How at you With attention? Assignment fig. 1), which is proposed here, is the bottom of many tests on concentration and switching of attention for persons preparing to become operators. So, it is necessary to evaluate and sum the readings of several groups of pointer instruments, taking into account the scale and division value. Which devices exactly: the devices make up each of the groups, there are five of them), show the summation route diagrams, the room below. Notice how many seconds it took you to complete the entire task; count the number of correct answers (they are given below). "now calculate the coefficient of work work TO, characterizing the haste of test execution:
K^-\0\
If TO it turned out to be more than 190 - excellent; 181-190 - good; 171-80 - satisfactory; 161-170 - suck.
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Rice. 1.
Search for patterns. In the left square (Fig. 2) eight physiognomies are placed in a certain order. Find the pattern according to which they are located and determine which 
the face from the first square must cover the places of contact with one of the
Take a free space on the left. fourteen items: door handle-
On the first look at these two with a pencil, a pencil, a screwdriver, an umbrella,
teenagers (Fig. 3) in exactly the same way - a toothbrush, pliers, a hammer,
high But if you look closely - a spoon, a tea cup, a key, a knife -
Indeed, you will find at least 12 faces, a bottle, a telephone receiver,
differences. electric light bulb.
Handprints. On each of the Determine which object is holding
Each hand showed fourteen palms (Fig. 4).
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14
Rice. 4. 
Rice. 5. 
Rice. 6.
Sorry for the vase! The hostess was wiping a vase (Fig. 5), made an awkward movement and dropped it. Try to determine from the shards which of the six vases shown in the picture broke.
Labyrinth (Fig. 6). The paths of the labyrinth are located on three levels. The goal is to get from the entry point at the top of the maze to the room located in the center.
Quick wits
Football tournament. One of the pages of the “Football” reference book with the table of regional final football games published on it turned out to be covered in ink. All that was left of the table looked like this.
2. Spartak |
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3. Torpedo |
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Try to restore the table and determine the results of all matches
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wow final. In this case, it follows that: 1) a team scores 2 points for a win, 1 point for a draw, and 0 points for a loss. 2) The teams in the league table are located in accordance with their occupied places. 3) when distributing places in the event of a tie, take into account the difference between scored and missed cells.
Number puzzle. In the example of foliation of two prime numbers, all numbers are replaced by letters (Regulus is star-1 in the constellation Leo). Identical letters indicate identical numbers -ii. Restore the reamer to its original appearance.
Alpha + Leo = Regulus
Grouping of names. Classify the six names given below into groups according to any generalizing characteristics. As an example, we can cite the group 1,4, 5, made up of female names. How many more groups will you be able to identify?
1. Gertrude. 2. Bill. 3. Alex. 4. !erri. 5. Bella. 6. Don.
Recycling of items. Make a list that lists all possible uses of the following things: brick, shoe holder, pencil. Try to come up with the maximum number of quiet options.
Please note that the answers must be real and meaningful.
5 minutes are allotted to compile a list for each [3 items].
Similarity of figures. From the six figures shown in Figure 7, select groups that are united by common characteristics. 
Rice. 7.
Tic-tac-toe (Fig. 8). It is difficult to find a person who has not encountered this simple, but quite interesting game at least once in his life: on an unlimited checkered field you need to build five of your pieces in a line (horizontally, vertically or diagonally). The same task - to build five of your pieces in a line and not allow the enemy to get ahead of you - faces the opponent.
Probably not everyone knows that this game has a thousand-year history. This is an international game, although it is called differently in different countries.
You have the opportunity to replenish your theoretical knowledge of building strategically won positions in upcoming battles by solving the proposed tasks.
They give typical positions that lead to victory. In order to be able to write down both the game and the answer using notation, a part of the field of 10x10 cells was taken. Each of the tasks begins with a cross move, the win is achieved in the specified number of moves.
10 9 8 7 |
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Problem No. 1 Winning in 4 moves
Problem No. 2 Winning in 4 moves
10 |
10 9 8 |
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Problem No. 3 Winning in 4 moves
Rice. 8.
Trial. Five friends decided to join a circle of logic puzzle lovers. But the head of the circle suggested that they first pass the entrance exam. “You will come to us every evening, seven days in a row. In this case, you must meet several conditions. Here they are:
1. If Andrey comes with Dmitry, then Boris should be absent, but if Dmitry is absent, then Boris should be, and Victor should not come.
Problem No. 4 Winning in 5 moves
2. Andrey and Victor are neither present nor absent at the same time.
3. If Dmitry comes, then Grigory should not come.
4. If Boris is absent, then Dmitry must be present, but this is in the event that Victor is not present. And if Victor is present, then Dmitry should not come, but Grigory should come.
5. On each of the seven days, friends should come to the headman in different combinations.”
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The friends managed to become members of the circle of logic lovers. Can you do it?
Chicken schedule. Aunt Dasha had 8 chickens, and they all laid eggs, but not; daily. Some chickens laid eggs every day, some every other day, and the rest every two days.
On Monday, the housewife took out 8 quintals, and from Monday to Saturday, that is, in 6 days, she collected 31 eggs.
It is known that the number of chickens that laid eggs after two days is three times less than the sum of the number of chickens that lay eggs every day and every other day.
Find how many chickens laid eggs every day and every two days, and on what very day Aunt Dasha will get another 8 eggs from the nest.
Who is on duty when? Seven friends, winter drinkers, are on duty in their district
take turns all week. Every one evening. Andrey is on duty the next day after Sergei. Boris smokes two days earlier than Grisha. Dima is on duty two days later than the day before Evgeniy’s duty. Day of duty<а Федора, который приходится на ¦верг, находится как раз посереди-между двумя днями дежурства Бо-за And Sergei.
Who What day is he on duty? Ciphergram. Police beat squad With smuggling on the island of jada intercepted a radiogram:
SOITOZH OSCHEMNR
BCAOBA ODBATG
GUZIEO DTGYAPA
ERLENM UDRIM
ZEKKAO VZUSLB
OPNEOA LETBBV
Managed to find a direction to the transmitter
arrest the radio operator who read
st of the received answer, but did not have time
destroy. Here is the response text.
WITH |
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Decrypt both ciphergrams, taking into account that both use the same cipher. By the way, the cryptographer, who got hold of the response radiogram, managed to read this text before the decryption of the first radiogram was received from the computer center.
Wire models. Figures are built from wire (Fig. 9), the sides of which lie on the faces of the cube. 
Using three projections of a closed figure, reproduce an axonometric image of these figures (by A. Stepanov).
Crossword cryptogram. In the crossword puzzle (Fig. 10), instead of letters there are numbers: vowels are Roman, consonants are Arabic. Identical numbers correspond to identical letters. The numbers denoting consonants satisfy the following conditions:
1. M2+H2=L2.
2. P, V, P are prime numbers.
3. T and D are multiples of 3.
4. C - occurs once. Among the vowels, the letter B appears once.
Complete the crossword puzzle by replacing the numbers with letters (by L. Klopova).
Into 8 equal parts(rice. 11).
There are 16 fruit trees growing in the garden plot. Divide the plot into 8 equal parts so that each part contains 2 trees. 
Rice. 10. 
Rice. 12.
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Rice. 11.
Search for patterns(rice. 12).
Find the patterns according to which the details of each of the eight drawings are distributed. Guided by the principle you found, draw the eight missing images.
Search for patterns(Fig. 13). Find the patterns according to which the details of the houses are distributed in the eight pictures. Guided by the finding 
Rice. 13.
Using the same principle, complete the eight missing images in the same cells.
Crossword cryptogram(Fig. 14). ! This cryptogram crossword puzzle uses only three vowels - they are designated by numbers that are multiples of 3. Of the consonants, the letter T is most common. Fill out the crossword puzzle by replacing the numbers in the cells with letters.
1 |
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Rice. 14.
Fan disagreements. Seven friends - Andrey, Boris, Victor, Grigory, Dmitry, Evgeniy and Ivan - are avid football fans. As you know, some fans, like fishermen and hunters, love to tell stories, but not everything they say is true.
And here's what's interesting to note.
a) For some reason, those of the seven who support Spartak always tell lies.
b) Those who are for Dynamo always tell the truth.
c) Those who support Zenit speak alternately - first they will tell the truth, then they will lie, and then they will tell the truth again.
d) Torpedo fans also speak differently, the only difference being that first they will lie, then they will tell the truth, and then they will lie again.
All friends work at the same factory, one of them is a mechanic, the other is a turner, among them there is a milling operator, an electrician, a driver, a loader and a dispatcher.
Here's what they said:
Andrey: 1) I don’t support either Spartak or Zenit. 2) None of us respect the team that Boris supports.
Boris: 1) I don’t support Torpedo. 2) Ivan is a fan of Dynamo.
Victor: 1) I support Spartak. 2) Gregory and the electrician support the same team. 3) The loader does not support Spartak.
Grigory: 1) I support Dynamo. 2) Boris is a fan of Torpedo.
Dmitry: 1) I support Torpedo. 2) Ivan and the mechanic support different teams. 3) Andrey works as a milling machine operator.
Evgeniy: 1) I am not a fan of Zenit. 2) The driver is a fan of Torpedo.
3) Andrey and the dispatcher support different teams.
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Ivan: 1) I support Zenit. 2) Gregory is a fan of Spartak.
Now tell me who works for whom, who supports which team.
Announcement(Fig. 15). In one scientific institution, which employs both more and less serious scientists, a note appeared on the notice board. The following icons were depicted on it (Fig. 15).
At the end there was a note: “Citizens who have read, remembered and executed are accepted daily and without restrictions. Mestkom". Apparently, the authors of the note wanted those who deciphered it to remember its contents for a long time. What was written in the ad?
Crossword cryptogram(Fig. 16). Replace all the numbers with letters, fill the cells with them and guess the answer.
entered cryptogram crosswords, provided that V In the first task, 1 is the letter 3, in the second task, 7 corresponds to the letter T. Identical numbers correspond to identical letters. The meanings of numbers and letters in each task may not be the same.
Crossword cryptogram(Fig. 17). Replace all the numbers with letters, fill the cells with them and solve the given cryptogram crossword puzzles, provided that in the first square 1 is the letter X, in the second square 8 is the letter E. Identical numbers correspond to the same letters.
Three villages. IN The village of Voronovo has 400 inhabitants, the village of Vorobyovo - 560, the village of Skvortso-vo - 350 inhabitants.
One Sunday, all the residents of Voronov went to stay in Vorobyovo. Having stayed there for some time, 
Rice. 15. 
Rice. 16.
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Rice. 17.
[And they returned to their village, took some supplies and went to Skvortsovo. At the end of the day everyone went back to their den.
On the next two Sundays, residents of the villages of Robyovo and Skvortsovo also visited. At the same time, the number of people-meters traveled by residents was the same in all three cases. Determine the distance between the villages if the distance from the center of the triangle, at the corners of which the villages are located, to the village of Vorobyovo is equal to one kilometer.
Number maze(Fig. 18). Starting from one of the cells in the top horizontal row of the table, work your way to the bottom row, remembering that:
transition from cell to cell is allowed vertically and horizontally, and only if it is possible to select the same algebraic sum of digits from the numbers in these cells (i.e., each digit can have a “+” or “-” sign, for the first cell this is ±1 ±2 ±4 ±8); for example, from the penultimate cell of the first column with the number 2765 you can go to the next one
1248 |
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the day cell of this column with the number 1429, because
-2 + 7 + 6 - 5 = 6
- 1- 4 + 2 + 9 = 6
It may seem that solving the problem will require a large number of calculations (from each number there are 16 algebraic sums!). However, upon reflection, you will see that there is a simple and elegant solution that does not require cumbersome calculations.
Snow White and seven dwarfs. Since Snow White settled with the gnomes, she has had a lot of work: she prepares everyone’s favorite dish every day, and the gnomes take turns helping her with housework every day. At the table, all the gnomes sit in permanent places. Everyone has their own favorite drink, and the dishes are decorated with their own flower. All gnomes wear different shoes and different colored clothes. Everyone takes care of some animal, bird or fish.
Now let's see what we know about them.
1. Ki-ko sits opposite Snow White. This is the name of the gnome who has a hedgehog. Kiko is on duty on Saturdays.
2. Tico wears a green cap, sandals and holds a bird.
3. Toto the dwarf sits to the right of Snow White, and has a rose drawn on his glass of his favorite cocoa.
4. One of the gnome Koko’s table neighbors drinks water; he does not have a parrot.
5. A lover of poppy seed pie who drinks tea in the morning takes a place at the table opposite a gnome in a white jacket.
6. Gnome V brown pants has a picture of a forget-me-not on his plates, and the gnome, who has a lily on the dishes, helps Snow White on Tuesdays and does not like pancakes.
7. Tato sits opposite Koto, he breeds aquarium fish.
8. A gnome in a dark shirt likes citro, and the one who likes coffee with milk wears slippers.
9. Coco’s flower is a tulip, the gnome Quito’s is a daisy.
10. Tato is on duty on Wednesdays, and the gnome in boots is on duty on Thursdays.
11. Koto doesn't have any fish, but the gnome who drinks black coffee and doesn't sit on Toto's side has goldfish.
12. Kiko sits in the middle. Tico sits next to Tato; he doesn’t like milk or coffee.
13. The gnome in moccasins has neon fish, and the one who wears slippers is on duty on Mondays.
14. A canary lives with a gnome who loves pancakes.
15. The gnome in the black cap loves cabbage rolls; he is not on duty on Saturdays.
16. The gnome has a poppy drawn on his plate in his bast shoes, and the gnome with a violet on his plate keeps a bird and doesn’t like jellied meat.
17. A gnome in blue trousers is on duty on Fridays, and a gnome who loves fish soup has an aquarium and is on duty on Sundays.
18. A gnome who loves goulash has a cat, and the dog’s owner loves fried meat and does not drink cocoa.
19. The milk-loving gnome sits in the middle. Neighbor Quito doesn't wear low shoes.
20. The gnome Toto is dressed in a red shirt, he has neither birds nor fish.
21. The dwarf with the longest beard wears boots.
In what order do the gnomes sit at the table? Who eats what, drinks what, what color clothes they wear, what animals they keep, what flower they have on their dishes, what shoes they wear when they are on duty?
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Rice. 19. 
Rice. 20.
Spatial representations and imagination
Unfolding a cube(rice. 19).
All six faces of the cube shown in Figure 19 are shaded differently. The relative position of the faces is shown on the scan.
But the development can be constructed in different ways. There are twenty ways to construct a surface development of a cube. Only three of them are shown here, and one edge of each is shaded. Apply shading to the remaining faces in such a way that when rolled up, you get exactly the same cubes (that is, with the same relative positions of the faces).
Labyrinth "ribbon"(Fig. 20). Find 2 ways to pass the labyrinth, starting from point O along the upper visible side (direction indicated -
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but with a solid arrow) and ending the path at the same point, but on the opposite invisible side (the direction is indicated by a dotted arrow).
Figure A shows the transition from one side to the other, Figure B shows the turn of the path without crossing to the other side.
Squares And triangles(Fig. 21). The eight matches in the picture form a square and two triangles. How to rearrange four matches to get two squares and four triangles?
Geography lesson. Pick up a map of the earth’s hemispheres: how vast are the water spaces on Earth! Try, for example, hoisting three flags around the circumference of the Earth at equal distances from one another. There are not three suitable “dry” points for this on the equator. They will not be found on many meridians either.
And yet this problem is solved quite simply. It is more difficult to place four flags so that the distances from each of them to the other three are the same and that at least three of them are on land.
Try to identify four equidistant points on the surface of the ball, and then match them to the corresponding geographical points on the map of the hemispheres.
Squaring figures. To divide this arrow-shaped figure (Fig. 22) into 3 parts, from which you can then fold a square, it is enough to draw only one straight line. Show her off.
It is somewhat more difficult to square the three figures shown below (Fig. 23). But the Pythagorean theorem and some ingenuity will help you do this by cutting the left figure into 3 parts, the middle one into 4 parts and the right one into 4 parts. 
Rice. 22.
Turn With reversal(Fig. 24). Among eight combinations made up of twelve points, choose one that will correspond to configuration B. When choosing a pair, follow the same law according to which configuration A corresponds to B.
If you manage to complete the task in 2-3 minutes, this indicates that you have a good ability to operate in a spatial image.
Count the cubes(Fig. 25). At first glance, this is not at all difficult to do. The left group has six cubes, and the right group has seven. But these are only visible ones, and how many invisible ones can there be, lying behind the external contours?
“In total,” you say, “there are ten in the left group, and in the right... let me think.”
Think about it, because there are still not ten of them in the left group. Deciding
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Rice. 23. 
>6
Rice. 24.
task, it should be borne in mind that in each group the cubes are laid in only three layers.
Diagnosis and self-knowledge
Check myself. There are many tests to determine right- or left-handedness. Here are some of them.
Interlocking fingers(Fig. 26). Quickly, without thinking, interlace the fingers of both hands. No matter how many times the test is repeated, the thumb of the same hand is always on top, usually the leading one (right for right-handers and left for left-handers).
Reverse the position of intertwined fingers. Such an operation requires some preparation (thinking) and causes a feeling of inconvenience.
"Napoleon's Pose" Without thinking, cross your arms over your chest. Typically, in a right-handed person, the right hand rests on the left forearm first and on top, while the left hand lies later and is under the right forearm. Conscious execution of the test “on the contrary”, firstly, is accomplished 
Rice. 26.
slower, and secondly, accompanied by a feeling of awkwardness.
Applause. Show how you applaud. It is noted that the leading hand actively moves, striking the other hand, which remains in the same position or is less active.
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Tests for simultaneous actions of their hands. Take i pencil in each hand and, using both hands at the same time, draw, without looking, an angle, a square, a triangle. Compare the quality of the lines and the completeness of the image of a given geometric figure; images made with the leading hand usually look more complete and correct.
Tests for accuracy.>take a blank sheet of paper, write a bold dot in the center of the paper-
and try to poke a pencil at it 15-20 times in a row with your eyes closed. For a right-hander, the accuracy of walking is higher when working with the right hand: the points are closer to the target, distributed evenly around it, and the scattering area is closer in shape.
to the oval. The left hand most often touches the left half of the sheet further from the target than the right.
Drawing vertical lines. On 1 sheet of paper, draw two squares 1.5x1.5 cm and quickly fill in: with vertical lines - first with one hand, then with the other. Number
There are usually more lines drawn by the leading line (about one line), and they turn out more accurate (Fig. 27).
The information value of these te-ev is not the same, but in total 
Rice. 27.
they allow you to reliably distinguish left-handers from right-handers.
The study of hand asymmetry in children has its own characteristics: it is advisable for it to be in the nature of a game or competition and for the children not to be aware of the purpose of the study.
Wiping the board. The child is asked to take a rag and wipe the chalkboard (in out-of-class settings, this can be any other surface, for example, window glass). If he wipes with his left hand, then he is asked to catch the thrown rag, and then throw it into the basket, located 4-5 steps away from him. A left-handed person performs all these manipulations with his left hand.
Picking up an object lying on the floor. Very rarely performed with the non-dominant hand.
Nesting chips in a box. Active actions are performed by the leading hand, the non-dominant hand holds or holds the box.
If you notice that your two or three year old child eats or colors pictures with his left hand, do not rush to write him down as left-handed: more or less stable hand asymmetry is established in children only after four years. But even then there is no reason to worry: left-handedness is not a disease or a problem, it does not interfere with life.
The art of living with children
What is the art of education? Is it just supervision and instructions? Or is it the emotional attention, the spiritual closeness of children and adults, which makes any conflict solvable, and the matter joyful and interesting?
We invite parents to answer succinctly (“yes”, “no”, “sometimes”, to some extent) to the following questions of the psychological test. Quantity
J
your “yes”, “no” and “partly”, “sometimes” must be written down. This entry will be useful for summing up.
1. Do you think that your family has mutual understanding with children?
2. Do your children talk to you “heart to heart”, do they consult you on “personal matters”?
3. Are they interested in your work?
4. Do you know your children's friends?
5. Do they happen at your home?
6. Do your children participate with you in household chores?
7. Do you have common activities and hobbies with them?
8. Do you check how they are learning their lessons?
9. Do children participate in preparing for family holidays?
10. And on “children’s holidays” - do the guys prefer that you be with them or do they want to spend them “without adults”?
11. Do you discuss the books you read with your children?
12. What about television programs and films?
13. Do you go to theaters, museums, exhibitions and concerts together?
14. Do you take part in walks and hiking trips with your children?
15. Do you prefer to spend your holidays with them or not?
How do you feel about yourself?
One well-known psychiatrist, as a joke, distributed a questionnaire among his friends, after reading which they had to answer which of the groups listed in it they considered themselves to be:
1. Satisfied with yourself, satisfied with others.
2. Satisfied with himself, but not satisfied with others.
3. I am not happy with myself or others.
4. Not happy with yourself, happy with others.
The majority (including the author of the questionnaire) classified themselves as belonging to the third group, the next largest group of votes was the fourth group, and people who were satisfied with themselves and others were in the minority.
However, this is just a joke, but what is really happening, how do we treat ourselves?
Psychologists consider the emotional assessment of one’s self to be one of the most important traits of human character. Knowing a person’s emotional value attitude towards himself is important not only for understanding the personality as such, but also for solving the problem of communication between people. Willingness to communicate (what we commonly call sociability), the choice of a partner and the very nature of relationships between people largely depend on whether a person treats himself with calm dignity, is filled with the consciousness of his exclusivity, or feels worthless and pathetic. How can you measure your attitude towards yourself?
Probably, it would be ideal to observe your inner world with a “hidden camera” in order to evaluate precisely the unconscious attitude towards your “I”. In any case, in all experiments, researchers have to take into account the effect of “psychological defense.” A positive attitude towards oneself is so necessary for maintaining psychological comfort and personal health that a person often avoids negative self-esteem or does not want to express it to strangers. (Obviously, the psychiatrist’s humorous questionnaire gave a negative self-assessment precisely because it was humorous, or because
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the answers showed a kind of “coquetry” in front of acquaintances.)
Some psychologists still believe that, in principle, there can be no adequate means for studying a person's conscious self-image. However, experiments recently conducted at the Faculty of Psychology of Moscow State University seem to prove the opposite, demonstrating the conventional application of a technique that allows one to determine the emotional attitude towards oneself (reported by V. Stalin in the "Psychological Journal". T. 2. No. 3. 1981).
In the process of development of human society, man first came to know the people who ate him, so that the formation of his “I” was secondary, a consequence, derived from the knowledge of this person. In the course of further development, the attitude towards oneself acquired a different character - over time, the puppy’s “I” was associated with the attitude “towards me” of other people, in other words, self-esteem acted as a reflection of social norms, general -: personal values. It was precisely such ideas that helped psychologists develop a methodology for studying self-awareness and assessing oneself as a person using psychological projection.
We are talking about the use of tes, where the attitude towards oneself appears in the form of a projection of oneself onto other people, in the form of an attitude towards other people. >usually these are fictional characters, but they are endowed with such traits that a person involuntarily attributes his own character traits to these characters. The subtlety and skill of the experimenter lies precisely in the fact that the subject does not perceive a “trick”, so that the projection method causes precisely an involuntary, unconscious psychological reaction. At the same time, the choice of plot
com with the participation of fictional characters, the sphere of activity of each of them, his fictional character should be such that the subject comes as close as possible to his “I” and reveals himself as fully as possible.
The experiment involved 72 female students of the Faculty of Philology aged 20 to 23 years. Before the experiment began, the subjects had to answer questions about themselves in detail. Then each of those participating in the experiment was asked to speak about two characters. One of them, character A, was actually a portrait of the subject herself: the same age, gender, close interests (for example, character A is a student of the history department), the same social environment. All character traits of the character were given in a sufficiently generalized manner so that the subjects could not immediately recognize themselves, but at the same time they felt the similarity quite fully.
The second character - B - is the complete opposite of character A. If A is the prototype of his “I”, then B is the “anti-I”. For example, if it was said about A that the character of this character is unstable, easily losing external balance, then B, on the contrary, is a person with a stable, calm and self-possessed character.
The subjects gave written answers, and sometimes these were real essays, taking up 3-4 pages of printed text. The task in the experiment consisted of three parts. First, it was proposed to solve the problem of insight, that is, the ability to understand other people - a quality that is certainly necessary and important for future teachers. The subjects were asked to answer a series of questions separately from the faces of characters A and B (as if
50
putting yourself in their place). Here is an approximate range of questions: why did this girl enter a higher education institution, why did she choose this particular university, how does she evaluate her professional qualities and prospects, what does she look for in communicating with young people, how does she imagine her future husband? Having answered these questions on behalf of fictional characters, it was necessary to answer the same questions, but from their own positions.
In the second part of the task, on behalf of characters A and B, and then on my own behalf, I had to complete an alternative task. For example, choose one of these mutually exclusive phrases: “Many misfortunes in people’s lives are explained by bad luck” or “People’s bad luck is the result of their own mistakes.”
In the third task, it was necessary to describe the relationship that would have developed between A and B when they met, what feelings they would have for each other.
These tasks are based precisely on the method of projection, therefore, by analyzing them, one can interpret the attitude towards another person as a result of the attitude towards oneself (in the case of great similarity with character A) and towards a person with opposite character traits (character B). Extreme positions regarding one’s “I” can be expressed in terms of “respect” or “contempt,” and extreme emotional reactions to “anti-I” lie on the “sympathy” - “antipathy” axis.
It turned out that for almost all the subjects, fictional characters A and B were not indifferent; in any case, the students expressed their attitude towards them without any special request. Based on the nature of the test subjects’ responses, it was possible to
divided into four groups (something similar to a psychiatrist’s questionnaire).
As a result, 74% of respondents felt sympathy for a character similar in character to their “I”, 22% reacted with antipathy towards a character imitating “I”. Researchers believe that the assessment of characters A and B is caused not by the positive or negative character traits of these characters, but by the peculiarities of the personal attitude towards them, in other words, behind the attitude towards A and B is the subject’s unconscious attitude towards himself.
As required to be proven, the proposed methodology made it possible to assess the emotional attitude towards one’s “I” and “anti-I”. It is important that during the experiment the subject spoke not about himself, but about some other person; in any case, he knew that his answer would be interpreted as the character’s answers, all this made it easier for him to express his attitude towards himself.
In the future, apparently, the self-esteem of various categories of people will be studied depending on gender, age, and the professional and psychological situation in which they may find themselves. Such assessments are not only interesting in themselves, but in the future they should help psychologists and teachers correctly adjust a person’s relationship with himself and thereby help him achieve psychological comfort and choose his place in society.
In conclusion, we present some tasks to test some features of visual memory and perception.
Test your visual memory(Fig. 28). Look carefully at the left picture and remember the location of the blackened elements. To this
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Rice. 28.
^
Rice. 29.
two minutes are given. Then cover it with your palm and mark the same elements in the right picture. If you manage to recreate an exact copy of the left drawing, you have completed the task. You can be satisfied: you have a completely normal visual memory.
What would you do if you were a judge?(Fig. 29)? The Stripes were awarded a free kick 14 meters from the goal. The Whites began to build a wall. The eight “striped” players, without waiting for the wall to be built and for the referee to blow the whistle, passes the ball to the oncoming player number 10, who sends the ball into the goal net with a strong blow. What decision would you make if you were a judge?
What is your perception? From the listed names in the 12 pictures below (Fig. 30), select for each of them the one that, in your opinion, most suits it, and write down its number. When processing, use the matrix:
K A E
12 3
4 5 6
7 8 9
10 11 12
Mark (underline) the numbers of the names you have chosen (if a number is repeated more than once, underline it accordingly). Count the number of marked numbers in each column.
If the most underscores are in the first column, you have specific type of perception,
if in the second - the type of your perception abstract,
if in the third - you prevail emotional type of perception. 
Rice. 30(1): 1. Doll; 2. Game; 3. Friendship; 4. Pinocchio; 5. Stupidity; 6. Sympathy; 7. Fat man; 8. Similarity; 9. Curiosity; 10. Child; 11.
Misunderstanding; 12. Confidence 
Rice. 30(2): 1. Letter; 2. Request; 3. Joy; 4. Pioneers; 5. News; 6. Hope; 7. Box; 8. Message; 9. Sadness; 10. Students; 11. Congratulations; 12. Melancholy
Rice. 30(3): 1. Meadow; 2. Privolye; 3. Surprisingly - Fig. 30(5): 1. Roof; 2. Dexterity; 3. Non-
ie; 4. Girls; 5. Movement; 6. Curiosity; confidence; 4. Cat; 5. Flexibility; 6. Stupidity;
. Parachute; 8. Event; 9. Joy; 10. Under- 7. Birdhouse; 8. Robbery; 9. Courage; 10. Tru-
ugh; 11. Rest; 12. Chagrin ba; P. Robbery; 12. Carelessness 
Rice. 30(4): 1. Courtyard; 2. Sports; 3. Resentment; 4. Fig. 30(6): 1. Road; 2. Trip; 3. Fear; grandmother; 5. Game; 6. Indifference; 7. Boy; 4. Summer; 5. Being late; 6. Confidence; 7. Auto-Old Age; 9. Fear; 10. Football player; 11. Sha-mobile; 8. Necessity; 9. Doubt; 10. >is; 12. Sadness Youth; 11. Haste; 12. Excitement 
)4
Rice. 30(7): 1. Newspaper; 2. Greeting; 3. Fig. 30(9): 1. Windows; 2. Moment; 3. Longing;
Kindness; 4. Square; 5. Rest; 6. Pride; 7. 4. Jackdaw; 5. Peace; 6. Hope; 7. Clock; 8.
Pedestrian; 8. Error; 9. Surprise; 10. Chita-Life; 9. Confusion; 10. Pavement; 11. Without-
tel; 11. Absent-mindedness; 12. Offense word of mouth; 12. Joy 
Rice. 30(8): 1. Man; 2. Dexterity; 3. Fig. 30(10): 1. Girl; 2. Movement; 3. Joy; 4. Duck; 5. Death; 6. Hope; 7. Pleasure; 4. Dog; 5. Satellites; 6. Ra-Sportsman; 8. Flight; 9. Indifference; 10. Stiffness; 7. Summer; 8. Running; 9. Fear; 10. Tropin-ralist; 11. Entertainment; 12. Grief; 11. Rest; 12. Devotion
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Rice. 30(1 J): J. Janitor; 2. Similarity; 3. chawl; 4. Boy; 5. Destruction; 6. Joy; Fence; 8. Death; 9. Regret; 10. Winter; . Fun; 12. Melancholy 
Rice. 30(12): 1. Poor; 2. Arithmetic; 3. :a; 4. Orphan; 5. Study; 6. Doubt; 7. Description; 8. Science; 9. Admiration; 10. Beggar; knowledge; 12. Hope
Answers
Attention and observation
How is your attention? Correct answers: - 17; +10; - 1;
+6; +18.
Search for patterns. The free space will be taken by the person from the upper right cell.
Handprints. Each of the items corresponds to fingerprints: 1
- D, 2 - L, 3 - O, 4 - E, 5 - K, 6 - A, 7 - B, 8 - N, 9 - 3,10
- B, 11- AND, 12
- G, 13 - M, 14
- AND.
Sorry for the vase! Vase number 5 broke.
Labyrinth. Here is the path that will lead to the goal (Fig. 31).
Quick wits
Football tournament. The restored standings look like this: 
Rice. 31.
2. Spartak |
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3. Torpedo |
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Game results table
1. Dynamo X |
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2. Spartak 0:4 |
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Z.Torpedo 0:0 |
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4. Zenit 0:2 |
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5. Diamond 10:1 |
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Numerical rebus. |
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Grouping of names. 1, 4, 5 - start with a consonant and end with a vowel.
2,4, 5 - include two identical letters in a row. 3, 4, 5 - consist of five letters. 1, 2, 4, 5, 6 - begin with a consonant. 3, 4, 5 - have two vowels. 2.6 - have one vowel each. 2, 5 - start with the same letter. 1.5 - end with the same letter.
Recycling of items. When evaluating the compiled lists, not only the number of applications is taken into account (10 - “good”, 15 - “excellent”), but also their originality. For example, from brick you can build not only a house, but also a kennel for a dog, make red powder, a filter, a bookshelf, tamp down a sports ground with crumbs, etc. However, the same type of enumeration is “a school, a factory, a hospital, a garage, etc. are built from brick.” .d.” are not considered valuable. The task does not specifically stipulate the task of being more flexible and original, therefore
the results show “spontaneous flexibility,” one’s own capacity for original thinking.
Similarity of figures. 1. 2, 3, 5 - all black. 2. 1, 2, 4 - from three elements. 3. 1,2,6 - all include straight lines.
Tic-tac-toe. Problem No. 1. 1) X 32, 0 zhz; 2) X 35... 3) X 36 or z1.
Problem No. 2. 1) X xY, 0 e9; 2) X reinforced concrete, 0 f9; 3) X g9, 4) X b10 or 36.
Problem No. 3. 1) X e9, 0 xY; 2) X e8, 0 eb; 3) X g8... 4) X b8 or 38.
Problem No. 4. 1) X vb. 0 66; 2) X in7, O in5; 3) X d5, O g7; 4) X e4... 5) X zh3 or 68. If 3) ... 0,
e4, then 4)
X g8 and 5) X g4 or u9.
Trial. The boys came to the headman day after day in this composition: Andrey and Dmitry, then Andrey, Boris and Grigory, then Andrey and Boris, then Victor and Grigory, then Boris, Victor and Dmitry, then Boris, Victor and Grigory and finally Boris and Victor.
Chicken schedule. Every day 3 hens laid eggs, every other day - also 3, after two days - 2. The hens laid eight eggs on Sunday.
Who is on duty when? Andrey - Sunday, Evgeny - Monday, Boris - Tuesday, Dima - Wednesday, Fedor - Thursday, Grigory - Friday, Sergey - Saturday.
Ciphergram. If you rewrite the text of the first radiogram in the same column 6 letters wide, which fell into the hands of the police when the radio operator was arrested (the first word from the second column under the first word of the first column, the second under the second, etc.), then, reading from the upper left angle diagonally “top right - bottom left and back” without looking up, we get: “Let me know when you can pick up the cargo. We bought an airplane to transport it. Bean. abc". The last three letters are added only to ensure that all lines have 6 letters.
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Rice. 32.
Into 8 equal parts(rice. 33).
Search for patterns(rice. 34).
Search for patterns (Fig. 35).
Crossword cryptogram. Sonnet, forging, author. Sect, slander, theater.
Announcement. The key to decoding is given by the last two words, in which the same doubled letter appears. Moreover, it stands in the middle and beginning of the word. In Russian, at the beginning of a word there are only double “s” and “v” (there is also the word “burning”, but it does not match the number of letters). If we accept the letter “v”, then there are no words with two penultimate “vs” (except for the name Savva, which is unlikely in the local committee announcement). Therefore, the double “s” remains.
Then the last word can only be “quarrel” or “loan”, and the penultimate word can be “bossa”, “cash”, “lasso”, “mass”, “moussa”, “passa”, “chassis” (or some very unlikely ones, like “russa” (from Russian). Noticing that in the note the words are next to each other, have the same ending and
The answer reads like this: “Deliver the plane on Sunday morning. Keep your fuel tanks full. It will not be difficult to take one ton of cargo and a passenger. Hans."
Wire models(rice. 32).
Crossword cryptogram. Horizontally: monolith, atropine, therapy.
verticals: portrait, waterfall, mi-tion. 
Rice. 33.
Rice. 34.
Rice. 35.
local committee specifics, choose “cash” and “loan”.
Next, we look for the word that contains the most decoding of letters. This is the fifth word of the note, in which “neatly” is easily guessed. We proceed in the same way.
The note is finally deciphered as follows: “Member of the mutual
assistance is obliged to carefully pay membership fees and promptly repay loans received from the cash desk.” Fan disagreements. To solve it, it is convenient to draw up a table in which, along the way of reasoning, you should enter the obtained grains of truth. The final picture looks like this.
Gregory |
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Torpedo |
Torpedo |
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Crossword cryptogram. Order, grinding, axe, trigger, hood, vow. Flood, wig, stomp, pater, murmur, boat.
Crossword cryptogram. Laughter, robe, chitin, dachshund, buttercup, ton. Cossack, canoe, tan, Koran, nagar, screen.
Three villages. To solve the problem, we composed the following equations:
400(6 + c) « 560(a + c) 400(b + c) - 350(a + b),
where a is the distance between Vorobyov and Skvortsov, b- between Voronov and Skvortsov, With- between Voronov and Vorobiev.
Solving the equation, we get b= - 5/For, s = 2/For, i.e. we have a triangle expressed in a line. We find the center and from the equation of the center of gravity we obtain: A= 9 km, b-
15 km, s = 6 km.
First, we determine the even and odd sums of digits in each cell of the table, denoting the even and (-) odd ones with a (+) sign. If you compare the numbers of the cells with each other, it is easy to notice that among them there are repetitions of the same numbers, but arranged in a different order. We can distinguish three groups of such numbers: 1356,1369, 2478. Having found the total sum of these numbers, we find the general transition number. It can be equal to ±1, 5, 7, or 13.
The transition path is shown in the figure.
- |
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Snow White and the Seven Dwarfs. Snow White sits at the end of the table, Toto sits on the right, then Coco, then Koto.
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Opposite Snow White sits Kiko, to Kiko's right is Tato, then Tiko and finally to Snow White's left is Quito.
Here are the characteristics of each gnome: Tiko - drinks tea, loves poppy seed pie, has green clothes, keeps a parrot, has a picture of a lily on the dishes, wears sandals, is on duty on Tuesday.
Coco - coffee with milk, fried meat, white clothes, dog, tulip, slippers, Monday.
Koto - water, pancakes, blue clothes, canary, violet, low shoes, Friday.
Tato - black coffee, cabbage rolls, black clothes, goldfish, poppy seeds, bast shoes, Wednesday.
Kiko - milk, jellied meat, brown clothes, hedgehog, forget-me-not, boots, Saturday.
Quito - citro, ukha, yellow clothes, neons, daisies, moccasins, Sunday.
Toto - cocoa, goulash, red clothes, cat, rose, boots, Thursday.
Spatial representations and imagination
Development of a cube (Fig. 36).
"Ribbon" labyrinth. In the first diagram of Fig. Figure 37 shows one way to navigate the labyrinth.
The second method is shown in another diagram. We pass along the right branch to the loop (see third diagram), while making 3 revolutions. We go through the loop with the fourth inversion, go back along the other side and find ourselves on the lower invisible side. Then we go to the path indicated in the second diagram and arrive at point 0 from the bottom side.
Squares and triangles. Four matches can be arranged in this way (Fig. 38). 
Rice. 36.
Geography lesson (Fig. 39). Placing three flags is quite simple: one can be placed at the South Pole, and the other two on either side of it, 120° to the north, that is, at the 30th parallel north latitude. For example, in the Western Hemisphere, a flag can be placed near New Orleans, at the confluence of the river. Mississippi into the Gulf of Mexico, and in the east - somewhere in the Himalayas, somewhat northeast of Chomolungma (Everest).
Four equidistant points on the surface of a sphere can be determined using a cube inscribed in it. These will be points 1, 2, 3 and 4 (see picture). In relation to the globe, the first two will lie on the 35th parallel of northern latitude, and the other two will lie on the 35th parallel of southern latitude, offset relative to the first by 90° in longitude.
Accordingly, the first flag can be placed on the west coast of North America, between San Francisco and Los Angeles. The second is in the Middle East, near the border of Iran and Afghanistan. The third is near Sydney (Australia), and only the fourth will be in the open ocean, somewhat east of Buenos Aires (South America). 
Rice. 37. 
Rice. 38.
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Rice. 39.
Second option. The central angles between the points are 110°. this allows one flag to also be placed at the South Pole, and the rest [and 110° to the north, i.e. on the 20th parallel-[and northern hemisphere. Here you can point to the following points: for the second flag - the Yucatan Peninsula of Mexico), for the third - left white 
Rice. 41. 
Rice. 40.
rezhier r. Nile (Africa), and the fourth flag will also be in the open ocean, east of the Mariana Islands group.
Squaring figures(rice. 40).
U-turn. Figure No. 7.
Count the cubes. The limit of visibility is the external outlines of each group. Everything that can fit into these contours will be the answer to the question posed.
Figure 41 shows both groups of cubes and their middle and lower layers separately. The cubes are numbered, and those located one below the other are marked with the same number.
The total was: in the first group 1 + 4 + 10 = 15, in the second 2 + 8 + + 13 = 23.
172
Diagnosis and self-knowledge
The art of living with children. For each “yes”, subjects receive 2 points, for each “partly”, “sometimes” - 1 point, for “no” - 0. It is proposed to count the number of points scored.
More than 20 points. Your relationship with your children can generally be considered prosperous.
From 10 to 20 points. Relations can be assessed as satisfactory, but not multilateral enough. You should think about how they should be improved and supplemented.
Less than 10 points. Your contacts with children are clearly insufficient. Urgent measures need to be taken to improve them.
What would you do if you were a judge? The goal is counted: a free kick is taken without additional permission from the referee to kick. The referee gives a signal (whistle, voice, gesture) only if the defending team does not maintain a nine-meter interval between the wall and the player taking the free KICK.
Alone with myself
To determine your psychological type in relation to others, rate the given statements in points from 0 to 4, then calculate the amount.
1. I get close to people easily.
2. I have many acquaintances whom I willingly meet.
3. I am a talkative person.
4. I feel at ease with strangers.
5. I would be unpleasant if the possibility of communication disappeared for a long time.
6. When I need to know something, I prefer to ask rather than delve into books.
7. I manage to liven up boring company.
8. I speak quickly.
9. When I am away from people for a long time, I really want to talk to someone.
1-12 points. Introvert. Focused on oneself, it is difficult to make contact. Such a person is focused mainly on his own feelings, is reserved, and prefers a book to communication.
13-24 points. Ambavert. He is characterized by calm, even relationships with people, and responsibility for his actions.
25-36 points. Extrovert. Talkative, sociable optimist, loves tricky questions, sharp jokes, unrestrained, cannot control his emotions.
The rhythm of mental work varies from person to person.
Lovers of the morning hours - “larks” wake up early and are most active in the first half of the day. There are also “night owls” - people do not notice the clock at all and act according to circumstances. Using the attached test, you can find out whether you are a “night owl” or a “lark”.
1. Is it difficult for you to get up early in the morning?
a) Yes, almost always 3;
b) sometimes 2;
c) rarely 1;
d) very rarely 0.
2. What time would you prefer to go to bed?
a) After 1 am 3;
b) With 23.30 to 1 am 2;
c) after 22 hours 1;
d) until 22 o'clock 0.
3. You recently woke up. Which breakfast do you prefer?
a) Dense 3;
273
b) less dense 2;
c) boiled egg or sandwich 1;
d) enough tea or coffee 0.
4. Remember your recent interactions. When do they usually occur?
G?
a) In the morning 1;
b) in the afternoon 0.
5. What is easier for you to give up?
a) From morning tea or coffee 1;
b) from evening tea 0.
6. Is it easy for you to change your eating habits?
a) Very easy 3;
b) really easy 2;
c) difficult 1;
d) I don’t change 0.
7. In the morning important things await you, as soon as you go to bed earlier than usual
sleep?
a) More than 2 hours 3;
b) for 1-2 hours 2;
c) less than 1 1;
d) as usual 0.
8. How accurate is your internal clock? Note the time, and when you think a minute has passed, look at your watch.
a) You were in a hurry 0;
b) were late 2.
Summarize: if in total you scored from 0 to 7 points, you are a “honeypot”; from 8 to 13 - arrhythmic; from 14 to 20 - “owl”.
With the help of the proposed test you can test your nerves.
1.
Do you slam doors when leaving your apartment?
2. Do things placed in the room irritate you, do you touch things when walking around the room?
3. Do you lose your temper in an argument?
4. Do you interrupt your interlocutor?
5. When talking, do you wave your arms?
6. Can’t hold a sheet of paper with your fingertips without it shaking?
7. Do you sometimes talk to yourself?
8. Do you get offended over trifles?
9. How long does it take you to fall asleep in the evening?
If you have 9 “yes”. Your nervous tension has crossed all boundaries and you urgently need to take care of your health. 7 “yes” - there is a tendency to “live on nerves”, which, obviously, will not lead to good.
If among your answers there are only 3 “yes” or less, then you can consider your nerves to be in order.
“Do you have willpower?”
The proposed 15 questions can be answered “yes”, “I don’t know” or “it happens”, “happens”, “no”.
1. Are you able to complete the work you have started that is not interesting to you, regardless of the fact that time and circumstances allow you to break away and then return to it again?
2. Do you easily overcome internal resistance when you need to do something unpleasant to you?
3. When you find yourself in a conflict situation at work or at home, are you able to pull yourself together enough to look at it with maximum objectivity?
4. If you are prescribed a diet, can you overcome all culinary temptations?
5. Will you find the strength to get up earlier than usual in the morning, as planned in the evening?
74
6. Will you remain at the scene to testify?
7. Do you respond to emails quickly?
8. If you are afraid of an upcoming plane flight or a visit to the dentist's office, can you easily overcome this feeling and not change your intention at the last moment?
9. Will you take a very unpleasant medicine that your doctor strongly recommends?
10. Will you keep a promise made in the heat of the moment, even if fulfilling it will bring you a lot of trouble, in other words, are you a man of your word?
11. Do you hesitate to travel to an unfamiliar city if necessary?
12. Do you strictly adhere to the daily routine: time to wake up, eat, clean and other things?
13. Do you disapprove of library debtors?
14. The most interesting TV show-
This will not force you to delay urgent and important work. Is this true?
15. Will you be able to interrupt a quarrel and remain silent, no matter how offensive the words of the opposite side may seem to you?
For the answer “yes” - 2 points, “I don’t know”, “happens” - 1 point, “no” - 0 points.
0-12 points. Your willpower is not going well. You do what is easier and more interesting. You take your responsibilities carelessly, which can cause various troubles.
13-21 points. Your willpower is average. When you encounter an obstacle, you take action to overcome it. But if you see a workaround, use it. You will try to do unpleasant work, although you will grumble. You will not take on unnecessary responsibilities of your own free will.
22-30 points. Your willpower is fine. I can rely on you - you won’t let me down. You are not afraid of new assignments or things that frighten others.
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temperament character ability questionnaire
Characteristics of basic concepts: temperament, character, abilities
Study of temperament, character and abilities
Analysis of results
Literature
Application
Characteristics of basic concepts: temperament,character, abilities
Temperament. Among the variety of individual characteristics of a person, the neurodynamic properties that form temperament are of great interest.
Temperament is a system of stable, individually unique mental properties that determine the dynamics of one’s mental life and social existence. Outwardly, they are equally manifested in its various forms (objective activity or communication), regardless of their content, goals and motives, and remain almost unchanged throughout life. With relative equality of motives for behavior or activity and under the same external circumstances, people differ from each other in impulsiveness, emotionality, speed, tempo, degree of energy displayed, and impressionability. These differences are revealed already in early childhood, are particularly persistent and appear in various spheres of social life.
The properties of temperament do not affect the content of a person’s mental life: his goals, plans, thoughts, memories, fantasies, etc. Therefore, they are called formal-dynamic. The doctrine of temperament arose in ancient times. This concept was first introduced by the ancient Greek physician Hippocrates (5th century BC), who believed that people have different ratios of four fluids in the body: bile (“chole”), blood (“sangvis”), lymph (“ phlegm") and black bile ("melanos chole"). Depending on the predominance of one of them in the body, types of temperament were identified: choleric, sanguine, phlegmatic and melancholic. His teaching was developed by the German philosopher I. Kant. He believed that the natural basis of temperament is the individual characteristics of the blood. Kant distinguished temperaments of feelings (sanguine and melancholic) and temperaments of activity (choleric and phlegmatic). He considered sanguine temperament as a characteristic of people of a cheerful disposition, optimists, and humorists. They are also distinguished by kindness, responsiveness, and willingness to help. Melancholic temperament is characteristic of people with a gloomy mood, increased anxiety and a vulnerable soul. Choleric temperament is found in hot-tempered people who quickly ignite, but quickly cool down. Phlegmatic temperament refers to cold-blooded, calm and slow people. They take a long time to master new activities and maintain a working state for a long time.
The scientific doctrine of temperaments was created by I. P. Pavlov. He linked temperament to the functioning of the central nervous system. While studying nervous activity, he was able to discover its main properties: strength, balance and mobility. The strength of the nervous system is determined by its ability to withstand intense loads: long-term work, stress, etc. Depending on this, two types have been identified: strong and weak. A person with a strong type of nervous system is able to maintain his functional characteristics under conditions of increased tension and stress, which is not typical for a person with a weak type.
The balance of the nervous system is determined by the ratio of the strength of the processes of excitation and inhibition. It manifests itself in contradictory and conflict situations that simultaneously initiate two oppositely directed modes of behavior in a person: to be active - to be restrained, to speak - to remain silent, to immediately make a decision - to hold off, etc. Depending on the extent to which the balance is balanced These processes, according to their strength, distinguish two types of nervous system and corresponding types of temperament: balanced and unbalanced with a predominance of excitation strength. The mobility of the nervous system is determined by the time parameters of the functioning of the processes of excitation and inhibition. It manifests itself in situations of mastering skills, changing activities, entering an activity, etc. In accordance with this, two types of the nervous system were identified: mobile and inert. They differ in the speed of the corresponding nervous processes and the corresponding external or internal actions (thinking, memory, imagination, etc.). For example, a student with a mobile nervous system, all other things being equal, will solve a problem faster than a child with an inert nervous system [15, p. 95].
Depending on the relationship between these processes, four types of higher nervous activity and corresponding temperaments were identified: sanguine -- strong, balanced and mobile; phlegmatic -- strong balanced inert; choleric - strong unbalanced; melancholic -- weak type. The type of nervous activity is a natural feature of a person. It is hereditarily determined, although it may change slightly under the influence of environmental conditions. It is also known that there are age-related changes in the properties of nervous processes.
I.P. Pavlov’s theory of temperament is called neurophysiological. In addition to it, there is also a psychological theory of temperament, the author of which is V.S. Merlin. It is built on the basis of studying the characteristics of people’s behavior in various life situations, according to which several stable, extremely generalized formal (meaningless) properties of a person, called emotional-dynamic or temperamental properties, were identified. These include sensitivity, reactivity, activity, the ratio of reactivity and activity, rate of reactions, extraversion, emotional excitability.
Sensitivity- the sensitivity of the psyche, which is judged by what is the least force of external influences necessary for the occurrence of any human reaction, and what is the speed of this reaction.
Reactivity-- the degree of involuntary reaction to external and internal influences of equal strength (for example, a critical remark, an offensive word, etc.).
Activity-- the degree of energy with which a person influences the outside world and overcomes obstacles in achieving goals.
Relationship between reactivity and activity, which is judged by what a person’s activity largely depends on: from random external or internal circumstances (from moods, desires, random events) or from the goals, intentions, aspirations, beliefs of a person.
Rate of reactions- the speed of various mental reactions and processes (speed of movements, rate of speech, resourcefulness, speed of memorization).
Extraversion- the dependence of reactions and activities of a person on external impressions arising at the moment, and introversion - the dependence of reactions and activities on internal images, turning to one’s inner world.
Emotional excitability characterizes the minimum force of influence necessary for the occurrence of an emotional reaction and the speed with which it occurs.
The selected properties are not personal, but individual. They are distinguished by a rather strict genetic predetermination, which significantly limits the possibility of changing them through educational actions. The task of parents and teachers is not to change them in the child, but to accept them as a given, adapt to them and cultivate in him the ability to intelligently rely on them in the process of solving various life problems. For example, a sensitive person should, if possible, avoid situations associated with increased responsibility, risk, mental or physical overload, etc. They seem difficult to overcome for him, and therefore unprofitable. The properties of temperament, although not personal, are very important in the formation of various personal formations: self-esteem, character, abilities. This also needs to be taken into account when constructing the educational process.
Temperament types
The selected properties of temperament are presented in different people not in a random combination, but in a natural relationship, that is, as a stable system. Depending on this, the corresponding types of temperament are distinguished.
Sanguine temperament characterized by increased reactivity and activity, due to which it responds vividly to everything new. His ratio of activity and reactivity is balanced; he can restrain his reactions and manifestations of feelings. The rate of reactions is quite high, which is manifested in rapid movements, rate of speech, thinking and other mental processes. This is a very energetic and efficient person, he actively takes on new work and can work for a long time without getting tired. Productive in dynamic and varied work. Able to quickly focus his attention, he is characterized by flexibility of mind and resourcefulness. A sanguine person is extroverted, quickly adapts to changing situations, finds contact with other people, is sociable, and quickly switches from one type of activity to another. Emotionally unstable, easily susceptible to feelings, they are usually not strong and shallow. Inclined to positive emotions.
At the core choleric temperament lies an unbalanced type of nervous system. A choleric person, like a sanguine person, is characterized by high reactivity and activity, a fast pace of reactions, but reactivity prevails over activity. He is distinguished by increased excitability and imbalance, which manifests itself in communication and activity: he gets down to business with enthusiasm, shows initiative, but his energy is quickly depleted. He is less plastic and more inert than a sanguine person. A choleric person finds it difficult to do activities that require smooth movements, a calm, slow pace; he often shows impatience, abruptness of movements, and impetuosity. When communicating with people, choleric people are quick-tempered, unrestrained, and irritable, which can lead to conflict situations.
Phlegmatic temperament characterized by calmness, balance, low mobility, great rigidity (lack of flexibility) and introversion. Activity prevails over reactivity. Mental processes proceed slowly, he needs time to concentrate on any activity. Phlegmatic people are characterized by low reactivity and low emotional excitability. A phlegmatic person's movements are slow, he has difficulty switching his attention, and does not adapt well to a new environment. Shows persistence, patience and perseverance in his activities. Characterized by patience, endurance, self-control. In relationships with people, a phlegmatic person is even, calm, and is not easily angered. As a rule, he has difficulty meeting new people, responds poorly to new impressions, and is introverted.
Melancholic temperament characterized by high emotional sensitivity, impressionability, increased vulnerability, a tendency to low mood, anxiety, and touchiness. Increased sensitivity with great inertia leads to the fact that a minor reason can cause him to cry and fixate on the injury. A melancholic person is characterized by a slow mental tempo, sluggish and slow movements. His facial expressions and movements are expressionless, his voice is quiet. Low reactivity and reduced activity are manifested in the fact that he is unsure of himself, often gets lost, and tends not to complete the work. A melancholic person is not energetic, unstable, gets tired easily and is not very productive. He is introverted, prone to isolation, restrained in expressing feelings, and avoids communicating with unfamiliar people.
A comparison of temperament types shows that there are no good and bad temperaments - each of them has its own positive and negative sides. Therefore, the main efforts should be directed not at correcting it, but at the reasonable use of its advantages in specific activities and leveling out its negative features. Peculiarities of temperament are manifested, first of all, in the originality of methods, and not in the effectiveness of activity. Thus, studies of work activity have shown that people with different types of temperament can adapt to the same types of activity by updating only their inherent properties, thanks to which they develop an individual system of techniques and methods of activity. The combination of temperamental properties, manifested in a person’s behavior and communication, determines his individual style of activity and communication.
An individual style of activity is not an innate characteristic of a person. It can be considered as the result of adaptation of the innate properties of the nervous system to the conditions of the activity being performed, and more broadly to the conditions of social existence.
At the same time, in certain types of activities, not only the progress of their implementation, but also the result may depend on the properties of temperament. In those areas of work where fairly stringent requirements are imposed on the pace or intensity of actions, individual characteristics of dynamic manifestations of the psyche can become a factor influencing suitability for activity.
In some types of activities, where the requirements for mental qualities are quite high, there is a need for professional selection based on temperament qualities. For example, in professions that require a high rate of reactions (airport controllers, test pilots, etc.), it is necessary to have a mobile type of nervous system. But in most professions, the properties of temperament do not affect the final productivity of the activity. Deficiencies in temperament can be compensated for by good professional training, strong-willed qualities, interests and other mental properties.
Temperament acts as the individual basis of various personal properties, primarily character. It determines the dynamic manifestations of the corresponding properties. For example, kindness as a character trait has different forms of expression in people of different temperaments. The properties of temperament can facilitate or hinder the formation of certain character traits in a person. Therefore, the main task of the educator should be to, through systematic work, promote the development of his positive qualities and at the same time counteract the emergence of negative ones.
Character. Each person, along with many of his inherent characteristics, has the most pronounced traits and properties that are best manifested in his activities and communication with people, and therefore characterize his personality. The totality of these striking features is called character.
In a person’s relationship with the surrounding reality, in his activity, an infinite number of different individual psychological characteristics are formed and revealed. Many of them are insignificant, such as poorly developed taste sensations (unless, of course, we are talking about a taster). Other individual characteristics, although very significant, may turn out to be short-term, fleeting - for example, lethargy and slowness after illness. Still others (for example, poor mechanical memory) may not affect a person’s attitude towards the environment and may not even affect his activity, being compensated by other traits.
But there are also individual psychological characteristics of a person that manifest themselves quite consistently and represent essential features of his entire behavior. Difficulty switching attention can, due to a certain attitude towards the environment and certain behavior, become absent-minded.
Usually, when trying to evaluate or characterize a specific person, they talk about him character(from the Greek. Character-seal, minting). In psychology, the concept of “character” means a set of individual mental properties that develop in activity and are manifested in methods of activity and forms of behavior typical for a given person.
All character traits are personality traits; but personality traits only become character traits when they are more clearly expressed than others, are closely interconnected, determine each other and the style of action and attitude towards the environment characteristic of a given person.
In each person, the number of individual character traits can be extremely large, and the number of shades of each of them is immense. However, some properties will always be leading, and it is by them that a person can be characterized.
The main feature of character as a psychological phenomenon is that character always manifests itself in activity, in a person’s relationship to the reality and people around him. For example, basic character traits can be found in the characteristics of the activities that a person prefers to engage in. Some people prefer the most complex and difficult activities; for them it is a pleasure to seek and overcome obstacles; others choose simpler activities. For some, what is important is the results with which they completed this or that work, whether they managed to surpass others, while for others it may be indifferent, and they are content with the fact that they did the job no worse than others, achieving mediocre quality. Therefore, when the character of a person is determined, they do not say that such and such a person showed courage, truthfulness, frankness, but that this person is courageous, truthful, frank, i.e. the named characteristics of a person’s actions are attributed to the person himself. However, not all human features can be considered characteristic, but only significant and stable ones. For example, even very cheerful people can experience feelings of sadness, but this will not make them whiners and pessimists.
Character is a lifetime formation and can be transformed throughout life. The formation of character is closely related to the thoughts, feelings and motives of a person. Therefore, as a certain way of life of a person is formed, his character is also formed. Consequently, lifestyle, social conditions and specific life circumstances play an important role in the formation of character.
Character formation occurs in groups with different characteristics and levels of development (family, friendly company, sports team, work team, etc.) Depending on which group is the reference group for the individual and what values this group supports and cultivates, a person develops relevant character traits. Character traits are understood as the mental properties of a person that determine his behavior in typical circumstances. For example, courage or cowardice manifests itself in a situation of danger, sociability or isolation in a communication situation, etc. There are quite a lot of classifications of character traits. In the domestic psychological literature, two approaches are most often found. In one case, all character traits are associated with mental processes and therefore volitional, emotional and intellectual traits are distinguished. At the same time, strong-willed character traits include determination, persistence, self-control, independence, activity, organization, etc. Emotional character traits include impetuosity, impressionability, ardor, inertia, indifference, responsiveness, etc. Intellectual traits include thoughtfulness, quick wit, resourcefulness, curiosity, etc.
In another case, character traits are considered in accordance with the orientation of the individual. Moreover, the content of the personality’s orientation is manifested in relation to people, activities, the surrounding world and oneself. For example, a person’s attitude towards the world around him can manifest itself either in the presence of certain beliefs or in unprincipledness. This category of traits characterizes the life orientation of a person, i.e., his material and spiritual needs, interests, beliefs, ideals, etc. The orientation of the individual determines the goals, life plans of a person, and the degree of his life activity. In a formed character, the leading component is a belief system. Conviction determines the long-term direction of a person’s behavior, his inflexibility in achieving his goals, confidence in the justice and importance of the work he is doing.
Another group of character traits are those that characterize a person’s relationship to activity. This refers not only to a person’s attitude to a specific type of work performed, but also to activity in general. The main condition for character formation is the presence of life goals. A spineless person is characterized by the absence or scattering of goals. Character traits associated with attitude to activity are also expressed in a person’s sustainable interests. Moreover, superficiality and instability of interests are often associated with great imitation, with a lack of independence and integrity of a person’s personality. And vice versa, the depth and content of interests indicate the purposefulness and perseverance of the individual. However, similarity of interests does not imply similarity of character traits. Thus, among people with similar interests there can be cheerful and sad, modest and obsessive, selfish and altruistic. Moreover, people with similar orientations can take completely different paths to achieving goals, using their own special techniques and methods to achieve this. This dissimilarity also determines the specific character of the individual, which manifests itself in the situation of choosing actions or modes of behavior. From this point of view, the degree of expression of an individual's achievement motivation - his need to achieve success - can be considered as a character trait. Depending on this, some people are characterized by a choice of actions that ensure success (showing initiative, competitive activity, risk-taking, etc.), while others are more likely to simply avoid failures (deviation from risk and responsibility, avoidance manifestations of activity, initiative, etc.).
Indicative for understanding character can also be a person’s attachments and interests associated with his leisure time. They reveal new features, facets of character. For example, L.N. Tolstoy was fond of playing chess, I.P. Pavlov - playing small towns, D.I. Mendeleev - reading adventure novels.
Another manifestation of a person’s character is his attitude towards people. At the same time, such character traits as honesty, truthfulness, justice, sociability, politeness, sensitivity, responsiveness, etc. are highlighted. No less indicative is the group of character traits that determine a person’s attitude towards himself. From this point of view, they most often talk about a person’s egoism or altruism. An egoist always puts personal interests above the interests of other people. An altruist puts the interests of other people above his own.
All human personality traits can be divided into motivational And instrumental. Motivational ones encourage and direct activity, while instrumental ones give it a certain style. Character can be manifested in the choice of the goal of an action, i.e. as a motivational personality trait. However, when the goal is defined, the character acts more in its instrumental role, i.e. determines the means to achieve the goal.
It must also be emphasized that character is one of the main manifestations of personality. Therefore, personality traits may well be considered as character traits. Among such traits, first of all, it is necessary to include those personality properties that determine the choice of activity goals (more or less difficult). Here, rationality, prudence, or the qualities opposite to them can appear as certain characterological traits. Secondly, the structure of character includes traits that are manifested in actions aimed at achieving set goals: perseverance, determination, consistency, etc. In this case, character comes closer to the will of a person. Thirdly, character includes instrumental traits directly related to temperament, for example, extroversion - introversion, calmness - anxiety, restraint - impulsiveness, switchability - rigidity, etc.
Capabilities-- individual personality characteristics, which are subjective conditions for the successful implementation of a certain type of activity. Abilities are not limited to the knowledge, skills and abilities an individual has. They are revealed in the speed, depth and strength of mastering the methods and techniques of certain activities and are internal mental regulators that determine the possibility of their acquisition. In Russian psychology, the greatest contribution to experimental studies of abilities was made by B.M. Teplov
The following types of abilities are distinguished:
1. educational and creative
2. mental and special
3. mathematical
4. structural and technical
5. musical
6. literary
7. artistic and visual
8. physical abilities
Educational and creative abilities differ from each other in that the former determine the success of training and education, a person’s assimilation of knowledge, abilities, skills, and the formation of personal qualities, while the latter determines the creation of objects of material and spiritual culture, the production of new ideas, discoveries and works, in a word - individual creativity in various fields of human activity.
The nature of special abilities. By studying specifically the psychological characteristics of abilities, we can identify more general qualities that meet the requirements of not one, but many types of activity, and special qualities that meet a narrower range of requirements of a given activity. In the structure of the abilities of some individuals, these general qualities can be extremely pronounced, which indicates that people have versatile abilities, general abilities for a wide range of different activities, specialties and occupations.
Specific example: For a mathematician, it is not enough to have a good memory and attention. People who are capable of mathematics are distinguished by their ability to grasp the order in which the elements necessary for a mathematical proof should be arranged. The presence of intuition of this kind is the main element of mathematical creativity.
Musical abilities can be divided into two groups:
1. technical (playing a given musical instrument or singing)
2. auditory (musical ear).
In the current general psychological classification, musical abilities are classified as special, that is, those that are necessary for successful studies and are determined by the very nature of music as such.
Levels of development of abilities: 1. Inclinations 2. Abilities 3. Giftedness 4. Talent 5. Genius
Let us note one more very significant circumstance. It is not success in performing an activity that depends on giftedness, but only the possibility of achieving this success. To successfully perform any activity, not only talent is required, that is, the presence of an appropriate combination of abilities, but also the possession of the necessary skills and abilities. No matter how phenomenal and musically gifted a person may be, if he has not studied music and is not systematically engaged in musical activities, he will not be able to perform the functions of an opera conductor or pop pianist.
Thus, abilities are not the only factor determining the choice of activity and determining the success of performing this activity.
So, temperament acts as the individual basis of various personal properties, primarily character. It determines the dynamic manifestations of the corresponding properties. The properties of temperament can facilitate or hinder the formation of certain character traits in a person. Therefore, the main task of the educator should be to, through systematic work, promote the development of his positive qualities and at the same time counteract the emergence of negative ones.
Character is not an innate quality of a person; it is created, formed and transformed throughout life. A person himself participates in the development of his character and must always bear responsibility for it.
Abilities are not limited to the knowledge, skills and abilities an individual has. They are revealed in the speed, depth and strength of mastering the methods and techniques of certain activities and are internal mental regulators that determine the possibility of their acquisition.
Study of temperament, character and abilities
In the experimental part of our work, we decided to study the characteristics of temperament, character and abilities in one particular person and analyze the data obtained.
Full name: Reshetova Natalya Nikolaevna.
Age: 43 years old Floor: female
Education: secondary vocational
Profession: grocery store clerk
Experience in the specialty - 21 years old.
Study protocols
Study Protocol No. 1.
Methodology : Eysenck test questionnaire
Date : 01/18/2009
1. yes 25. yes 49. yes
2. yes 26. yes 50. no
3. yes 27. yes 51. yes
4. yes 28. no 52. no
5. yes 29. no 53. yes
6. yes 30. no 54. yes
7. no 31. no 55. no
8. yes 32. yes 56. yes
9. yes 33. no 57. no
10. yes 34. no
11. no 35. yes
12. no 36. no
13. yes 37. yes
14. yes 38. no
15. yes 39. yes
16. yes 40. yes
17. yes 41. yes
18. yes 42. no
19. yes 43. yes
20. yes 44. yes
21. yes 45. no Sincerity -3,
22. yes 46. yes Extraversion - 14,
23. no 47. yes Neuroticism - 12,
24. yes 48. no
Conclusion : Frankness, ambivalence, normosthenia. Sanguine.
Study Protocol No. 2.
Methodology : Sensation Seeking Scale
Date : 01/15/2009
8 - a 16 - b Risk appetite - 4 points
Conclusion : the predominance of forethought and caution to the detriment of gaining new experiences (and information) from life. A subject with this indicator prefers stability and orderliness to the unknown and unexpected in life.
Study protocol no.3 .
Methodology : Characteristic questionnaire by K. Leonhard
Date : 01/15/2009
1. no 25. no 49. yes 73. yes
2. yes 26. no 50. yes 74. yes
3. yes 27. yes 51. yes 75. no
4. yes 28. yes 52. no 76. yes
5. no 29. no 53. yes 77. yes
6. yes 30. no 54. yes 78. yes
7. no 31. no 55. no 79. yes
8. yes 32. yes 56. no 80. yes
9. yes 33. no 57. yes 81. yes
10. yes 34. no 58. yes 82. yes
11. no 35. yes 59. yes 83. yes
12. no 36. no 60. yes 84. yes
13. yes 37. yes 61. no 85. no
14. yes 38. yes 62. yes 86. yes
15. yes 39. no 63. no 87. no
16. no 40. yes 64. no 88. no
17. yes 41. yes 65. yes
18. yes 42. no 66. yes
19. yes 43. yes 67. yes
20. yes 44. yes 68. yes
21. yes 45. no 69. no
22. yes 46. yes 70. yes
23. yes 47. no 71. yes
24. no 48. yes 72. yes
1- hyperthymia,
2- excitability
3- emotiveness
4- pedantry
5- anxiety
6-cyclotivity
7- demonstrativeness
8- imbalance
9-distimacy
10- exaltation
Conclusion : Pronounced accentuation of character according to cyclotic, exalted types, significant accentuation according to the pedantic personality type.
Study Protocol No. 4.
Methodology : Conflict behavior style
Date : 01/16/2009
Conclusion: The predominant types of behavior are compromise, the least preferred type of behavior is avoidance.
Study Protocol No. 5.
Methodology : The need for communication and motivation for affiliation
Date : 01/17/2009
Conclusion: the subject has an expressed desire for affiliation; There is sufficient sociability, not hampered by fear of rejection.
Analysis of results
As a result of our diagnostic study, the following personal characteristics were identified in the subject:
1) When determining the type of temperament using Eysenck’s method - frankness, ambivalence, normosthenia. Temperament type - sanguine.
2) When determining the risk appetite according to the “Sensation Seeking Scale” - the predominance of forethought and caution to the detriment of obtaining new impressions (and information) from life. A subject with this indicator prefers stability and orderliness to the unknown and unexpected in life.
3) When determining characterological tendencies according to the Shmishek questionnaire, there is a pronounced accentuation of character according to cyclotic, exalted types, significant accentuation according to the pedantic personality type.
4) When determining the style of conflict behavior, the predominant types of behavior are compromise, the least preferred type of behavior is avoidance.
5) When determining the need for communication - sufficient sociability, not hampered by fear of rejection.
General conclusion
Thus, our subject, Natalya Nikolaevna Reshetova, has a sanguine type of temperament, a pronounced accentuation of cyclothymic and exalted character types, a low propensity to take risks, sufficient sociability with a tendency to compromise in behavior. These character qualities correspond to the sales profession and help it in working with people.
List of sources used
1 Aristotle. Works: In 4 volumes - M., 1975. - T. 1. - P. 371.
2 Baranovsky V.A. Salesman. -- Rostov n/a: Phoenix, 2005.-145 p.
3 Besedina I., Fedotova N. Technology of career guidance work in vocational educational institutions. Saratov, 2004 - 372 pp..
4 Bityanova M.R. Social psychology: science, practice and way of thinking. Uch. Pos. /M.: Eksmo-Press Publishing House, 2004 - 576 p.
5 Brown L. Image is the path to success. St. Petersburg, Moscow~Kharkov-Minsk, 2004.-274 p.
6 Group professional consultation (methodological recommendations for employment service specialists). Izhevsk, 1995. P. 3-10.
7 Dashkov L.P., Pambukhchyyants V.K. Commerce and trade technology. M., 2005.-293 p.
8 Enikeev M.I. General and social psychology. -- EKOR, 2003.-465 p.
9 Zhikarentsev V. The path to freedom: a look into oneself. - St. Petersburg: Golden Age, Diamant, 2002.-258 p.
10 Zolotareva V. M., Fast I. V. Methodological recommendations for the vocational training of women / Committee on Labor and Employment of the Population Volgogr. region Volgograd, 2006.- 264 p.
11 Zolotareva V. Organization of professional consultation as interaction between consultant and client: Method. recommendations / Committee on Labor and Employment of the Volgogr. region Volgograd, 2005.- 265 p.
12 I. Sabat Ann Mary. Business etiquette. - M.: ITD, 2006 - 246 p.
13 Klimov E. A. Psychology of professional self-determination of youth / E. A. Klimov. Rostov-on-Don, 2006.- 283 p.
14 Klimov E. General typology of situations (incidents) and the structure of mental tasks that arise in the practice of working as a professional consultant // Tr. All-Russian Research Institute of Vocational Education. L., 1976. P. 5-25.
15 Brief psychological dictionary / Ed. A.V. Petrovsky, M.G. Yaroshevsky. - M: Politizdat, 2004. - 274 p.
18 Maslova T.D., Bozhuk S.G., Kovalik L.N. Marketing. St. Petersburg, Moscow-Kharkov-Minsk, 2002.- 364 p.
19 Maslow A. Psychology of Being. - M., 1997. - P. 34.
20 Melnikov V.M., Yampolsky L. T. Introduction to experimental personality psychology. M., 2004-436s.
Application
1. Eysenck test questionnaire
List of questions.
1. Do you often feel a craving for new experiences in order to distract yourself and experience strong sensations? (Not really)
2. Do you often feel that you need friends who can understand you, encourage you, and express sympathy?
3. Do you consider yourself a carefree person?
4. Is it very difficult for you to give up your intentions?
5. Do you think about your affairs slowly and prefer to wait before acting?
6. Do you always keep your promises, even if it is not beneficial for you?
7. Do you often have ups and downs in your mood?
8. Do you usually act and speak quickly, and do you spend a lot of time thinking?
9. Have you ever had the feeling that you are unhappy, although there was no serious reason for this?
10. Is it true that you can decide on anything in a dispute?
11.Are you embarrassed when you want to meet a person of the opposite sex who you like?
12. Does it happen that when you get angry, you lose your temper?
13. Do you often act on the spur of the moment?
14. Do you often worry about thoughts that you shouldn’t do or say something?
15. Do you prefer reading books to meeting people?
16. Is it true that you are easily offended?
17. Do you often like to be in company?
18. Do you sometimes have thoughts that you would not like to share with other people?
19. Is it true that sometimes you are so full of energy that everything in your hands burns, and sometimes you feel very lethargic?
20. Do you try to limit your circle of acquaintances to a small number of close people?
21. Do you dream a lot?
22. When people shout at you, do you respond in kind?
23. Do you often feel guilty?
24. Are all your habits good and desirable?
25. Are you able to give free rein to your own feelings and have a lot of fun in a noisy company?
26. Can we say that your nerves are often tense to the limit?
27. Are you considered a lively and cheerful person?
28. After something is done, do you often return to it in your mind and think that you could have done it better?
29. Is it true that you are usually silent and reserved when you are among people?
30. Does it happen that you spread rumors?
31. Does it ever happen that you can’t sleep because different thoughts are popping into your head?
32. Is it true that it is often more pleasant and easier for you to read about what interests you in a book, although it is quicker to ask and easier to find out about it from friends?
33. Do you have palpitations?
34. Do you like work that requires close attention?
35. Do you have tremors?
36. Is it true that you always say only good things about people you know, even when you are sure that they will not know about it?
37. Is it true that it is unpleasant for you to be in a company where they constantly make fun of each other?
38. Is it true that you are irritable?
39. Do you like work that requires quick action?
40. Is it true that you are often haunted by thoughts about various troubles and “horrors” that could happen, although everything ended well?
41. Is it true that you are leisurely in your movements?
42. Have you ever been late for a date or work?
43. Do you often have nightmares?
44. Is it true that you are such a lover of conversation that you never miss an opportunity to talk with a stranger?
45. Do you have any pain?
46. Would you be upset if you couldn’t see your friends for a long time?
47. Would you call yourself a nervous person?
48. Are there people you know that you clearly don’t like?
49. Are you easily offended by criticism of your shortcomings or your work?
50. Would you say that you are a confident person?
51. Is it difficult to really enjoy events with many participants?
52. Does the feeling that you are somehow worse than others bother you?
53. Would you be able to bring some life into a boring company?
54. Does it happen that you talk about things that you don’t understand at all?
55. Are you worried about your health?
56. Do you like to make fun of others?
57. Do you suffer from insomnia?
Questionnaire code
Sincerity: answers “yes” to questions 6,24, 36;
answers “no” to questions 12, 18, 30, 42, 48, 54.
Extraversion: answers “yes” to questions 1,3, 8,10,13,17,22, 27, 39,44, 46, 49, 53, 56;
answers “no” to questions 5, 15,20, 29, 32, 34, 37, 41, 51.
Neuroticism: answers “yes” to questions 2,4, 7, 9, 11,14, 16, 19, 21,23,26, 28, 31, 33, 35, 38, 40, 43,45, 47, 50, 52, 55, 57.
We offer an expanded interpretation of the G. Eysenck test, which should be carried out using the following two tables. For each answer that matches the survey code, 1 point is awarded.
Interpretation of indicators on the "Sincerity" scale
* In this case, we are talking only about an excessive degree of sincerity when answering test questions, and not at all about deceit as a personal characteristic.
2. Sensation Seeking Scale
Questionnaire text
1. a) I would prefer a job that requires a lot of travel,
b) I would prefer to work in one place.
2. a) A fresh, cool day invigorates me.
b) On a cool day I can’t wait to get home.
Z.a) I don’t like all body odors.
b) I like some body scents.
4. a) I would not like to try any drug that could have an unknown effect on me.
b) I would try one of the unfamiliar drugs that cause hallucinations.
5. a) I would prefer to live in an ideal society where everyone is safe, secure and happy.
b) I would prefer to live in the uncertain, troubled days of our history.
6. a) I can’t stand driving with a person who loves speed.
b) Sometimes I like to drive my car very fast because I find it exciting.
7. a) If I were a traveling salesman, I would prefer a fixed salary rather than a piece-rate salary with the risk of earning little or nothing.
b) If I were a traveling salesman, then I would prefer to work piecework, since I would have the opportunity to earn more than being on a salary.
8. a) I don’t like to argue with people whose views differ sharply from mine, since such disputes are always insoluble.
b) I find that people who disagree with my views are more stimulating than people who agree with me.
9. a) Most people spend too much money overall on insurance.
b) Insurance is something that no person could afford to do without.
10. a) I would not like to be hypnotized.
b) I would like to try to be hypnotized.
11. a) The most important goal in life is to live to the fullest and take as much from it as possible,
b) The most important goal in life is to find peace and happiness.
12. a) I enter cold water gradually, giving myself time to get used to it.
b) I like to immediately dive or jump into the sea or a cold pool.
13. a) In most types of modern music I don’t like disorder and disharmony,
b) I like to listen to new and unusual types of music.
14. a) The worst social disadvantage is to be a rude, ill-mannered person.
b) The worst social disadvantage is to be a boring person, a bore.
15. a) I prefer emotionally expressive people
even if they are a little unbalanced,
b) I prefer more calm, even “regulated” people.
16. a) People who ride motorcycles must have some kind of unconscious need to cause themselves pain and harm.
b) I would like to drive or ride a motorcycle.
Data processing and interpretation of results
The answers received correspond to the key:
1-a; 2-a; 3-b; 4-6; 5-b; 7-6; 8-6; 9-a; 10-6; 11-a; 12-6; 13-6; 14-6; 15-a; 16-6.
Each answer that matches the key is worth one point. The points received are summed up. The sum of coincidences is an indicator of the level of thrill needs. The search for new sensations is of great importance for a person, as it stimulates emotions and imagination, develops creativity, which ultimately leads to personal growth.
A high level of need for thrills (11 - 16 points) indicates the presence of an attraction, possibly uncontrollable, to new, nerve-wracking impressions, which can often provoke the subject to participate in risky adventures.
From 6 to 10 points - average level. It testifies to the ability to control such needs, moderation in their satisfaction, that is, on the one hand, openness to new experience, and on the other hand, restraint and prudence at critical moments in life.
A low level (from 0 to 5 points) indicates a predominance of foresight and caution to the detriment of obtaining new impressions (and information) from life. A subject with this indicator prefers stability and orderliness to the unknown and unexpected in life.
3. Characterlogical questionnaire of K. Leonhard
Instructions: “You will be offered statements relating to your character. If you agree with the statement, next to its number put a “+” sign (yes), if not, put a “-” sign (no). Don’t think about the questions for a long time, correct and There are no wrong answers."
Questionnaire text
1. Are you often in a cheerful and carefree mood?
2. Are you sensitive to insults?
3. Does it ever happen that tears come to your eyes at the cinema, theater, in conversation, etc.?
4. Having done something, you doubt whether everything was done correctly, and do not calm down until you are convinced once again that everything was done correctly?
5. As a child, were you as brave as your peers?
6. Do you often experience sudden changes in mood from a state of boundless jubilation to disgust for life and for yourself?
7. Are you usually the center of attention in society or company?
8. Does it ever happen that you are in such a grumpy mood for no reason that it is better not to talk to you?
9. Are you a serious person?
10. Are you able to admire and admire something?
11. Are you entrepreneurial?
12. Do you quickly forget if someone offends you?
13. Are you kind-hearted?
14. When dropping a letter into a mailbox, do you check by running your hand along the slot of the box that the letter has completely fallen into it?
16. Have you ever felt scared as a child during a thunderstorm or when meeting an unfamiliar dog (or maybe this feeling still happens now, in adulthood)?
17. Do you strive to maintain order in everything and everywhere?
18. Does your mood depend on external factors?
19. Do your friends like you?
20. Do you often have a feeling of inner restlessness, a feeling of possible trouble or trouble?
21. Do you often feel somewhat depressed?
22. Have you ever had a hysteria or a nervous breakdown at least once?
23. Is it difficult for you to sit in one place for a long time?
24. If you were treated unfairly, do you vigorously defend your interests?
25. Can you slaughter a chicken or a sheep?
26. Does it irritate you if a curtain or tablecloth hangs unevenly at home, or do you immediately try to straighten it?
27. As a child, were you afraid to be alone in the house?
28. Do you often have mood swings?
29. Do you always strive to be a strong enough worker in your profession?
30. Do you quickly become angry or angry?
31. Can you be absolutely, carefree cheerful?
32. Does it ever happen that a feeling of boundless happiness literally permeates you?
33. Do you think you would make a leader in a humorous play?
34. Do you usually express your opinions to people quite frankly, directly and unambiguously?
35. Do you find it difficult to bear the sight of blood? Doesn't this cause you discomfort?
36. Do you like work with high personal responsibility?
37. Are you inclined to speak out in defense of people who have been treated unfairly?
38. Is it difficult or scary for you to go down into a dark basement?
39. Do you prefer work where you have to act quickly, but the requirements for the quality of execution are low?
40. Are you sociable?
41. At school did you like to recite poetry?
42. Did you run away from home as a child?
43. Does life seem difficult to you?
44. Does it happen that after a conflict or resentment, you were so upset that going to work seemed unbearable?
45. Can you say that when you fail, you don’t lose your sense of humor?
46. Would you take the first steps towards reconciliation if someone offended you?
47. Do you really love animals?
48. Do you come back to make sure that you leave your home or workplace in such a condition that nothing will happen there?
49. Are you sometimes haunted by a vague thought that something terrible might happen to you and your loved ones?
50. Do you think that your mood is very changeable?
51. Is it difficult for you to report (perform on stage) in front of a large number of people?
52. Can you hit the offender if he insults you?
53. Do you have a great need to communicate with other people?
54. Are you one of those who, when faced with any disappointment, falls into deep despair?
55. Do you like work that requires energetic organizational activity?
56. Do you persistently achieve your intended goal if you have to overcome a lot of obstacles on the way to it?
57. Can a tragic film move you so much that tears come to your eyes?
58. Do you often find it difficult to sleep because the problems of the day or the future are always spinning in your thoughts?
59. At school, did you sometimes give your friends hints or let them copy?
60. Will it take a lot of willpower for you to walk through a cemetery alone?
61. Do you carefully ensure that every thing in your apartment is always in the same place?
62. Does it happen that, being in a good mood before going to bed, you get up the next day in a depressed mood that lasts for several hours?
63. Do you easily get used to new situations?
64. Do you have headaches?
65. Do you laugh often?
66. Can you be friendly even with someone whom you clearly do not value, love, or respect?
67. Are you an active person?
68. Are you very worried about injustice?
69. Do you love nature so much that you can call it a friend?
70. When leaving home or going to bed, do you check whether the gas is turned off, the lights are off, and the doors are locked?
71. Are you very timid?
72. Does your mood change when you drink alcohol?
73. In your youth, did you willingly participate in an amateur art group?
74. Do you view life somewhat pessimistically, without expecting joy?
75. Do you often want to travel?
76. Can your mood change so dramatically that the state of joy suddenly gives way to gloomy and depressed?
77. Is it easy for you to cheer up your friends in a company?
78. How long have you been offended?
79. How long do you experience the sorrows of other people?
80. How often, as a schoolchild, did you rewrite a page in your notebook if you accidentally left a blot in it?
81. Do you treat people with distrust and caution rather than with gullibility?
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Extract from the educational standard for the discipline “Psychological Workshop”
Research methods in psychology; procedures for obtaining and describing empirical data; standard ways of presenting and processing data and analyzing results; planning empirical research; types of observation in psychology: standardized, laboratory, field, included, not included; skills in maintaining, processing and interpreting protocols; skills in creating psychological and behavioral portraits of a person based on observation; types of conversation in psychology: standardized, partially standardized, free; conversation skills; preparing and conducting a partially standardized conversation; psychological measurements: methods of zero-dimensional (classical and modern procedures for measuring sensitivity thresholds), one-dimensional and multidimensional scaling; types of scales; experiment and its varieties in various psychological schools, presented as types of research in psychology; correlational studies and quasi-experimental designs.
1. Organizational and methodological section
1.1. Course name
"Psychological workshop." Implemented within the framework of specialty 020400 “Psychology”. Refers to general professional disciplines, federal component.
1.2. Goals and objectives of the course
The subject of this academic discipline is the methodology and technique of empirical research in psychology, first of all, the methodology for collecting empirical data.
The importance of the discipline is due to the fact that methods for collecting empirical data are a key tool for empirical research in psychology, both scientific and practical.
The discipline “Psychological Practicum” plays an important role in mastering the theory, methodology and technique of empirical psychological research.
This course is essentially related to such courses as: “Psychodiagnostics”, “Mathematical methods in psychology”, “Experimental psychology” since all these courses examine different aspects of empirical psychological research. The course “Psychological Workshop” lays the foundations of theoretical knowledge and practical skills in conducting empirical psychological research, on which the above-mentioned training courses are based.
In accordance with this understanding of the purpose of discipline, goals and objectives of the course can be formulated as follows:
Firstly, to familiarize students with the system of concepts and ideas that allow them to both analyze the empirical research presented in the publication and independently design their own empirical research.
Secondly, the goal of this academic discipline is for students to acquire skills in working with specific techniques that have a wide range of application.
Thirdly, practically master all stages of empirical research.
Fourth, learn to practically study the most important psychological characteristics of a person as an individual, subject of activity, personality, individuality.
1.3. Requirements for the level of mastery of course content
The discipline “Psychological Practicum” is intended to give theoretical ideas about empirical research in psychology, the main methodological means of conducting research.
In addition, this discipline is focused on obtaining practical skills and abilities, such as:
skills and abilities in organizing, planning, conducting empirical research, processing and analyzing results, formulating research conclusions;
skills and abilities to apply basic empirical methods of psychological research: observation, survey, measurement, experiment;
skills in methodological analysis of empirical research in psychology;
skills and abilities to use basic methods and techniques of data collection in research and practical work.
1.4. Forms of control
Final control for the course. To control the mastery of this discipline, the curriculum provides for: credit.
Current control. During the semester, practical work is constantly carried out, for which individual assignments are completed. The results of the implementation and defense of these works are the basis for issuing assessments of current control within the control weeks. Practical work is performed WEEKLY. Completion of all work is “mandatory for all students. Students who have not completed all of this work in full are not allowed by the department to take the exam, as they have not fulfilled the schedule of the educational process in this discipline.
2.1. Novelty of the course
In increased attention to methodical techniques and means of empirical psychological research. This course is aimed at developing methodological culture of researcher and practitioner.
Section 1. General characteristics of empirical research in psychology
Topic 1.1. Features, structure and dynamics of empirical research in psychology.
The concept of scientific empirical research in psychology. Scientific theory, scientific hypothesis, scientific fact and empirical research. Types of empirical research: fundamental and applied, scientific and practical, correlation and experimental.
Empirical research as an activity: a functional structure. Stages of research and tasks solved at each stage.
Topic 1.2. Statement and analysis of the research problem, hypotheses, logical plan, research program.
Formulation of the research problem, analysis of the history and state of the problem, determination of the researcher’s position in relation to the problem as a condition and prerequisite for putting forward the main research hypothesis. System of research hypotheses: main versus alternative. A logical research design as a way of testing the truth or falsity of the main hypothesis against alternative ones. Examples of the most typical experimental and correlational study designs.
Organizational plan for the study. Organizational research methods according to B.G. Ananyev: comparative, longitudinal, complex.
Topic 1.3. Collection of research data (empirical methods).
Observation and experiment as general scientific research methods. Observation and other descriptive research methods (survey, analysis of the process and products of activity, biographical methods). Types of observation in psychology: standardized, laboratory, field, included, not included; skills in maintaining, processing and interpreting protocols; skills in creating psychological and behavioral portraits of a person based on observation;
Survey: questionnaire and conversation. Types of conversation in psychology: standardized, partially standardized, free; conversation skills; preparing and conducting a partially standardized conversation. Experiment and other explanatory methods (modelling); experiment and its varieties in various psychological schools, presented as types of research in psychology; correlational studies and quasi-experimental designs.
Psychological measurement: methods of zero-dimensional (classical and modern procedures for measuring sensitivity thresholds), one-dimensional and multidimensional scaling; types of scales; levels of measurement and scales.
Complex empirical methods: psychodiagnostic method, analysis of the process and products of activity, biographical method, modeling.
Topic 1.4. Processing and analysis of empirical research data.
Standard methods for presenting and processing data and analyzing results. Quantitative and qualitative analysis of empirical research data. Basic procedures for primary quantitative data analysis (calculation of the most important measures of central tendency, measures of variability, measures of connection. Tables and graphical means of presenting data.
The most universal methods of statistical testing of hypotheses.
Theme 1.5. Interpretation of data, conclusions, report on the study.
Structural and genetic interpretation of empirical data. Features of data interpretation in experimental, correlation research. Structure of the report on the conducted empirical research.
Section 2. Methods for studying the psychological properties of a person as a subject of activity, activity
Topic 2.1. Methods for studying sensory processes.
Methodological issues in the study of absolute and differential sensitivity thresholds. Classical psychophysical methods (method of minimal changes, method of average error, method of constant stimuli). Methods of subjective psychophysics by S. Stevens (method of multiplication, method of fractionation, method of direct numerical assessment).
Topic 2.2. Methods for studying perception.
General methodological problems in the study of perception and a review of research techniques. Classification of methods for studying perception. Features of the study of spatial, temporal, information and energy characteristics of perception.
Methods for studying visual perception.
Methods for studying auditory perception.
Methods for studying tactile perception
Topic 2.3. Methods for studying thinking.
Methodological techniques for studying the procedural aspects of thinking: reasoning out loud, solving practical problems, using auxiliary problems, solving formalized game problems.
Methodological techniques for studying the effectiveness of thinking in tests of intelligence and general abilities. Techniques for studying verbal thinking, techniques for studying nonverbal thinking.
Topic 2.4. Methods for studying memory.
Methods for studying short-term memory. Techniques for studying verbal long-term memory. Techniques for studying figurative long-term memory. Methods for studying the dynamics of storage and forgetting processes.
Topic 2.5. Methods for studying speech.
Methodological techniques for studying the perception and understanding of oral and written speech messages. Methodological techniques for studying the process of generating a speech message.
Psychosemantic methods: C. Ozgood’s semantic differential and its varieties, Kelly’s repertory lattices, etc.
Topic 2.6. Methods for studying the processes of mental regulation: attention, psychomotor skills and self-regulation
Methods for studying the basic properties of attention, basic methodological techniques. Correction test, Schulte tables, etc.
Methods for studying sensorimotor reactions. Methods for studying perceptual-motor regulation of actions. Methods for studying the regulation of actions in a secondary way (representation), methodological techniques for studying speech-mental regulation of action.
Topic 2.7. Methods for studying emotions.
Review of basic methodological techniques for studying emotions.
Objective and subjective indicators of emotional phenomena. K. Izard's Differential Emotions Scale.
Topic 2.8. Methods for studying mental states.
Questionnaires as a means of studying mental states. SAN technique. Behavioral indicators of mental states of fatigue, emotional stress, monotony. Indirect studies of mental states based on the dynamics of productivity indicators of cognitive processes and processes of mental regulation of activity.
Section 3. Methods for studying the psychological properties of a person as an individual
Topic 3.1. Methods for studying personality structure.
Typological and factor approaches to the study of personality structure. Structural description of personality in MMPI methods, 16 PF, PDO A.E. Lichko.
Topic 3.2. Empirical Methods for studying the most integral personal properties.
Methods for studying anxiety. Methods for studying the degree of self-actualization of an individual. Methods for studying aggressiveness. Methods for studying the locus of control of an individual (according to J. Rotter).
Topic 3.3. Empirical Methods for studying needs, motives, values.
TAT as a technique for studying the motives and needs of an individual. List of motives according to G. Murray.
Methods for studying achievement motivation. Methods for studying the professional orientation of an individual.
Topic 3.4. Empirical study of self-consciousness and image - Self.
Methods for studying the level of personality aspirations. Methods for studying personality self-esteem: Q - sorting, MIS.
Topic 3.5. Empirical study of personality communicative properties.
T. Leary's technique. Empathy scale by A. Mehrabyan, N. Epstein.
Section 4. Methods for studying the psychological properties of a person as an individual
Topic 4.1. The problem of methodology, theory, methods and techniques of experimental research of psychological individuality.
A comprehensive psychological or ideographic study of individuality.
Topic 4.2. Model of a comprehensive study of individuality B.G. Ananyeva.
Correlation and connections of individual, subjective and personal properties in the structure of individuality. The relationship between psychological and non-psychological (biological, social, physical-chemical, informational, etc.) indicators in a comprehensive study of individuality.
Topic 4.3. Models of synthetic description of individuality in the practice of counseling, psychotherapy and clinical examination.
Program for the study of personality in its relation to the environment A.F. Lazursky and S.L. Frank.
3. Educational and methodological support of the discipline
3.1. Abstract topics
Not planned.
3.2. Sample questions to prepare for the exam
Methods of psychophysics - method of minimal changes.
Methods of psychophysics - mean error method.
Methods of psychophysics: the method of constant stimuli.
Methods for studying memory and representations of methods for studying the volume of short-term memory.
Methods for studying memory and representations of methods for studying verbal long-term memory.
Methods for studying memory and representations of methods for studying figurative long-term memory.
Methods for studying needs, motives, values.
Methods for studying thinking; experimental psychological methods for studying thinking.
Methods for studying thinking; psychodiagnostic methods for studying verbal-logical thinking.
Methods for studying interpersonal relationships of a person.
Methods for studying thinking, psychodiagnostic methods for studying imaginative and practically effective thinking.
One of the methods proposed for independent implementation: a description of the research procedure, data processing, and the basics of data analysis.
Methods for studying speech. Methods for studying the perception and production of speech messages.
Methods for studying speech. Psychosemantic techniques.
Methods for studying attention.
Methods for studying psychomotor skills.
Methods for studying emotions.
Methods for studying the individual. Methods for studying temperament.
Methods for studying personality structure. Typological approach.
Methods for studying self-actualization, personality locus of control.
Methods of ideographic description of personality (synthetic characteristics).
Methods for a comprehensive study of individuality.
Methods for studying personality structure. Factorial approach
Methods for studying mental states
Methods for studying individual personality traits (anxiety, aggressiveness, empathy).
Methods for studying self-esteem and self-image.
External validity of empirical research. Threats to the validity of the study.
The difference between experimental research and other types of empirical research (descriptive, correlational).
Data processing methods. Basic quantitative indicators used in the processing of psychological data.
Experiment.
Measurement method. Scales.
Psychodiagnostic method.
Analysis of the process and products of activity. Biographical method.
Observation technique.
General characteristics of the observation method.
Methods of organizing research (according to B.G. Ananyev) Logical models (plans) of research.
Structure of the report on the conducted empirical research.
Internal validity of empirical research and factors threatening it.
Stages of empirical research.
General characteristics of the structure of empirical research.
3.3.List of basic and additional literature
Basic literature:
1. Druzhinin V.N. Experimental psychology. - M.: Infra-M, 1997 (or St. Petersburg, Peter, 2000 2nd edition.)
2. Kornilova T.V. Introduction to psychological experiment. - M., 1997.
3. Workshop on general, experimental and applied psychology. /Ed. A.A. Krylova, S.A. Manicheva. - St. Petersburg: “Peter”, 2000.
4. Modern psychology. /Ed. V.N. Druzhinina. - M.: Infra M, 1999.
5. Solso R. Cognitive psychology. - M.: Trivola, 1996.
6. Kjell L., Ziegler D. Theories of personality. – St. Petersburg: Peter, 1997.
Further reading:
1. Anastasi A. Psychological testing vol. 2. - M.: Pedagogy, 1982.
2. Ananyev B.G. On the problems of modern human science. - M.: Nauka, 1977.
3. Anastasi A. Psychological testing vol.2. M.: Pedagogy, 1982.
4. Bazhin E.F., Golynkina E.A., Etkind A.M. Questionnaire on the level of subjective control. - M.: Smysl, 1993.
5. Bardin K.V. The problem of sensitivity thresholds and psychophysical methods. - M.: Nauka, 1976.
6. Bardin K.V., Zabrodin Yu.M. Problems of sensory psychophysics.//Cognitive processes of sensation, perception. Ed. A.V. Zaporozhets, B.F. Lomova, V.P. Zinchenko. - M.: Pedagogy, 1982.
7. Berezin F.B., Miroshnikov M.P., Rozhanets R.V. Methodology for multilateral personality research. - M.; Medicine, 1976.
8. Burlachuk L.F., Morozov S.M. Dictionary-reference book for psychological diagnostics. - 2nd ed. - St. Petersburg: Peter, 1999 (or: 1st ed., Kyiv, 1989).
9. Voronin A.N. Methods for diagnosing the properties of attention\\In the book. Methods of psychological diagnostics. Issue 1/ Ed. V.N. Druzhinina, Galkina T.V. - M., 1993.
10. Glass J., Stanley J. Statistical methods in pedagogy and psychology. - M.: “Progress” 1976.
11. Godefroy J.. What is psychology. - vol.2. - M.: “Mir”, 1996.
12. Gottsdanker R. Fundamentals of psychological experiment. - M.: Moscow State University Publishing House, 1982.
13. Druzhinin V.N. Structure and logic of psychological research. Edition 2. - M., 1994.
14. Dzuki E. Introduction to the methodology of socio-psychological research. - Novosibirsk: NSU, 1996.
15. Klaus G. Introduction to differential psychology of teaching. - M.: Progress, 1982.
16. Izard K. Human emotions. – M.: Moscow State University Publishing House, 1980.
17. Kulikov L.V. Psychological research. - St. Petersburg: Nauka, 1994.
18. Campbell D. Models of experiments in social psychology and applied research. - M.: Progress, 1980.
19. Leonova A.B. Psychodiagnostics of human functional states. - M.: Moscow State University Publishing House, 1984.
20. Leontyev D.A. Thematic apperception test. - M.: Smysl, 1996.
21. Libin A.V. Differential psychology. - M.: Smysl, 2000.
22. Marishchuk V.L., Bludov V.M., Plakhtienko V.A., Serova L.K. Methods of psychodiagnostics in sports. - M.: Education, 1985.
23. Melnikov V.M., Yampolsky L.T. Introduction to experimental personality psychology. - M.: Education, 1985.
24. Research methods in psychology: quasi-experiment./Ed. T.V. Kornilova. - M.: Forum, INFRA-M, 1998.
25. General workshop in psychology. Observation method / Ed. M.B. Mikhalevskaya. - M., 1985, part 1.
26. Pathocharacteristic diagnostic questionnaire for adolescents and experience of its practical use \Ed. A.E. Lichko, N.Ya. Ivanova - L.: Research Institute of Psychoneurology, 1976.
27. Petrenko V.F. Basics of psychosemantics. - M., 1997.
28. Petrenko V.F., Nistratov A.A. Construction of a verbal semantic differential based on Russian vocabulary. - In the book: Study of problems of speech communication, - M.: Institute of Linguistics of the USSR Academy of Sciences, 1979.
29. Workshop on psychology. Ed. A.N. Leontyeva, Yu.B. Gippenreiter. - M., Moscow State University Publishing House, 1972.
30. Workshop on general, experimental and applied psychology. \Ed. A.A. Krylova, S.A. Manicheva. - St. Petersburg, Peter, 2000.
31. Rock I. Introduction to visual perception. tt 1.2. - M.: Pedagogy, 1980.
32. Stolin V.V. Personal self-awareness. - M.: Moscow State University Publishing House, 1984.
33. Tikhomirov O.K. Psychology of thinking. - M.: Moscow State University Publishing House, 1984.
34. Heckhausen H. Motivation and activity: In 2 vols. - M.: Pedagogy, 1986.
35. Experimental psychology. /Ed. S. Stevens t1. - M., 1960.
36. Experimental psychology. /Ed. S. Stevens t2. - M., 1963.
37. Experimental psychology. /Ed. P. Fressa and J. Piaget. Issue 1,2. - M.: Progress, 1966.
38. Experimental psychology. /Ed. P. Fressa and J. Piaget. Issue 3. - M.: Progress, 1970.
39. Experimental psychology. /Ed. P. Fressa and J. Piaget. Issue 4. -M.: Progress, 1973.
40. Experimental psychology. /Ed. P. Fressa and J. Piaget. Issue 5. - M.: Progress, 1975.
41. Experimental psychology. /Ed. P. Fressa and J. Piaget. Issue 6. - M.: Progress, 1978.
42. Shapkin S.A. Experimental study of volitional processes. - M.: Smysl, 1997.
43. Francella F., Bannister D. A new method of personality research. - M., 1987.
44. Khanin Yu.L. A brief guide to the use of the Ch.D. Reactive and Personal Anxiety Scale. Spielberger. - L., 1976.
45. Khanin Yu.L. The Marlowe-Crowne Scale for the Study of Approval Motivation. - L.: Scientific Research Institute of Physical Culture, 1976.
46. Shapkin S.A. Experimental study of volitional processes. - M.: Smysl, 1997.
47. Etkind A. M. Experience in theoretical interpretation of semantic differential. - Questions of psychology, 1979, No. 1, p. 17-27.
48. Yadov V.A. Sociological research: methodology, program, methods. - M.: Nauka, 1972.
Questions for discussion
The problem of the relationship between the subject and method of psychology. Methodological principles of psychological science.
General characteristics of psychological methods. What are the advantages and disadvantages of each psychological research method?
Research method and methodology. What are the differences between these two concepts?
Read the description of Stanley Milgram's experiment on submission to authority. Formulate a series of questions that you would like to ask the researcher.
Do you think there might be ethical restrictions on the dissemination of some psychological research data?
What methods of psychology can be used in the process of teaching?
Tasks for independent work
Prepare written answers to the following questions:
What are the differences between everyday and scientific knowledge? What, in your opinion, are the differences between everyday psychology and scientific psychology? Give examples of established everyday “psychological” beliefs.
Branches of modern psychological science?
In what areas of social life today can we not do without psychological knowledge?
What place does psychology occupy or can it occupy in your life? Describe those areas of your own life where the psychological knowledge you receive can be applied.
Gippenreiter, Yu.B. Introduction to general psychology. – M., 1998, p. 22-88.
Godefroy, J. What is psychology? In 2 vols. - M., 1994, vol. 1, pp. 101-126.
Myers, D. Social psychology. – St. Petersburg, 1997, pp. 278-285.
Workshop No. 2. The main stages in the development of ideas about the subject of psychology
Questions for discussion
Development of psychology within the framework of philosophy. Materialistic and idealistic directions in the study of the psyche in the history of psychology.
Psychology as a science of behavior. Behaviorism on the subject of psychology.
The contribution of psychoanalysis to the development of ideas about the human psyche.
Humanistic psychology.
Domestic psychology.
1. Make a table reflecting the contribution of each of the areas of psychology known to you to science and practice. It is recommended to include the following sections in the table: name of the direction, leading representatives, subject of research, methods of studying the subject, main provisions, possibilities for practical application.
2. The famous American psychologist Albert Bandura argued that a person learns through the assimilation of social models, role models demonstrated to a person by society. Analyze the content of one or more television programs (radio broadcasts, magazine articles). What role model does she relay? What does it teach?
1. Gippenreiter, Yu.B. Introduction to general psychology: Course of lectures. – M., 1998. – 3-36 p.
2. Reader on the history of psychology / Ed. P.Ya.Galperina, A.N.Zhdan. – M., Moscow State University, 1980. – P. 14-44.
3. Reader for the course “Introduction to Psychology”: Textbook / Ed.-comp. E.E. Sokolova. – M., 1999. – Section II. – P. 68-296.
Workshop No. 3. The image of “I” and the possibilities of its study
Personality in psychology is a systemic socio-psychological quality of a person that is formed and developed in the process of life in society as he masters different types of activities and communication. A person exists in the space of various relationships characteristic of society. Having consciousness, a person navigates a complex system of relationships, enters into interactions, becomes aware of himself, comparing with others, and experiences situations of success and failure. The motivational function of activity and communication is realized in the form of motivations, drives, desires, and orientation due to such personality components as needs, motives, and interests. Orientation in life, especially in people, including oneself, in interpersonal relationships, is possible thanks to cognitive processes and is revealed not only in concepts, judgments, ideas and conclusions, but also in ideals, self-awareness, beliefs, worldview. The implementation of human behavior, programming of his activities and communication are associated with goal setting, abilities, attitudes and beliefs. Regulation and control of activities, communication and relationships occurs not only due to temperament and character, but also to the aspirations and self-esteem of the individual.
Questions for discussion
The driving forces of human mental development and the formation of his personality. The role of biological and social components in human development and the formation of his personality.
The image of "I". Self-esteem and level of personality aspirations.
General understanding of self-concept.
The structure of the self-concept and its properties.
Personality self-esteem study
Purpose of the study: to determine the level of self-esteem. Materials and equipment: a list of words or a special form with words characterizing individual personality traits, a pen.
This study has two significantly different procedures for determining personality self-esteem. In both cases, you can work with one subject or with a group.
First version of the study
The basis of the study of self-esteem in this version of the methodology is the ranking method. The research procedure includes two series. The material with which the subjects work is a list of words printed on a special form that characterize individual personality traits. Each subject receives such a form at the beginning of the study. When working with a group of subjects, it is important to ensure strict independence of ranking.
First episode
The task of the first series: identify a person’s idea of the qualities of his ideal, that is, the ideal “I”. To do this, the words printed on the form must be arranged by the subject in order of preference.
Instructions to the subject:"Read carefully all the words that characterize personality qualities. Consider these qualities from the point of view of the inherent nature of their ideal personality, that is, from the point of view of usefulness, social significance and desirability. To do this, rank them, rating each on a scale from 20 to 1. Give a score of 20 in the form, in column No. 1 to the left of the quality that, in your opinion, is the most useful and desirable for people.
Rating 1 - in the same column No. 1 to the left of the quality that is least useful, significant and desirable. Rank all other ratings from 19 to 2 in accordance with your attitude to all other qualities. Make sure that no assessment is repeated twice."
Second series
Problem of the second series: identify a person’s idea of his own qualities, that is, his real “I”. As in the first series, the subject is asked to rank the words printed on the form, but from the point of view of the specificity or inherent nature of the personality traits they denote to himself.
Instructions to the subject:"Read again all the words that characterize personality qualities. Consider these qualities from the point of view of their inherent nature in you. Rank them in column No. 2, rating each from 20 to 1. Place a score of 20 to the right of the quality that, in your opinion, is characteristic of you to the greatest extent, give a rating of 19 to the quality that is characteristic of you somewhat less than the first, and so on. Then the rating of 1 will indicate the quality that is characteristic of you less than all the others. -ranks were not repeated twice."
A form with words characterizing personality traits looks like this.
Form
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Personality qualities | ||||
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Compliance | ||||
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Courage | ||||
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Hot temper | ||||
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Nervousness | ||||
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Patience | ||||
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Passionate | ||||
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Passivity | ||||
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Cold | ||||
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Enthusiasm | ||||
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Caution | ||||
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Moodiness | ||||
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Slowness | ||||
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Indecisiveness | ||||
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Energy | ||||
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Cheerfulness | ||||
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Suspiciousness | ||||
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Stubbornness | ||||
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Carelessness | ||||
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Shyness | ||||
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Responsibility |
Processing the results
The purpose of processing the results is to determine the connection between the ranking assessments of personality qualities included in the ideas of the “I” - ideal and the “I” real. The measure of connection is established using the C. Spearman rank correlation coefficient. Scores from 1 to 20 of the proposed qualities in both rows are taken as their ranks. The difference in ranks that determine the place of one or another personality quality makes it possible to calculate the coefficient using the formula:
n – number of proposed personality qualities (n=20);
d – difference in rank numbers.
To calculate the coefficient, you must first calculate on the form, in a specially designated column, the difference in ranks (d) for each proposed quality. Then each obtained rank difference value (d) is squared and the result is written down on the form in column (d), summed up, and the sum (∑d 2) is entered into the formula.
The rank correlation coefficient (r) can range from –1 to +1. If the resulting coefficient is no less than -0.37 and no more than +0.37 (at p = 0.05), then this indicates a weak, insignificant connection (or its absence) between a person’s ideas about the qualities of his ideal and his real qualities. This indicator may be caused by the subject’s failure to comply with instructions. But if the instructions were followed, then a small connection means a person’s unclear and undifferentiated representation of his ideal “I” and the real “I”.
The value of the correlation coefficient from +0.38 to +1 is evidence of the presence of a significant positive connection between the “I” – ideal and the “I” – real. This can be interpreted as a manifestation of adequate self-esteem or, with R from +0.39 to -0.89, a tendency towards overestimation. But, values from +0.9 to +1 often express inadequately inflated self-esteem. The value of the correlation coefficient in the range from –0.38 to -1 indicates the presence of a significant negative relationship between the “ideal self” and the “real self.” It reflects the discrepancy or discrepancy between a person’s ideas about what he needs to be and what he thinks he really is. This discrepancy is proposed to be interpreted as low self-esteem. The closer the coefficient is to – 1, the greater the degree of discrepancy.
Second research option
The second option for studying self-esteem is based on the method of selection. The material is a list of words characterizing individual personality traits. This version of the study also consists of two series.
First episode
The task of the first series: to determine the list and number of reference qualities of the desired and undesirable image - I. The subject is asked to look through the words from the list and, having chosen, make two rows. In one row you need to write down words denoting those personality qualities that relate to the subjective ideal, that is, they constitute a “positive” set, and in the other row - those qualities that are undesirable, that is, they constitute a “negative” set.
Instructions to the subject: “Look carefully at the list of proposed words that characterize a person. In the left column on a piece of paper, write down the qualities that you would like to have, and in the right - those that you would not want to have. Qualities, the meaning of which If you don’t understand it or if you can’t put it in one or another column, don’t write anywhere about whether you have this quality or not, only one thing is important: do you want to have it or not.”
Second series
The task of the second series: to determine a set of personality qualities of the subject, which, in his opinion, are inherent in him, among the selected reference qualities of the “positive” and “negative” set.
Instructions to the subject: “Look carefully at the words you wrote down in the left and right columns and mark with a cross or a tick those qualities that, in your opinion, are inherent in you.”
List of qualities that characterize personality
Accuracy, carelessness, thoughtfulness, hot temper, sensitivity, pride, rudeness, cheerfulness, caring, envy, shyness, rancor, sincerity, sophistication, capriciousness, gullibility, slowness, daydreaming, suspiciousness, vindictiveness, persistence, tenderness, ease, nervousness, indecisiveness, intemperance, charm, touchiness, caution, responsiveness, pedantry, mobility, suspicion, adherence to principles, poetry, contempt, cordiality, swagger, rationality, decisiveness, self-forgetfulness, restraint, compassion, modesty, patience, cowardice, enthusiasm, perseverance, compliance, coldness, enthusiasm.
Processing the results
Purpose of processing results– obtaining self-esteem coefficients for “positive” (SO+) and “negative” (SO-) sets. To calculate each of the coefficients, the number of qualities in a column identified by the subject as inherent to him (M) is divided by the total number of qualities in a given column (N). The formulas for calculating the coefficients are as follows
M+ M- CO+ = –– ; CO– = –– ; where H+ H-
M+ And M-– the number of qualities in the “positive” and “negative” sets, respectively, noted by the subject as inherent to him; Н+ and Н- – the number of reference qualities, i.e. the number of words in the right and left columns, respectively.
The level and adequacy of self-esteem is determined based on the obtained coefficients using a table.
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Level of self-esteem |
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inadequate, overpriced |
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adequate with a tendency to overestimate |
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adequate |
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adequate with a tendency to understate |
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inadequate, underestimated |
When determining the level of self-esteem and its adequacy, it is important to take into account not only the value of the obtained coefficient, but also the number of qualities that make up a particular set (H+ and H-). The fewer qualities, the more primitive the corresponding standard. In addition, the level of self-esteem for the “positive” and “negative” sets may not coincide for some subjects. This requires special analysis and may be caused by personality defense mechanisms.
Analysis of results
In the two proposed options for studying self-esteem, its level and adequacy are defined as the relationship between the ideal “I” and the real “I”. A person's ideas about himself, as a rule, seem convincing to him, regardless of whether they are based on objective knowledge or subjective opinion, whether they are true or false. The qualities that a person ascribes to himself are not always adequate. The process of self-assessment can occur in two ways: 1) by comparing the level of one’s aspirations with the objective results of one’s activities and 2) by comparing oneself with other people.
However, regardless of whether self-esteem is based on a person’s own judgments about himself or interpretations of the judgments of other people, individual ideals or culturally specified standards, self-esteem is always subjective, and its indicators can be adequacy and level.
The adequacy of self-esteem expresses the degree of compliance of a person’s ideas about himself with the objective foundations of these ideas. So, for example, inadequacy in assessing one’s appearance can be caused, on the one hand, by a person’s orientation towards external standards, assessments and a distorted idea of these assessments or ignorance of them, on the other hand.
The level of self-esteem expresses the degree of real and ideal or desired ideas about oneself. Adequate self-esteem with a tendency to overestimate can be equated to a positive attitude towards oneself, self-respect, self-acceptance, and a sense of one’s own worth. Low self-esteem, on the contrary, can be associated with a negative attitude towards oneself, self-rejection, and a feeling of one’s own inferiority.
Conclusions about the adequacy and level of self-esteem will be reliable if the results match the two methods or are confirmed by observation.
In the process of forming self-esteem, an important role is played by comparing the image of the real “I” with the image of the ideal “I”. Therefore, someone who achieves in reality characteristics corresponding to the ideal will have high self-esteem, even if the ideal image does not differ in volume and cognitive complexity. If a person reflects the gap between these characteristics and the reality of his achievements, his self-esteem is likely to be low.
The second factor, important for the formation of self-esteem, is associated with the internalization of the assessments and social reactions of other people, as well as with the position chosen by a person in the system of social and interpersonal relations. Adequate self-esteem contributes to the achievement of internal consistency.
Self-esteem and a person’s attitude towards himself are closely related to the level of aspirations, motivation and emotional characteristics of the individual. The interpretation of acquired experience and a person’s expectations regarding himself and other people depend on self-esteem.
Internal inconsistency and distortion of self-image can give rise to suffering in a person, feelings of guilt, shame, resentment, disgust, and anger. To harmonize the self-attitude system, there are methods of psychological correction and development, one of which is socio-psychological training.
Tasks for independent work
Describe your self-concept and its role in regulating your behavior?
Give a detailed definition of the concepts: self-awareness, self-knowledge, self-efficacy, self-presentation.
1. Burns, R. Development of self-concept and its properties. – M., 1986. – P. 30-66.
2. Granovskaya, R.M. Elements of practical psychology. – L., 1988. –S. 271-294.
3. Myers, D. Social psychology / Transl. from English – St. Petersburg: “Peter”, 1997. – Ch. 2. – pp. 64-79.
The proposed textbook was written by a team of employees of the Faculty of Psychology of Moscow State University. M. V. Lomonosov as a guide for students to master the general methods of data collection used in psychology: the observation method, the survey method, the conversation method, the measurement method, the test method and the experimental method. These methods, in accordance with their name, are widely used by all psychologists, regardless of their specialty or specialization, to solve basic professional problems: conducting research, psychodiagnostic examinations, providing psychological assistance to people. In scientific research, these methods are used to empirically substantiate the theoretical explanations proposed by scientists, in psychodiagnostic examinations - to empirically substantiate conclusions about certain psychological characteristics of individuals or groups, when providing psychological assistance - to empirically substantiate interventions carried out by a psychologist in people's lives and to evaluate the effectiveness of these interventions. For students of higher educational institutions studying in all specialties and specializations of psychology, in the discipline “General Psychological Practicum”. Recommended for publication by the Academic Council of the Faculty of Psychology of Moscow State University. M. V. Lomonosov.
The work belongs to the genre of educational literature. It was published in 2017 by Peter Publishing House. The book is part of the series "Textbook for universities. Third generation standard (Peter)." On our website you can download the book “General Psychological Workshop” in fb2, rtf, epub, pdf, txt format or read online. Here, before reading, you can also turn to reviews from readers who are already familiar with the book and find out their opinion. In our partner's online store you can buy and read the book in paper form.