Application of R. Amthauer's test of verbal intelligence structure in the system of speech thinking diagnostics

To study the indicators of speech thinking can be used a method, the initial version of which is a test of the structure of intelligence R. Amthauer, developed for younger students EF Zambatsyavichene and modified by LI Peresleni, LF Chuprov. The technique combines different types of verbal tasks and allows you to get an idea of the levels of development of verbal-logical thinking. It consists of four subtests with different orientations. And the subtest is the detection of awareness. The task of the subject is to end the sentence with one of the given words, making a logical choice based on inductive thinking, the available stock of knowledge and ideas. II subtest - the formation of logical action (classification), the ability to abstract. Qualitative analysis of the results of the tasks provides an opportunity to determine whether the child can be distracted from random and secondary signs, from the usual relationships between objects, about his ability to use such a mental tool as classification. III subtest - the formation of a logical action "inference by analogy". To perform the tasks of this subtest, the subject must be able to establish logical connections and relationships between subjects. 1V subtest - the formation of generalizing concepts, bringing two concepts under a common category. When performing the tasks of the first subtest (for example: "The boot always has a lace, buckle, sole, straps, buttons"), the child is asked the question: "Which of the five words fits the given part of the sentence?". If the answer is correct, the question "Why not a shoelace?" (The question is asked in order to clarify the understanding of the meaning of the word "always", which is important for other tasks). After the correct answer the decision is estimated in 1 point. If the answer is wrong, the child is asked to think and give another, correct answer (stimulating help). 0.5 points are awarded for the correct answer after the second attempt If the answer is incorrect again - 0 points. At the decision of the following tests and the subtest clarifying questions are not asked. After reading the first task of the second subtest ("Tulip, lily, bean, chamomile, violet"), the child is told that one word out of five is superfluous, it should be deleted, and asked: "Which word should be deleted?". If the answer is correct, the question "Why?". With the correct explanation - a score of 1 point, with a false - 0.5 points. If the answer is incorrect, help is provided similar to that described above. For the correct answer after the second attempt - 0.5 points are awarded. After presenting the first sample of the third subtest, the child is asked to choose one of the five words written under the dash, which would fit the word "Carnation" as well as the word "vegetable" to the word "cucumber". For the correct answer - 1 point, for the answer after the second attempt - 0.5 points, if the task is not completed - 0 points.可用于研究言语思维指标的测验方法，其初始版本为R·阿姆特瑙尔（R. Amthauer）编制的智力结构测验，由EF·赞巴齐亚维涅（EF Zambatsyavichene）针对低年级学生开发，后经LI·佩列斯列尼（LI Peresleni）与LF·丘普罗夫（LF Chuprov）修订。该测验整合了多种言语类任务，可用于评估言语逻辑思维的发展层级，共包含四个不同导向的分测验。其中第一分测验聚焦认知觉察能力检测。 被试需从给定词语中选择其一补全句子，需基于归纳思维、既有知识储备与认知观念做出符合逻辑的选择。 第二分测验考察逻辑运算能力（分类）与抽象思维能力。通过对任务结果的质性分析，可判断儿童能否摆脱随机与次要特征、物体间常规关联的干扰，以及其运用分类这一心理工具的能力。 第三分测验为类比推理类逻辑运算任务，完成该分测验的任务要求被试能够建立事物间的逻辑关联与对应关系。 第四分测验聚焦概括性概念形成任务，即引导被试将两个概念归入同一上位范畴。 以第一分测验的任务为例（如："靴子始终拥有鞋带、搭扣、鞋底、绑带、纽扣"），主试会向儿童提问："五个词语中哪一个适合填入句子的空缺部分？" 若回答正确，主试会进一步追问："为什么鞋带不合适？"（该问题用于明确儿童对"始终"一词含义的理解，这对后续任务至关重要）。回答正确则计1分。若回答错误，则引导儿童思考并给出第二个答案（启发式辅助），第二次尝试答对则计0.5分；若再次答错，则计0分。后续分测验的作答过程中不再设置此类澄清提问。 完成第二分测验的首道任务（如"郁金香、百合、豆子、雏菊、紫罗兰"）时，主试会告知儿童五个词语中有一个多余，需要删除，并提问："应当删除哪个词语？" 若回答正确，则进一步追问"为什么？"。解释正确则计1分，解释错误则计0.5分。若初始回答错误，则采用与第一分测验相同的辅助方式进行引导；第二次尝试答对则计0.5分。 呈现第三分测验的首道样题后，主试会要求儿童从横线下的五个词语中选择一个，使得该词语与"康乃馨"的对应关系，等同于"蔬菜"与"黄瓜"的对应关系。首次答对计1分，第二次尝试答对计0.5分，未完成任务则计0分。