Belopolskaya N.L. Exclusion of items (Fourth extra). Instructions for use + Stimulus material

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

Methodology "Exclusion of the fourth superfluous"

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

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

The procedure for carrying out the technique: The child is presented with a series of pictures showing different objects, accompanied by the following instruction: “In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous. You have 3 minutes to solve the problem.

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

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

Stimulus material:

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

The essence of the technique "Exclusion of the fourth superfluous"

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

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

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

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

The procedure for conducting diagnostics among preschoolers and primary schoolchildren

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

Diagnostic instructions:

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

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

Instructions for organizing verbal testing:

Files: Stimulus Material Samples

Processing and interpretation of results

The assessment of the thinking processes of the baby is carried out according to the tasks of which group of cards the child coped with:

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

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

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

According to the indicator of time spent on the test, one can judge the level of development of critical thinking:

• cinquain (creation of 5 line non-rhyming poems to define the concept), more about which can be found in the article "";
• INSERT (highlighting the main thing when reading or listening in a special table) - it is described in the material "INSERT in the classroom at school: what is a technique and how to use it";
• fishbone (drawing up a short causal chain of a particular issue) - you can learn about this technique from the article “Fishbone technique in school lessons”.

The technique "Exclusion of excess" allows you to identify errors in the construction of cause-and-effect relationships in a child and choose the right corrective program in time. Such measures will help prevent more serious deviations in the development of thinking of the emerging personality.

OPTION 1.

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

Research objectives
Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.

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

Procedure
APPENDICES 1, 2, 3 are offered alternately.

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

Analysis of results

Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This testifies to the insufficient formation of the higher levels of generalization. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.

Children are mentally retarded They do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (APPENDIX 3) is not available to them at this age.

Delayed children mental development understand the instructions, perform tasks (APPENDIX 1). The task (APPENDIX 2) to establish generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (APPENDIX 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.

ATTACHMENT 1.

APPENDIX 2

APPENDIX3.

OPTION 2.

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

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

Evaluation of results

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

Conclusions about the level of development

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

APPENDIX 4 A.

APPENDIX 4 B. Additional materials to the technique "What is superfluous?"

OPTION 3.

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

To conduct the study, you will need forms of the "Exclusion of the superfluous" methodology, which allows you to assess the ability of the subject to generalize and highlight essential features. The technique consists of series, in each series - 4 words. (2 options are offered). The experimenter must have a stopwatch and a protocol for recording responses.

Material: Form with printed series of four to five words.

Instruction and progress: I present the form to the subject and say: “Here, in each line, five (four) words are written, of which four (three) can be combined into one group and give it a name, and one word does not belong to this group. It needs to be found and eliminated (deleted).

Form for verbal option

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

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

INTERPRETATION:

SCALE FOR ASSESSING THE LEVEL OF DEVELOPMENT OF THE GENERALIZATION OPERATION

Number of points		Characteristics of problem solving
		The subject correctly and independently names a generic concept to denote:
5 ---	---- 5
		First, he names the generic concept incorrectly, then he corrects the mistake himself:
4 ---	---- 4	1) to designate objects (words) united in one group; 2) to designate an "extra" object (word).
		Independently gives a descriptive description of the generic concept to designate:
2,5 ---	--- 2,5	1) United in one group of objects (words); 2) an "extra" object (word).
		The same, but using explorer to denote:
1 ---	--- 1	2) an "extra" object (word).
		Can't define a generic concept and can't use help to designate
0 ---	--- 0	1) objects (words) combined into one group; 2) an "extra" object (word).

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

APPENDIX.

Marina Pashina
Interactive didactic game"The Fourth Extra"

Explanatory note to the electronic manual

« The fourth extra»

This eBook was made using Power Point.

Interactive didactic game« « The fourth extra» designed for older children.

Relevance.

Experts point out that the game to a certain extent, it is one of the ways of knowing the world around us, especially when children use the game as a reflection of reality. Currently, a separate place in the educational process of preschool educational institutions is given to computer didactic games. Color and dynamism computer programs, musical arrangement, game form, allows the baby play with passion experience the joy of learning, discovering new things. Interactive didactic games contribute comprehensive development creative personality of the child. At the preschooler develops: perception, hand-eye coordination, figurative thinking; cognitive motivation, arbitrary memory and attention; the ability to build an action plan, accept and complete the task.

multimedia didactic game« The fourth extra» for children is of developmental importance. It promotes the development of cognitive processes. Can be used directly educational activities with children in preschool educational institutions, as well as for individual work teachers and parents with preschoolers. Trains visual-figurative thinking, verbal-logical thinking, active dictionary. Children reinforce the ability to group and classify objects using game exercises.

The teacher shows the children a slide show of four different objects. Children must name extra extra extra item.

After completing all the tasks correctly, the child will see the inscription "Well done boys!"

This manual consists of 19 slides.

Thanks to this presentation, children can easily learn to classify and generalize objects. Computer the game for a child is almost always a pleasure, he plays with enthusiasm and perceives the game as a recreation. It is this fact that makes computer games indispensable mentor, raising and educating the child, without superfluous moralizing without causing protest or boredom. This means that the skills and attitudes that arose due to the game will remain in active memory for a long time.

The purpose of the game.

Strengthen the ability to find why he extra

1. Develop verbal-logical thinking, the ability to classify, compare, generalize, establish cause-and-effect, logical relationships.

2. Develop visual perception.

3. Develop monologue and dialogic speech.

4. Cultivate attentiveness, the ability to follow instructions exactly, concentration.

Abstract interactive didactic

games « fourth extra»

Program content: Strengthen the ability to find fourth extra item and explain, why he extra, expand ideas about the features of the objects around us, systematize children's knowledge about the objects of the immediate environment. Cultivate mindfulness. Develop: the ability to classify objects according to common features, verbal and logical thinking

Material and equipment: projector, laptop, picture presentation « fourth extra»

Game description: The teacher shows the children a slideshow of four different objects. Children must name extra picture and justify your point of view. On each slide there is an image of four objects, one of them extra. With a mouse click, the child must choose extra item.

1slide - the name of the game and the goal

2 slide child sees pictures in front of him with image: apple, pear, apricot, cucumber. The teacher asks what picture redundant and why.

Child's answer: cucumber, because it is a vegetable. Apple, pear, apricot fruit. The child clicks the mouse - disappears extra picture.

3 slide - the child sees pictures with the image in front of him birds: turkey, duck, rooster, swan. The teacher asks what picture redundant and why.

Child's answer: a swan, because it is a wild bird, and a turkey, a duck, a rooster are domestic. The child clicks the mouse - disappears extra picture.

4 slide child sees pictures with a picture animals: fox, wolf, bear, cat. The teacher asks what picture redundant and why.

Child's answer: a cat, because it is a pet, and a fox, a bear and a wolf are wild, they live in the forest. The child clicks the mouse - disappears extra picture.

5 slide - the child sees pictures with the image in front of him colors: forget-me-nots, dandelions, cornflowers, iris. The teacher asks what flower redundant and why.

Child's answer: iris, because it is garden flower, and forget-me-nots, dandelions, field cornflowers. The child clicks the mouse - disappears extra picture.

6 slide - the child sees pictures of insects and birds in front of him. The teacher asks what picture redundant and why.

Child's answer: a bird, because beetles are insects. The child clicks the mouse - disappears extra picture.

7 slide child sees in front of him pictures of warm clothes and a sundress. The teacher asks what picture redundant and why.

Child's answer: a sundress, because it is summer clothes, a jacket with a fur collar, a fur coat, a coat is winter clothes. The child clicks the mouse - disappears extra picture.

8 slide - the child sees pictures of trees in front of him. The teacher asks which tree redundant and why.

Child's answer: apple tree, because it is a fruit tree. The child clicks the mouse - disappears extra picture.

9 slide - the child sees pictures of shoes and a hat in front of him. The teacher asks what subject redundant and why.

Child's answer: a hat, because it is a headdress, and sandals, boots, boots are shoes. The child clicks the mouse - disappears extra picture.

10 slide - the child sees pictures of nuts and raspberries in front of him. The teacher asks what subject redundant and why.

Child's answer: raspberry, because it is a berry, and acorn, walnut and hazelnut are nuts. The child clicks the mouse - disappears extra picture.

11 slide - the child sees in front of him an image of furniture and a household appliance. The teacher asks what subject redundant and why.

Child's answer: iron, because it is household appliance, and the sofa, wardrobe, chair is furniture. The child clicks the mouse - disappears extra picture.

12 slide - the child sees 4 types of mushrooms in front of him. The teacher asks what subject redundant and why.

Child's answer: fly agaric, this is a poisonous mushroom, and the rest of the mushrooms are edible. The child clicks the mouse - disappears extra picture.

13 slide - the child sees 4 types of transport in front of him. The teacher asks what subject redundant and why.

Child's answer: an airplane, because it is air transport, and a bus, train, bicycle is land transport. The child clicks the mouse - disappears extra picture.

14 slide child sees an image of trees in front of him. The teacher asks which tree redundant and why.

Child's answer: birch, because it is deciduous tree, and the Christmas tree, thuja, pine are coniferous trees. The child clicks the mouse - disappears extra picture.

15 slide - the child sees in front of him an image of dishes and toys. The teacher asks what subject redundant and why.

Child's answer: Yula, because it is a toy, and a plate, a saucepan and a cup are dishes. The child clicks the mouse - disappears extra picture.

16 slide - the child sees an image of fruit in front of him. The teacher asks what subject redundant and why.

Child's answer: grapes are not a tropical fruit, but lemon, pineapple, orange are tropical fruits. The child clicks the mouse - disappears extra picture.

17 slide - the child sees an image of animals in front of him. The teacher asks what animal redundant and why.

Child's answer: a squirrel - she lives in the forest, and a tiger, an elephant, a giraffe are exotic animals. The child clicks the mouse - disappears extra picture.

18 slide - the child sees in front of him an image of instruments and a phonendoscope. The teacher asks what subject redundant and why.

Child's answer: a phonendoscope - a doctor in a hospital uses it to listen to a patient, determines whether a person is healthy or not, and the rest of the items are tools, they are needed to build and repair. The child clicks the mouse - disappears extra picture.

19 slide - after completing all the tasks correctly, the child will see the inscription "Well done boys!" with clapping emojis.

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

Information for parents(How to help your child play games from the series "The Fourth Extra")

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

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

If the child cannot immediately understand such an explanation of the task, he is given an additional explanation. “Find this unsuitable object, tell me why it does not fit with the others. How can you name the other 3 objects with one word?

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

A good indicator of successful, meaningful completion of tasks is the independent choice of an "extra" object (figure) and generalization of other objects (figures) according to a common feature, for example; toys, clothes, dishes, quadrilaterals, furniture, shoes, etc.

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