl

thrush

opera

175

borer

sonnet

siskin

badger

memo

176

joke

crow

shovel

narcissus

tiger

Check the assignments again!

Give the psychologist the test materials and the answer sheet.

Thank you for participating in testing!

We wish you success!

.

Keys to subtests (form A)

Keys to subtest 4

61 - decorative flowers, 62 - sense organs, 63 - crystalline substances, 64 - precipitation, 65 - communication, 66 - optical instruments, 67 - digestive organs, 68 - quantity, measure, 69 - embryos, 70 - symbols, 71 - living organisms, 72 - capacity, receptacle, 73 - temporal and spatial constraints, 74 - character traits, human qualities, 75 - economic concepts that characterize commodity-money relations, 76 - position in space.

Key match - 2 points.

A similar, but not entirely accurate value is 1 point.

Wrong answer, generalization on a random basis - 0 points.

Translation table of primary indicators for the test

to the standard scale IQ for 16 years

M = 8.7

M = 9.5

M = 7.9

M = 12.9

M = 10.0

M = 7.8

M = 7.9

M = 8.8

M = 8.2

M = 81

σ = 3.3

σ = 2.8

σ = 3.5

σ = 6.3

σ = 3.8

σ = 8.3

σ = 3.9

σ = 3.7

σ = 3.4

σ = 21

№1

№2

№3

№4

№5

№6

№7

№8

№9

Outcome

20 – 134

20 – 139

20 – 135

16 – 130

20 – 126

20 – 137

20 – 134

20 – 130

20 – 135

171–180=145

19 – 131

19 – 136

19 – 133

15 – 127

19 – 124

19 – 133

19 – 131

19 – 127

19 – 132

161– 170=140

18 – 128

18 – 132

18 – 129

14 – 124

18 – 121

18 – 129

18 – 128

18 – 125

18 – 129

151– 160=136

17 – 125

17 – 128

17 – 126

13 – 121

17 – 118

17 – 127

17 – 123

17 – 122

17 – 126

141– 150=131

16 – 122

16 – 125

16 – 123

12 – 117

16 – 116

16 – 124

16 – 120

16 – 120

16 – 123

131– 140=126

15 – 119

15 – 121

15 – 120

11 – 114

15 – 113

15 – 122

15 – 118

15 – 117

15 – 120

121– 130=121

14 – 116

14 – 118

14 – 117

10 – 111

14 – 110

14 – 119

14 – 115

14 – 114

14 – 117

111– 120=117

13 – 113

13 – 114

13 – 115

9 – 108

13 – 108

13 – 116

13 – 112

13 – 111

13 – 114

101– 110=112

12 – 110

12 – 110

12 – 112

8 – 105

12 – 105

12 – 113

12 – 110

12 – 109

12 – 111

91– 100=107

11 – 107

11 – 107

11 – 109

7 – 102

11 – 102

11 – 110

11 – 108

11 – 106

11 – 108

81– 90=102

10 – 104

10 – 104

10 – 106

6 – 98

10 – 100

10 – 107

10 – 105

10 – 103

10 – 105

71– 80=98

9 – 101

9 – 100

9 – 103

5 – 95

9 – 97

9 – 104

9 – 103

9 – 100

9 – 102

61– 70=93

8 – 98

8 – 97

8 – 100

4 – 92

8 – 95

8 – 100

8 – 100

8 – 98

8 – 100

51– 60=88

7 – 95

7 – 93

7 – 97

3 – 89

7 – 92

7 – 98

7 – 98

7 – 95

7 – 97

41– 50=82

6 – 92

6 – 89

6 – 95

2 – 86

6 – 90

6 – 95

6 – 95

6 – 92

6 – 94

31– 40=78

5 – 89

5 – 86

5 – 93

1 – 82

5 – 87

5 – 92

5 – 93

5 – 90

5 – 91

21– 30=74

4 – 86

4 – 82

4 – 89

0 – 79

4 – 84

4 – 89

4 – 90

4 – 87

4 – 88

11– 20=69

3 – 83

3 – 79

3 – 86

3 – 82

3 – 86

3 – 88

3 – 85

3 – 85

1– 10=64

2 – 80

2 – 75

2 – 83

2 – 79

2 – 88

2 – 85

2 – 82

2 – 82

1 – 77

1 – 72

1 – 80

1 – 76

1 – 80

1 – 83

1 – 79

1 – 79

0 – 74

0 – 68

0 – 77

0 – 73

0 – 77

0 – 80

0 – 76

0 – 76

Interpretation of test results

The Amthauer test is na reliable means of diagnosing the structure of intelligence and identifying the levels of various aspects of its development. The need for its application is currently becoming relevant in connection with the career guidance of schoolchildren.

Individual subtests are combined into the following groups:

verbal subtests (LO, OCH, An, Ob, Pm), diagnosing a complex of verbal abilities necessary for the successful operation of information presented in verbal form;

mathematical subtests (MF and RF), which determine a set of abilities related to the quantitative modeling of phenomena based on the operation of mathematical symbols and numbers;

spatial subtests (VF and K), which determine the level of development of visual-figurative thinking, practical and theoretical constructive abilities, and spatial imagination.

Group assessments of the three listed aspects of intelligence allow you to determine the strengths and weaknesses of the student's intelligence. When interpreting the results, it is not so much the exact numerical data that is important, but their belonging to one of the three possible areas.

The statistical norm is the results lying in the range from 85 to 115 units of the standard IQ scale. This area in the figure is highlighted with a horizontal blue stripe with the inscription "Test norm". This means that this subject completed the test items in the same way as most of his peers. If the results exceed 115 IQ units, then the student has higher abilities, which are expressed the more strongly, the higher the IQ value. With an IQ value of less than 85, the student's abilities are below average, which significantly affects the success of training.

Each of the three groups of subtests allows you to comprehensively assess the corresponding group of abilities. Amthauer considers these groups of abilities as independent varieties of intelligence, highlighting verbal intelligence (VI), mathematical intelligence (MI) and spatial intelligence (PI). When testing for each of these types of intelligence, a student can score points belonging to three different areas - high (IQ> 115), average (85

Matrix for creating an intelligence profile

For example, a high level of development of verbal intelligence can correspond to three different levels of mathematical intelligence, each of which, in turn, can be associated with three levels of spatial intelligence. The result is nine different combinations corresponding to a high level of verbal intelligence. Similarly, nine more combinations are constructed for the average and low levels of verbal intelligence. The result is intelligence profiles with different combinations of abilities. For example, a student may have a high level of verbal intelligence, but a low level of mathematical and spatial abilities. This is a typical humanitarian living in the world of words. With a high level of spatial intelligence and low levels of verbal and mathematical abilities, the student is focused on the natural world and can be successful in mastering the natural sciences, where complex mathematical models of phenomena are not studied.

For an accurate interpretation of the test results, it is necessary to take into account one more very important circumstance related to the allocation of two groups of abilities - theoretical and practical. The former form the basis of abstract-logical thinking and the hypothetical-deductive approach to the knowledge of the surrounding world. Thanks to theoretical abilities, it is possible to mentally operate with abstract concepts and images, generalized categorization and structuring of objects and their mental representations, hypotheses, modeling of phenomena by logical (deductive inference) and mathematical means. People with developed theoretical abilities are characterized by a generalized vision of the world in its essential connections and relationships.

Practical abilities underlie visual-figurative and practical-effective thinking. With their help, a person singles out not abstract, but specific properties of the objects of the surrounding world, which are essential not from the point of view of logical connections with other objects, but based on the requirements of the practical situation in which they are involved. People with developed practical abilities successfully adapt to typical life situations, easily master practical skills. They are not inclined to philosophizing, to the search for generalizing principles, the construction of abstract models and hypothetical-deductive schemes for explaining the world. They ignore theories because they deal with problems with a rich repertoire of behavior patterns.

The test allows you to differentiate theoretical and practical abilities for each type of intelligence. Amthauer himself, when assessing verbal intelligence, attaches exceptional importance to the results of the Analogy subtest, considering the ability to detect logical types of connections between concepts as the basis of developed conceptual thinking. Approximately the same function is performed by the "Generalization" subtest. The first two verbal subtests ("Logical Selection" and "Identification of Common Features") mainly test vocabulary and understanding of situations described in verbal form. Thus, the first two subtests diagnose practical verbal abilities, while the third and fourth subtests diagnose theoretical verbal intelligence. Verbal theorists have well-structured semantic networks that reflect the objective patterns of the world of ideas and nature. Practitioners, on the other hand, own a large number of verbal frames-situations and frames-scenarios that describe many typical life situations.

A similar division of subtests can be made for mathematical and spatial intelligence. The fifth subtest "Counting Tasks" allows you to diagnose practical mathematical abilities. A student who has received high scores in this subtest is able to calculate well and quickly in his mind, is able to correctly build the simplest mathematical (numerical) models of practical situations. The sixth subtest "Series of numbers" reveals the level of development of inductive thinking, mathematical intuition, the ability to put forward and test mathematical hypotheses, to see patterns and order in a variety of abstract signs. Therefore, with the help of this subtest, the possession of precisely theoretical mathematical thinking is checked, which is necessary for the construction of mathematical worlds and the construction of abstract logico-mathematical models of the world.

Practical Spatial Intelligence reveals the seventh subtest "Choosing Shapes". It checks the ability to mentally rotate figures on a plane and combine them in order to obtain a given result. This ability is necessary in any practical activity related to the manipulation of real objects, so students who score high in this subtest have good coordination and eye, their movements are accurate and dexterous, they easily read drawings, quickly learn to draw and make good technical sketches, quickly master practical skills (sewing, cooking, planing, sawing, etc.). They are observant and are good experimenters. For the diagnosis of theoretical spatial thinking, the eighth subtest "Assignment with cubes" is intended, with the help of which the ability to carry out a mental rotation of the image of a three-dimensional object is checked while maintaining its integrity. This specific ability is necessary for displaying in consciousness the deep, extremely abstract properties of the surrounding world, which are not given directly in sensations. Students with this ability can think conceptually and apply the hypothetical-deductive method to study nature based on the construction of abstract logico-mathematical models.

Applying the idea of ​​separating theoretical and practical abilities for each of the types of intelligence, in each of them it is necessary to distinguish two subspecies - theoretical and practical intelligence. Thus, we should talk about theoretical verbal and practical verbal intelligence, theoretical and practical mathematical intelligence, theoretical and practical spatial intelligence. In addition, each of these subtypes needs to be matched with three levels: high (IQ> 115), medium (85

The Amthauer test data can be used in two ways. First, they are necessary to determine the causes of educational difficulties and develop corrective training programs. Secondly, based on the results of the test, it is possible to determine those areas of activity in which the student can be successful. When creating his test, Amthauer pursued precisely the goal of developing an effective career guidance tool. From this point of view, it is important not so much to determine the intellectual deficits of the student, but to find those areas for activities in which he has sufficient abilities. For example, if a student received high scores on the scales of practical intelligence, but low scores on the scales of theoretical intelligence, then higher education does not make sense for him. In the conditions of modern education, of course, he will be able to receive a diploma from any university by enrolling in a paid department, but this will only be a diploma as evidence of the possibility of obtaining a higher education. It is better to recommend such a student to enter a vocational lyceum or college, choosing a direction in accordance with the predominant development of one of the types of intelligence. With the predominance of verbal intelligence, it is better to focus on social professions, spatial - technical. Practical mathematical abilities are needed when working in the field of economics.

M.E. Bershadsky characterizes the direction of using the Amthauer test data in the following way, highlighting the significant manifestations of the development of one or another type of intelligence, on the basis of which it is possible to accurately predict the educational achievements of students and determine the causes of educational difficulties.

1) The level of development of verbal intelligence determines success in mastering the humanities and the theoretical part of natural science subjects. Particular attention should be paid not so much to obtaining integral characteristics as to the analysis of the performance of individual subtests. With their help, students' ability to compare, classify and generalize concepts, detect their essential features, establish various relationships between concepts are studied. These skills determine the level of cognitive readiness of students to understand educational information given in verbal form. If the student cannot independently discover certain types of connections between concepts, then these types of connections cannot be used when presenting new material without a special explanation and clarification of this method of connecting concepts. In addition, special exercises are needed to develop the skills to compare, classify, generalize and establish relationships between concepts.

2) The level of development of spatial intelligence makes it possible to predict success in mastering practical actions related to the manipulation of real objects. Students with high scores on subtests 7 and 8 have practical savvy, they are happy to perform that part of laboratory and practical work that is associated with actions with devices. These students love to craft, are good at various tools, they can be entrusted with small repairs of furniture and office equipment. As a rule, they are able to quickly and accurately sketch the view of demonstration installations, easily and accurately carry out mental rotation of figures, are able to draw the view of bodies in sections, therefore they master drawing well. However, if the results of performing verbal tests are also low, then they experience significant difficulties in assimilation and understanding of information in verbal form. Opportunities in mastering the humanities and the theoretical part of the natural sciences are very limited, therefore, as a rule, the success of such students in the study of these subjects is very mediocre. If the results of the mathematical subtest 6 are also low, then they will also experience difficulties in mastering mathematics.

3) If high results in the spatial subtests are complemented by successful solving problems for completing numerical sequences (subtest 6), then the student is potentially able to master the natural sciences and geometry. Teachers usually say about such students that they have an intuition that helps them "grasp" the educational material without additional logical processing. For the same reason, they are usually bored with studying theoretical material, which they already understand intuitively. In addition, if these students show low results in verbal tests, then they can hardly express their understanding of the educational material in a verbal form. Attempts to force such children to learn educational material can lead to a loss of interest in learning, so it is better for them to give such difficult tasks, during which they are forced to turn to theoretical material.

If the student shows high results in all three groups of subtests (verbal, spatial and mathematical), then we can talk about his giftedness and the presence of prerequisites for successful learning. In relation to such a student, one should only care about maintaining the required level of motivation and creating a favorable psychological climate.

The presence of isolated success in the performance of mathematical subtest 6 allows us to conclude a high level of development of analytical and synthetic processes and inductive thinking. It is possible with a high degree of certainty to predict success in the study of algebra and the beginning of analysis. Such students have a specific intuition when solving mathematical problems.

The results obtained with the help of spatial and mathematical subtests characterize the inclinations and abilities of the student, can serve to predict the success of learning in the study of those subjects for the assimilation of which cognitive abilities are needed, tested by these diagnostic tools. Whether these abilities will be realized depends on many other factors (the teaching technologies used, the psychological atmosphere in the classroom, the relationship with the teacher, the state of health, the material and cultural level of the family, the sphere of professional interests of parents, the influence of close friends). However, this does not mean that these results are not significant and should not be taken into account when building the educational process. Spatial and mathematical intelligence are determined by the neurophysiological characteristics of the body, so the possibilities of influencing the development of these types of intelligence are very limited. It follows that when planning training, it is necessary to take into account the individual characteristics of the student (the pace of learning new material, the number of repetitions of educational information, the level of complexity of tasks, the planned level of educational achievements, the time for mastering educational material).

For the formation and maintenance of sustainable cognitive motives for learning, it is necessary that learning be successful. This is especially important in relation to students with low and average abilities, who must be successful at their own, albeit low, level of assimilation. Therefore, it is necessary to carefully determine the level of complexity and the sequence of presentation of tasks both at the stage of training and when planning tests.

The situation is somewhat different when it comes to responding to data obtained using verbal subtests. The results of their implementation depend not only on neurophysiological characteristics, but also on the experience of previous education (not only school, the family environment has a very large influence). Therefore, some aspects of the development of verbal intelligence can be influenced. The exception is the so-called sense of language, which is not tested by the verbal subtests of the Amthauer test, but can be detected using some items from the Eysenck tests (this aspect of the development of verbal intelligence is important for predicting the success of training in the humanities at high levels of assimilation, at which intuition is manifested and creativity). The same characteristics of verbal intelligence, which are determined using subtests 2-4, are associated with the diagnosis of the ability to perform operations with concepts. Since these skills underlie any process associated with the perception, processing and assimilation of information given in a verbal form, they turn out to be key for the educational process, since students receive a significant part of the information verbally. Therefore, a thorough analysis of the performance of verbal tests is important. The results of this analysis are needed, firstly, to plan the level of presentation of educational material and the degree of its detail, and, secondly, to detect those operations with concepts that the student is not able to perform independently.

At the same time, it must be taken into account that, for example, artistic abilities cannot be diagnosed using the Amthauer test. Not every student with a high level of development of verbal intelligence can become a writer, the presence of developed spatial abilities does not guarantee that he can draw well, etc.

Literary sources

Bershadsky, M.E.Evaluation as a Diagnostic of the Achievement of the Planned Outcomes of Education /M.E. Bershad// Public education. – 2013. –№ 1 . - S. 155-161.

http://bershadskiy.ru/load/instrumenty_kognitivnogo_monitoringa/test_struktury_intellekta_r_amtkhauehra/1-1-0-2

Burlachuk, L.F. Dictionary-reference book on psychodiagnostics / L.F. Burlachuk. - St. Petersburg. : Peter, 2007. - 688 p.

Eliseev, O.P. Workshop on personality psychology / O.P. Eliseev. - St. Petersburg. : Peter, 2007. - 560 p.

The Amthauer test is designed to assess not only the general level of intelligence development, but also the degree of severity of its individual components: verbal, numerical and spatial thinking, logical abilities, attention, memory, knowledge volume. The undoubted advantage of the Amthauer test is the possibility of not only individual, but also group testing. Working time with a client (or group) - 90 minutes.

The Amthauer Structure of Intelligence (TSI) test consists of nine subtests, each of which aims to measure different functions of intelligence. The time for passing each subtest is limited: the first subtest - 6 minutes; the second subtest - 6 minutes; the third subtest - 7 minutes; the fourth subtest - 8 minutes; fifth subtest - 10 minutes; the sixth subtest - 10 minutes; seventh subtest - 7 minutes; the eighth subtest - 9 minutes; ninth subtest - 3 min. for memorization and 6 min. for playback.

Each of the tasks is an unfinished sentence in which one word is missing. You need to choose from the list of words below the one that is most suitable to complete the sentence so that it acquires the correct meaning.

Rabbit is most like.

a) a cat b) protein; c) a hare; d) a fox; e) a hedgehog. The answer is "c", which means "A rabbit is most like a hare."

This section proposes rows containing five words, of all five words, four can be combined into one group according to a common meaning suitable for all these four words. The fifth word, superfluous in meaning, should be the answer.

a) a table b) chair; c) dove; d) a sofa; d) closet.

The answer “in”, i.e. to “dove” does not apply to pieces of furniture, but the meaning of combining words is exactly that. The word "dove" is superfluous in meaning in a number of named words.

In the third section, such tasks are given in which one word is missing in the second pair of words. The first pair of words is complete, consisting of two words related in meaning; you need to understand the meaning of this relationship in order to choose the missing word in the second pair from the five words below.

Forest - tree; meadow -?

a) bush; b) pasture; c) grass; d) hay; d) a path. The answer is "c", since the mutual relation of forest and trees has the same meaning as the mutual relation of meadow and grass.

The tasks of this section contain only two words, which are united by a common meaning. It is necessary to try to convey this general meaning of them in one, in extreme cases - in two words. This one word will be the answer to the task.

Wheat, oats -?

The answer is “cereals”, because this word accurately conveys the common meaning of both words, uniting them with this common meaning.

In this section, simple problems are given that are essentially not so much arithmetic as practical. Therefore, when solving them, you need to be careful about the practical meaning of your answers. This makes it possible to verify the correctness of the solution not only by the content of the calculations, but also by the necessity of these and not other calculations.

The book costs 25 coins. How much are 3 books?

Answer: 75, because here it is really necessary to multiply: 25 x 3.

In this section, each task is represented by a series of numbers located in a certain relationship with each other. It is necessary to continue the number series based on the features of this connection of numbers that you discovered.

1. 2, 4, 6, 8, 10, 12, 14...

Answer: 16, because in this series of numbers, the peculiarity of their connection with each other is the constant increase of each next number by two units.

Each task offers one figure, divided into several parts. These parts are given in random order. You need to mentally connect the parts, and find the figure that you get in this case in a series of figures a), b), c), d), e).

Figure 4 Sample Task 7

By connecting the parts of the figures 01, we get the figure "a". When parts 02 are connected, the figure "d" appears. Accordingly, from 03 we get "b", from 04 - "g".

The first row of figures consists of five different cubes, marked with letters (“a”, “b”, “c”, “d”, “e”). The cubes are arranged so that only three of the six faces can be seen. Each of the subsequent rows offers one of these five cubes, rotated in a new way. The task is to determine which of these five cubes corresponds to the cube given in the next task. In inverted cubes, of course, new icons may appear.

Figure 5 Sample Task 8

Cube (01) represents the modified position of cube "a". The second cube (02) corresponds to the "d" cube, the third (03) - to the "b" cube, (04) - "c", (05) - "d".

First, it is proposed to remember the following table (table 6):

Table 6. Task for section 9

In each task, the first letter of one of the learned words will be indicated. You need to remember what the word beginning with this letter meant: a flower, a tool, a bird, a work of art or an animal. All memorized words begin with different letters, that is, not a single initial letter is repeated.

The first letter is "f".

From the group of words meaning: 1) flower, 2) tool, 3) bird, 4) work of art, 5) animal, only violet, that is, a flower, begins with the letter “f”.

Interpretation of the results of individual TSI subtests:

Subtest 1: "DP" (addition of sentences): the emergence of reasoning, common sense, emphasis on the concrete-practical, a sense of reality, the prevailing independence of thinking.

Subtest 2: "IS" (exclusion of the word): a sense of language, inductive verbal thinking, the exact expression of verbal meanings, the ability to feel, increased reactivity is added, which in adults is more likely to be verbal.

Subtest 3: "an" (analogies); ability to combine, mobility and inconstancy of thinking, understanding of relationships, thoroughness of thinking, satisfaction with approximate solutions.

Subtest 4: "About" (generalization): the ability to abstract, the formation of concepts, mental education, the ability to correctly express and formulate the content of one's thoughts.

Subtest 5: "Pm" (memory, mnestic abilities): high ability to memorize, preserve in conditions of interference and logical, meaningful reproduction. Good focus.

Subtest 6: "A3" (arithmetic problems): practical thinking, the ability to quickly solve formalized problems.

Subtest 7 "HR" (number series), theoretical, inductive thinking, computational abilities, striving for orderliness, proportionality of relationships, a certain pace and rhythm.

Subtest 8 "PT" (spatial imagination) the ability to solve geometric problems, a wealth of spatial representations, constructive practical abilities, visual-effective thinking

Subtest 9 "SP" (spatial generalization) the ability not only to operate with spatial images, but also to generalize their relationships. Developed analytical and synthetic thinking, constructiveness of theoretical and practical abilities.

The processing of the results is carried out according to a special key, which gives the numbers of questions and the number of points that are given to answers a, b, c, d, e in each question of any subtest, except for subtests 5 and 6, in which a point is awarded only if the answer is correct. The scores for each subtest are summed up, converted to a scale of 20-80, and the experimenter receives a career guidance TSI of the personality for 9 different intelligence functions.

In interpreting TSI results, it is useful to combine subtests into complexes, i.e. calculate the sum not only for individual subtests, but also for complexes:

A complex of verbal subtests, suggesting a general ability to operate with words as signals and symbols, subtests 1-4. With high results in this complex, verbal intelligence prevails, there is a general orientation towards social sciences and the study of foreign languages. Practical thinking is verbal.

A complex of mathematical subtests, suggesting abilities in the field of practical mathematics and programming, subtests 5.6. Equally high results in both subtests indicate “mathematical talent.” If this talent is complemented by high performance in the third complex, then perhaps the right choice of profession should be associated with the natural sciences and relevant practical activities.

A complex of constructive subtests, which implies developed constructive abilities of a theoretical and practical plan Equally high results in subtests 7 and 8 are a good basis not only for natural-technical, but also general scientific talent. If education is not continued, then the desire for modeling at the level of concrete and visual thinking, for a pronounced practical orientation of the intellect, for the development of manual skill and manual abilities will prevail.

Complexes of theoretical and practical plans of abilities are, respectively, 2 and 4, 1 and 3, it is useful to compare the performance on these tests in pairs in order to more definitely express a summary of possible professional training and success in training.

Complex of non-verbal subtests 5-8. Such intelligence is manifested in the performance of tasks that require minimal use of verbal material.