Methods for the study of intelligence. Psychometric methods for studying intelligence Methods for studying intelligence

Methods of psychological research of intelligence are roughly divided into: experimental, survey and creative (intuitive).

The former give the fastest and clearest result.

The latter allow a series of correlated data, but are slightly more difficult to process.

The third type is placed in a special class, it is the most informative, but it presents significant difficulties in processing the result and its interpretation, moreover, the results obtained using this group of methods are not always clearly related to similar results of another group.

Below, examples from the first and second groups will be used. To avoid ambiguous interpretations and a large theoretical justification.

Preschool age. During the transition from early to preschool age, i.e., in the period from 3 to 7 years, under the influence of productive, design and artistic activity, the child develops complex types of perceptual analytical-synthetic activity. New content also acquires perceptual images related to the shape of objects. In addition to the contour, the structure of objects, spatial features and the ratio of its parts are also distinguished.

Method 1.

"Cut out shapes"

This technique is designed to assess visual-effective thinking. The task is to cut out the figures drawn on it as quickly and accurately as possible.

Method 2.

"Reproduce the drawings"

The task of this technique is to reproduce pictures in special empty squares that depict figures in the same squares. You have five minutes to complete the task.

Method 3.

"Divide into groups"

The purpose of this technique is to assess the figurative-logical thinking of the child. He is shown a picture that shows: squares, rhombuses, triangles and circles of different colors. The child is offered to divide the presented figures into as many groups as possible. Three minutes are given to complete the task.

Method 4.

"Who's missing something?"

Before starting the task, the child is explained that he will be shown a drawing depicting children, each of whom is missing something. What is missing is shown separately.

The task received by the child is to quickly determine who and what is missing.

Method 5.

"What's wrong here?"

This technique is intended for children from 4 to 5 years. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In this technique, children are offered a series of pictures that show different objects, and one of them is superfluous.

Junior school age. At primary school age, only those basic human characteristics of cognitive processes (perception, attention, memory, imagination and thinking) are fixed and further developed, the need for which is associated with entering school.

Attention at primary school age becomes voluntary, but for quite a long time, especially in the primary grades, it is not the voluntary attention of children that remains strong and competes with voluntary attention. The volume and stability, switchability and concentration of voluntary attention to the fourth grade of school in children are almost the same as in an adult. As for switchability, it is even higher at this age than the average for adults. This is due to the youth of the body and the mobility of processes in the central nervous system of the child.

Method 1

"Matrix Ravin"

This technique is designed to assess visual-figurative thinking in younger students. Here, visual-figurative thinking is understood as one that is associated with operating with various images and visual representations when solving problems.

The child is offered a series of ten progressively more complex tasks of the same type: to search for patterns in the arrangement of parts on the matrix and to select one of the eight patterns as the missing insert to this matrix, corresponding to its pattern. You have ten minutes to complete all ten tasks.

With the help of this technique, the child's ability to perform mental arithmetic operations with numbers and fractions of various types is checked: simple, decimal, and also with complex fractional integers.

Method 3

Formation of concepts.

The technique is a set of planar figures - squares, triangles and circles - of three different colors and three different sizes. The signs of these figures: shape, color and size - form three-letter artificial concepts that have no semantic meaning in his native language.

In front of the child, cards with colored figures on them are laid out in random order next to each other, so that the child can see and study all the cards at the same time.

At the command of the experimenter, the subject, in accordance with the task received, begins to search for the concept he has conceived.

When all the cards are selected, the child must define the corresponding concept, that is, say what specific features it includes.

The experimenter, at the beginning of the study, conceives a concept containing only one feature, then two, and finally three.

Three minutes are allotted for each of the three tasks.

Method 4

Definition of concepts, clarification of causes, identification of similarities and differences in objects.

Definition of concepts, clarification of causes, identification of similarities and differences in objects - these are operations of thinking, evaluating which we can judge the degree of development of the child's intellectual processes.

These features of thinking are established by the correctness of the answers to a series of questions that the experimenter asks.

Method 5

"Rubik's Cube"

This technique is designed to diagnose the level of development of visual-effective thinking.

Using the Rubik's Cube, the child is given tasks of different degrees of complexity to work with him and is offered to solve them in conditions of lack of time.

They give 9 problems that must be solved within nine minutes, for each problem - one minute.

Teenage years. In adolescence, there is an improvement in such cognitive processes as memory, speech and thinking.

Teenagers can already think logically, engage in theoretical reasoning and introspection. They speak relatively freely on moral, political and other topics that are practically inaccessible to the intellect of a younger student. High school students have the ability to draw general conclusions on the basis of particular premises and, on the contrary, move on to particular conclusions on the basis of general premises, i.e., the ability to induce and deduce. The most important intellectual acquisition of adolescence is the ability to operate with hypotheses.

Method 1.

A table is given with figures arranged according to a certain pattern (sizes, text density, range of values can vary significantly, just like the complexity of the memorization algorithm). The task of the subject is to determine this pattern and, using it, cross out the previously known numbers in the shortest possible time. The dominant type of thinking, the ability to identify and generalize patterns are checked. Time is taken into account, the correctness of the definition of patterns.

Method 2.

It is proposed to pass the Eysenck test in the school version (both Russian and American or European standard can be used). The result will be a fairly extensive amount of data on the thinking, memory and other characteristics of the intellect of the subjects. It is possible to apply the test as part of fairly large groups, it is possible to interpret individual results for the entire group (finding out the average values of the "intelligence quotient" for the group, and so on).

Method 3.

A sheet with a number of concepts is provided. It is necessary to establish logical-quantitative relationships between them without using other concepts and terms (option: using other terms and concepts). Ordering principles can be very diverse - select all synonyms, antonyms, words with a similar lexical meaning, only technical terms, only borrowed words, and so on. Both the general level of erudition of the subjects and the speed of switching between different, sometimes mutually exclusive types of activity (finding synonyms and antonyms) are assessed.

Method 4.

Bennett Technical Thinking Test. The obtained data can in a certain way indicate a possible inclination towards technical specialties. Allows you to effectively test the level of technical thinking.

Integrated set of tests in various sciences (American school version). Allows you to accurately judge the degree of education of the subject in various subjects of the school curriculum. In the translated version, it requires adaptation to a specific school curriculum.

Method 5.

Bennett Technical Thinking Test. The obtained data can in a certain way indicate a possible inclination towards technical specialties. Allows you to effectively check the level of technical

Youthful age. Early adolescence is the time of a real transition to real adulthood, the first signs of which appear, as we have already seen, in adolescence.

The period of early youth, traditionally associated with high school education, accounts for the development of moral self-awareness. By the end of school, most of the boys and girls are people who are practically morally formed, with a mature and fairly stable morality, which, along with abilities, motives and character traits, is the fourth personal neoplasm of childhood.

Method 1.

Logical-quantitative relations.

The subject is asked to solve 20 tasks to clarify the logical-quantitative relationships.

In each of the tasks it is necessary to determine which value is greater or, respectively, less than the other.

You have 10 minutes to solve all problems.

Method 2.

Eysenck test

This test consists of eight subtests, five of which are intended to assess the general level of a person’s intellectual development, and three to assess the degree of development of his special abilities: mathematical, linguistic and those abilities that are needed in such activities where figurative language is actively used. logical thinking.

Only if all eight subtests are completed, it is possible to give a full assessment of both the level of a person’s general intellectual development and the degree of development of his special abilities.

Method 3.

Tests of a stereometric nature related to the transformation of spatial objects (using a computer). They allow you to find out the level of development of spatial thinking and the ability to study subjects of a technical nature (physics, geometric sections of mathematics, design, etc.).

Method 4.

A selection of questions of both general educational and moral and ethical nature is proposed. Both the speed and correctness of the answers, as well as their consistency with moral and ethical standards are taken into account. The test allows you to determine the moral - ethical level of the subjects, the proportion between moral and rational thinking. A similar test is offered when joining special units of the US and European armies, (stay on enemy territory, performing a task, a little girl discovers your disguised position. Your actions).

Method 5

Assessment of the level of development of technical thinking.

This test is designed to assess the technical thinking of a person, in particular, his ability to read drawings, understand the schemes of technical devices and their operation, and solve the simplest physical and technical problems.

The entire job takes 25 minutes. The development of technical thinking is assessed by the number of tasks correctly solved during this time.

The task of establishing the level of intelligence has been one of the most important in psychology since the formation of this science. It was the intellectual indicator of a person that made it possible to characterize his mental and moral qualities. The establishment of quantitative and qualitative dependences of these indicators on the level of intelligence development has made it possible to develop various methods for studying intelligence and related qualities. Evaluation of intelligence as a specific human activity gave rise to techniques like the Eysenck test. Establishing its structure gave rise to a huge number of tests, investigated various aspects. So there were tests of logical, figurative, creative and technical thinking. Appropriateness tests also turned out to be closely related to the level of intelligence. Moreover, in order to obtain the position of a US civil servant, the applicant must show an IQ level of at least 100, and certification for obtaining a professional qualification category involves, in addition to demonstrating production skills, passing a whole range of such tests.

The educational program of schools in the United States and other developed European countries includes the use of intelligence testing methods as an evaluative, stimulating tool that causes additional motivational changes. Thus, the indicator of intelligence (not necessarily IQ) has become one of the most important indicators of human fitness for a particular activity, and ultimately the usefulness of a person as such.

It is necessary to distinguish between tests of the development of intelligence and tests of intelligence as such. The first, as a rule, includes questions of an educational nature, standardized tasks with a rigid structure. This group of methods is designed to assess the education of a person, the speed and quality of his thinking, the speed of reaction and the ability to switch from one type of activity to another. A person is tested only as a performer, tested on a standard scale without being able to stand out from the general scheme. The methods of the second group are deprived of this shortcoming, they determine the prevailing type of thinking, the methodology for finding a solution to the problem, the non-standard approach, creativity, and the ability to operate with concepts. Such methods are never rigidly established, they are compiled on the basis of creative tests, tests of an intuitive nature, where not speed is evaluated, but the manner of solving a particular problem, the level of conceptual connections, non-standard thinking, and the effectiveness of the approach. However, such tests are not suitable for mass verification due to their purely individuality, the complexity of the assessment, and the large time spent on processing the result. In the generally accepted understanding, the test of intelligence is reduced to the solution of one or a series of tests that assess the general educational level of a person, that is, tests of the first group.

Intelligence research methods are roughly divided into: experimental, survey and creative (intuitive).

The former give the fastest and clearest result.

The latter allow a series of correlated data, but are slightly more difficult to process.

Below are examples from the first and second groups for the study of adults. To avoid ambiguous interpretations and great theoretical justification.

Stanford–Binet tests

Among the many translations and adaptations of the Binet scales, one of the American versions, the Stanford edition, turned out to be the most viable.

The first version of the edition, prepared by Theremin and his colleagues at Stanford University in 1916, made so many changes and additions to the original source that in essence it was a new scale. It was in this version that the intelligence quotient (IQ), or the relationship between mental and chronological age, was first used. The third edition of the Stanford Scale (1960) is still in use today. Consider its main features.

The tests in it are grouped by age levels: from 2 years to 5 they are located at semi-annual intervals; for ages from 5 to 14 years - annual intervals; the remaining levels are designated Intermediate Adult and High Adult (1, 2, 3). The intervals between them are more than one year.

Each subject is presented with only those tasks that are addressed to his own age level. Typically, the testing procedure begins with tasks that are at a lower level than the expected mental age of the subject. For the subject, the level at which he copes with all tasks is determined. This level is called the basic age. Then testing continues until a level is found at which the test subject fails in all tests. This level is called the age limit. Upon reaching this level, testing ends.

The processing of individual tests of the Stanford-Binet scale takes place on an all-or-nothing basis. The manual for each test sets the minimum level of execution from which the test is considered completed. The mental age of a subject on the Stanford-Bine scales is found by ascribing to him his basic age and adding to this age several months for each correctly solved test that is above the basal level. Most of the Stanford-Binet tests are unsuitable for adults, as the nature of the tasks does not allow reaching the age level ceiling.

In the original definition, the psychological test was called a standardized measurement, with a reasonable degree of reliability.

The problem of the validity of Stanford-Binet tests is solved from different angles. Examining the items offered on the tests provides some information about their validity. The content of these tasks ranges from simple manipulation to abstract reasoning. According to A. Anastasi (1S72), it can be argued that the Stanford scale is valid in content, since all the functions studied in it are relevant to what is usually considered as "mind".

Validity, denoted as relevance to an external criterion, is determined primarily by correlating the mental level obtained on the scale with a variety of indicators of school achievement. Most of these correlations, according to the literature, are in the range from 0.40 to 0.75.

Grades on the Stanford scale are also quite highly correlated with learning in higher education institutions (0.40-0.70).

The Stanford-Binet scale served for many years as the only tool for measuring intellectual ability, and was also used as a criterion for the validity of new intelligence tests. This largely explains the fact that IQ has come to be seen as a symbol of intelligence rather than as a score on a particular test.

Wexler test.

Another type of individual intelligence tests is represented by Wechsler intelligence scales. These scales differ from the Stanford-Binet tests in some important ways that make them similar in form to group tests. Another characteristic feature of the Wechsler scales is the introduction of two types of methods - verbal tests and tests for performance (this is the name for tasks of a non-verbal, effective nature, for example, to put a figure out of parts, etc.).

Published in 1955, the Wechsler scale for adults contains 11 tests. Six of them are grouped into the verbal scale and five into the performance scale. The verbal scale includes tasks that require awareness in certain areas of knowledge, tasks for understanding (the meaning of proverbs, behavior in certain circumstances, etc.), arithmetic tasks (within elementary school), finding similarities, defining vocabulary, memorizing numbers. The execution scale includes tasks for completing pictures, constructing blocks (from cubes), arranging pictures in order, and some others.

Task examples

1. General awareness.

2. Common understanding.

3. Arithmetic reasoning.

4. Numbers forward and backward.

5. Similarity (The subject is asked to describe how the following couples are similar)

When performing tests, both speed and accuracy are taken into account.

Wexler's tests were normalized on a sample of 1,700 people (ages 16 to 64). The average choice IQ is 100 with 10=15. The reliability of the tests is high: for the full scale it is 0.97, for verbal tests - 0.96, for performance tests - 0.94.

Data on the validity of the Wechsler scale were obtained separately for verbal and performance tests. The correlation of performance test scores with clerical performance is 0.30, and the correlations of verbal test scores with college studies are no more than 0.50. In addition, the validity check was carried out by correlating the Wechsler scales with the Stanford-Binet scales. Coefficients of the order of 0.80 and below have been obtained.

Eysenck test

The test is given 30 minutes during which the subject must answer the questions. Testing ends after the specified time has elapsed or when all 40 questions are answered.

Answers to tasks consist of one number, letter or word. The dots in the task indicate the number of letters in the missing word. For example (....) means that the missing word has four letters. The answer is written in the text line under the task or answer options in numbers or capital (small) Cyrillic letters (Russian alphabet). The subject is advised not to linger too long on one task and to remember that tasks become generally more difficult towards the end of the series.

Normally, the minimum IQ level is 70, the maximum is 180. The average IQ level ranges from 100 to 120 points. In computer versions of the test, the result can be presented in the form of the following table:

The assessment of the level of development of the corresponding abilities is carried out according to the total number of tasks correctly solved during this time by comparing the number of tasks solved with the standard indicators, which are carried out further in the form of graphs.

Chart #1 Chart #2

To assess linguistic ability To assess mathematical ability

Number of problems solved correctly Number of problems solved correctly

Having found, using the graph, the corresponding point on the lower axis, restoring the perpendicular from it to the intersection with the graph line and then lowering it from the intersection point with the graph line and further lowering it from the intersection point to the vertical axis, you can determine the IQ of the subject for this type thinking.

Stimulus material on this material is widely presented in the literature and the Internet in the form of ready-made testing programs.

4. Raven's Progressive Matrices*

In 1936, Raven, together with Penrose, proposed the Progressive Matrices test to measure the level of development of general intelligence. The test tasks are based on Gestalt theory and K. Spearman's theory of intelligence. It is assumed that the subject initially perceives the task as a whole, then highlights the patterns of change in the elements of the image, after which the selected elements are included in the integral image, and the missing part of the image is found.

Abstract geometric shapes with a pattern organized in a certain way were chosen as the material.

Three main versions of the test were designed: 1) a simpler, colored test designed for children from 5 to 11 years old; 2) black and white version for children and teenagers from 8 to 14 years old and adults from 20 to 65 years old; 3) a version of the test, designed in 1977 by D. Raven in collaboration with D. Kort and intended for people with high intellectual achievements; it includes not only non-verbal, but also verbal parts.

The test is conducted both with a time limit for completing tasks, and without a limit.

Material black and white version consists of 60 matrices or a composition with a missing element.

Tasks divided into five series (A, B, C, D, E) of 12 matrices of the same type, but increasing in complexity in each series. The difficulty of tasks increases with the transition from series to series. The subject must choose the missing element of the matrix among 6-8 proposed options. If necessary, the subject performs the first 5 series A with the help of the experimenter.

When developing the test, an attempt was made to implement the principle of "progressiveness", which consists in the fact that the performance of the previous tasks from the series is, as it were, the preparation of the subject for the performance of the subsequent ones. There is learning to perform more difficult tasks. Each series of tasks is compiled according to certain principles.

Serie A. The subject is required to complete the missing part of the image, it is believed that when working with the matrices of this series, the following mental processes are realized: a) differentiation of the main elements of the structure and disclosure of the connection between them; b) identification of the missing part of the structure and its comparison with certain samples.

Series B It boils down to finding an analogy between two pairs of figures. The subject reveals this principle by gradually differentiating the elements.

Series C. the tasks of this series contain complex changes in figures in accordance with the principle of their continuous development, generalization along the vertical and horizontal.

Series D. It consists on the principle of permutation of figures in the matrix in horizontal and vertical directions.

Series E. The most difficult. The process of solving tasks in this series consists in the analysis of the figures of the main image and the subsequent “assembly” of the missing figure in parts (analytical-synthetic mental activity).

The processing of the obtained results is simple. Each correct solution is worth 1 point. The total amount of points received is calculated, as well as the number of correct solutions in each of the five series. Primary assessments according to the tables are carried out in accordance with age norms in accordance with percentiles or stanights. It is possible to translate the obtained results into an IQ indicator.

An essential step in the quantitative processing of survey results using R.p.m. is the calculation of the “index of variability”. The index is determined based on the distribution tables of the number of correct solutions in each of the five series. Variants of the distributions of solutions in the series were obtained empirically by analyzing the performance of the test by subjects from the standardization sample. Distribution options for the table are determined, and in accordance with the total score in all series. For example, with a total score of 26 "raw" points, the scores for individual series are distributed as follows: A - 10; B-7; C - 5; D - 3; E - 1. The tabular distribution is compared with the one obtained in a specific case, the differences between the expected and available estimates in each series (without taking into account the sign) are summed up. The resulting value is the "index of variability". Normal index values within 0-4 indicate the reliability of the research result. When the index increases to critical values (7 or more), different tests are considered unreliable.

Comparison of the actual and expected distribution of the number of correct solutions in the series is aimed at identifying the subjects who completed the task by guessing. The value of the index of variability may turn out to be much higher than the critical value if the subject is set to simulate a low result on the test (demonstration of inconsistency in solving the simplest tasks).

The color version of R. p. m. consists of three series - A, Av, B, 12 matrices in each series. The processing of the results obtained is the same as in the black-and-white version of the R.p.m. Both options can be used both as a speed test (with a time limit for completing tasks) and a performance test (without a time limit) (J. Raven, 1963).

The data obtained with the help of R. l. m., are in good agreement with the indicators of other common tests of general ability. So the correlation coefficients between the test results (form A B C D E) and wisc-r is 0.75-0.74: for subjects aged 9-10 years -0.91: Stanford - Binet mental development scale - 0.66; Vygotsky - Sakharov test - 0.54. the highest correlation of R.p.m. estimates. with a group of arithmetic tests (0.74 - 0.87). The reliability coefficient of the test, according to various studies, varies from 0.70 to 0.89. The average difficulty of the test items is 32.12%. the predictive test validity index was 0.72.

The coefficient of reliability of the test, according to various studies, varies from 0.70 to 0.89. The average difficulty of the test items is 32.12%. The indicator of the validity of the predictive test (in connection with the performance criteria) - 0.72.

There are modifications of R. p. m. One of these modifications was proposed by the author (J. Raven in collaboration with D. Kort, 1977. 1982). The original test material has undergone significant changes (complication of the task, the introduction of new series). An essential feature is the addition of the test with a verbal scale (Mill Hill Vocabulary Scales), which, according to the developers, greatly contributes to expanding the scope of the test. An interesting modification of R. p. m., as well as examination procedures, was proposed by Yugoslav psychologists (3. Buyas, 1961). In this case, a differentiated form of evaluation of the responses of the subject is provided. They are required to indicate three fragments from those proposed to complete the matrix: exactly suitable, more or less suitable, and completely unsuitable. This makes it possible to qualitatively assess the results, there is also no need to use the variability index - R. p. m. Due to the ease of use, validity and reliability of the results, the possibilities of group examinations have become widespread in psychodiagnostics.

In domestic studies, the test is successfully used in the examination of children and adults (S. M. Morozov, 1979. 1990, etc.).

Cattell test

The study of logical thinking

Lab #26

(using the "Number Series" technique)

Initial level of knowledge. To master the topic, the student must master the concepts: criterion-orienting tests, subtests, thought processes (analysis, synthesis, analogies, classification, generalization), intelligence, the structure of the intellect, non-verbal intelligence, style features of thinking, formal-dynamic features of thought processes, the connection of thinking with other mental processes: memory, speech, attention.

Lab #27

Methodology "Short screening test (KOT)

Target: study of intelligence by the Vanderlik test CAT.

Equipment: two-page test with 25 questions each.

Working process:

Instruction:"You are offered a few simple tasks. Read this page carefully and do not turn over without a command. The test contains 50 questions. You are given 15 minutes to complete it. Answer as many questions as you can, do not spend much time on one question. Beginning and ending work strictly on my command."

Processing and analysis of results:

The correctness of the answers is checked by the key. A conclusion is made about the level of intelligence according to the proposed median norms.

Interpretation and conclusion done in the following areas:

1. formation of mental operations

2. success in completing verbal and non-verbal tasks

3. comparison of the obtained results with the group ones.

Median Test Norms

Test questions.

1. Define the process of thinking.

2. Determine the role of associations in the process of mental activity.

3. Reveal the determination of the thinking process.

4. Describe conceptual thinking. Designate ways to solve mental problems through this type of thinking.

5. Determine the connection of thinking with other mental processes.

Methodology "Progressive matrices of Raven".

Introductory remarks.

The test was created by Raven in 1936. In work with the guest, it was revealed that when solving the tasks included in the test, three main mental processes come into play: attention, imagination and | thinking. Therefore, the Raven test is not considered a purely intellectual test. When solving tasks according to Raven's tables, the concentration of active attention, its sufficient volume and distribution is of great importance. In particular, attention is that factor of perception that creates a certain attitude for perceptual activity. With the help of Raven's Gesta, researchers rather judge not about intelligence, but about the ability for systematic, systematic, methodical intellectual activity. The test consists of non-verbal tasks, which is important, since it takes less into account the knowledge acquired by the subject in connection with education and life experience.

The test consists of 60 tables (5 series). Each series of tables contains tasks of increasing difficulty. At the same time, the complexity of the type of tasks from series to series is also characteristic.

IN series A- used the principle of establishing relationships in the structure of matrices. Here the task is to supplement the missing part of the main image with one of the fragments given in each table. Completion of the task requires a thorough analysis of the structure of the main image from the subject and the detection of the same features in one of several fragments. Then the fragment is merged, compared with the environment of the missing part of the table.

Serie B- built on the principle of analogy between pairs of figures. The subject must find the principle according to which the figure is built in each individual case and, based on this, select the missing fragment. In this case, it is important to determine the axis of symmetry, according to which the figures in the main sample are located.

Series C - built on the principle of progressive changes in the figures of the matrices. These figures within the same matrix become more and more complicated, as if their continuous development takes place. The enrichment of figures with new elements is subject to a clear principle, having discovered which, you can pick up the missing figure.

Series D- built on the principle of rearrangement of figures in the matrix. The subject must find this rearrangement occurring in the horizontal and vertical positions.

Series E- based on the principle of decomposing the figures of the main image into elements. The missing figure can be found by understanding the principle of analysis and synthesis of figures.

Topic:The influence of drawing on intelligence(eng)
Date of: August 2014
The authors: Dr. Rosalind Arden Institute of Psychology UK
Results: Scientists have confirmed the relationship - between children's drawings and the level of intelligence in adolescence. Previously, it was believed that the drawing test is an indicator only for assessing the level of intelligence of babies. The results of the study revealed that this test is also informative in adolescence. The correlation between drawings and intellectual tests is small - 0.33 at 4 years old and 0.20 at 14 years old.
The researchers also drew attention to the fact that the drawings of identical twins are more similar than the drawings of non-identical twins. twins.
Among other things, scientists report that the results of the studies do not mean that parents need to start worrying if their child draws badly: “The ability to draw does not determine intelligence, there are countless factors, ranging from genetics to ecology, that determine intelligence in later life. »
The analysis of drawings of 7752 pairs of twins drawn at the age of 4 years and the same children of 14 years old was performed.
Drawings in such a test were evaluated on a scale from 0 to 12 points, depending on the number of drawn parts of the human body and their features. If everything was drawn correctly, then 12 points were assigned (It was not the harmony of the drawings that was taken into account, but the correct proportions and number of limbs and other parts of the body.) For example, if a child forgot to draw facial features, he received only 4 points.
Additionally, the children underwent oral and non-verbal intelligence tests.
Publication: Journal Psychological Science

Topic: The impact of reading on the development of intelligence(eng)
Date of: July 2014
The authors: Stuart J. Ritchie1
Results: The study confirms the positive impact of reading on the development of intelligence.
How the study was conducted: The results of reading tests of 1890 monozygotic twins (twins were used because they are genetically identical) aged 7, 9, 10, 12 and 16 years were considered. The researchers found that twins who learned to read earlier at an older age continued to lead in terms of development.
Publication: Child Development magazine

Introduction.

What is intelligence?

Intellect (from Latin - Intellectus) in a broad sense is the totality of all cognitive functions of an individual: from sensation and perception to thinking and imagination; in a narrower sense, it is thinking.

Intelligence is the main form of cognition of reality.

There are three varieties in understanding the function of the intellect: 1) the ability to learn, 2) operating with symbols, 3) the ability to actively master the patterns of the reality around us.

The term intelligence is often used to emphasize the specifics of human psychological activity. It should not be overlooked, however, that the ability to deal with abstract symbols and relations is only one side of the intellect; no less important is such a side as the concreteness of thinking. Often, intelligence is interpreted as the ability to adapt to new situations, using previously acquired experience. In this case, the intellect is actually identified with the ability to learn. However, one cannot ignore the fact that the intellect contains a productive beginning. The most essential thing for the human intellect is that it allows you to reflect the regular connections and relationships of objects and phenomena of the surrounding world, thereby making it possible to creatively transform reality.

How Intelligence is Researched?

Intelligence research methods are roughly divided into: experimental, survey and creative (intuitive).

The former give the fastest and clearest result.

The latter allow a series of correlated data, but are slightly more difficult to process.

Below, examples from the first and second groups will be used. To avoid ambiguous interpretations and a large theoretical justification.

Preschool age.

During the transition from early to preschool age, i.e., in the period from 3 to 7 years, under the influence of productive, design and artistic activity, the child develops complex types of perceptual analytical-synthetic activity. New content also acquires perceptual images related to the shape of objects. In addition to the contour, the structure of objects, spatial features and the ratio of its parts are also distinguished.

Perceptual actions are also formed in learning, and their development goes through a number of stages. At the first stage, the formation process begins with practical, material actions performed with unfamiliar objects.

At the second stage, the sensory processes themselves, restructured under the influence of practical activity, become perceptual actions. These actions are now carried out with the help of the corresponding movements of the receptor apparatus and anticipating the performance of practical actions with perceived objects.

At the third stage, perceptual actions become more hidden, curtailed, reduced, their external, effector links disappear, and perception from the outside begins to seem like a passive process. In fact, this process is still active, but proceeds internally, mainly only in the consciousness and at the subconscious level in the child.

Along with the development of perception in preschool age, there is a process of improving attention. A characteristic feature of the attention of a preschool child is that it is caused by outwardly attractive objects, events and people and remains concentrated as long as the child retains a direct interest in the perceived objects. Attention at this age, as a rule, rarely arises under the influence of an internally set task or reflection, i.e., in fact, it is not arbitrary. It can be assumed that internally regulated perception and active command of speech are associated with the beginning of the formation of voluntary attention.

The development of memory in preschool age is characterized by a gradual transition from involuntary and direct to voluntary and indirect memorization and recall. Voluntary reproduction occurs earlier than involuntary memorization, and in its development, as it were, overtakes it.

It is believed that with age, the speed at which information is retrieved from long-term memory and transferred to operational memory increases, as well as the volume and duration of operative memory. Most normally developing children of primary and secondary school age have well developed direct and mechanical memory.

In the first half of preschool age, the child's reproductive imagination predominates, mechanically reproducing the impressions received in the form of images. At the older preschool age, when arbitrariness appears in memorization, the imagination from a reproductive, mechanically reproducing reality turns into a creatively transforming it. It connects with thinking, is included in the process of planning action.

Just like perception, memory and attention, imagination becomes voluntary from involuntary, gradually transforms from direct to indirect, and the main tool for mastering it on the part of the child is sensory standards.

At preschool age, children begin to play the so-called role-playing games, which strongly stimulate the development of imagination, primarily visual-figurative. Its formation depends on the development of the child's imagination. The main lines of development of thinking in preschool age can be outlined as follows: further improvement of visual-effective thinking on the basis of developing imagination; improvement of visual-figurative thinking on the basis of arbitrary and mediated memory; the beginning of the active formation of verbal-logical thinking by using speech as a means of setting and solving intellectual problems.

Method 1.

"Cut out shapes"

This technique is designed to assess visual-effective thinking. The task is to cut out the figures drawn on it as quickly and accurately as possible.

Method 2.

"Reproduce the drawings"

The task of this technique is to reproduce pictures in special empty squares that depict figures in the same squares. You have five minutes to complete the task.