What does the Pictogram technique explore and how to apply it?

Description of the test Pictogram according to the A.R. method Luria

Alexander Romanovich Luria is a follower of Lev Semenovich Vygotsky, one of the founders of Russian neuropsychology. The Pictogram test, developed by him as part of the development of this area of ​​science, allows us to identify the features of memorization through associative connections. The objectives of the study are:

• identifying the nuances of indirect memorization;
• assessment of memory productivity;
• determining the nature of mental activity;
• studying the level of development of imaginative thinking.

The technique is not used for diagnosing preschoolers and primary schoolchildren, but is only suitable for testing among subjects with at least 67 years of education.

PICTOGRAMS OF MENTALLY HEALTHY PEOPLE

The presentation in this manual of data from a study of mentally healthy people is due to two main reasons. Firstly, the clinical application of any experimental psychological technique is impossible without a preliminary analysis of normative data. It should be taken into account that the normative group itself is characterized by significant repetition; the data varies depending on factors such as the level of intellectual development and education, emotional and personal characteristics, which, without going beyond the normative range (accentuation of character), leave an imprint based on data from experimental psychological research (F.B. Berezin, M.P. Miroshnikov, R.V. Rozhanets, 1976; A.E. Lichko, 1979, 1985; K. Leonhard, 1981).

Secondly, mentally healthy subjects become the object of expert psychiatric psychological and, in recent years, complex psychological and psychiatric examination (I. A. Kudryavtsev, 1985). Increasingly, psychological research is being used in the system of professional selection and career guidance. In this case, we are talking about identifying individual psychological characteristics within the framework of the mental norm. It is impossible not to take into account the possibility of an atypical position of a mentally healthy person during experimental psychological research, which is due to situational factors (for example, a forensic investigative situation).

The main features of a normative result when using a pictogram are outlined below.

1. Healthy subjects are able to select images for the vast majority of concepts in the main and parallel sets.

2. Characterized by trust in the instructions, sufficient comprehension of them, and subordination to their requirements. The only exception is the “harmonious” use of letters, the inclusion of inscriptions in the design without an attempt at disguise. It should be noted that atypical approaches to completing a task are also possible, for example, the desire to demonstrate the ability to draw or creative, original thinking.

3. Among the images chosen by healthy people, attributive and concrete ones predominate, devoid of emotional significance. At the same time, the presence of one or two individually significant images in the research protocol is not a reliable sign of egocentrism. Moreover, the absence of individually significant images does not indicate the “isolation” of the subjects, just as the absence of geometric symbols is not a sign of concrete thinking.

4. High adequacy index, mandatory presence of at least two or three standard images.

5. High productivity of indirect memorization. The mistakes made come down to replacing the proposed concept with a synonym.

6. Normative protocols are characterized by a paucity of special phenomena - refusals and “shock” reactions are few in number, statements from subjects are rare and laconic. Non-formalizable types of pictogram images are rare and can easily be replaced with adequate ones during retesting.

7. Stereotypy is expressed through the repetition of images of human figures. There are no direct perseverations.

8. Research protocols for mentally healthy subjects are characterized by optimal ordering of the composition and low variability of graphic characteristics. The sizes of the drawings are such that the entire pictogram in the vast majority of cases fits on one side of a standard piece of paper. In addition to qualitative characteristics, quantitative ones should also be noted. The vast majority of indicators were obtained based on the analysis of study protocols of 400 mentally healthy subjects; they were processed using the variation-statistical method. This allows us to judge the permissible amplitude of fluctuations in indicators and subsequently compare data for different groups, determining the reliability of the observed differences (Table 1).

We give an example of a pictogram (Fig. 3) of a mentally healthy subject K., 22 years old (student of a medical institute, married, has children, despite the difficulties associated with raising children, copes well with her studies, works in a scientific student society, has a positive character).

Notes to the protocol. The image of the concept of “feat” reflects the individual problems of the subject: the need to combine raising children and studying. With regard to a formalized assessment of this image, certain difficulties arise when deciding on its adequacy (Orig+ or Orig-). On the one hand, this image ensures memorization of the word in the explanation, there are no violations of the logical connection. But this is also a “successful” original image, testifying to the breadth of the associative fund. For this reason, we do not use the designations “+> and “-”, but when calculating the adequacy indicator, we designate it as 0.5 points. The subject used letters twice, contrary to instructions. During retesting, she agreed to replace these drawings: for the concept of “deception” she kept the designation of the suit “spade” without a letter, for the concept of “doubt” she drew a question mark.

Summary data.

In the structure of the pictogram, according to the abstractness factor, all the main types of images are represented: GS : M : : At : K = 1:6:5:4. At the same time, there are no scene-like, photographic images. The indicators of standardization and adequacy are high: there are / standard images, the adequacy indicator is 15.5. There are two individually significant images, one of which, as indicated above, reflects a significant problem facing the subject. There is also one successful original image.

The content of the drawings is quite varied. The indicator of severity of stereotypy is 7, people are the most common motive for drawings. At the same time, images of details of the human body predominate.

“Shock” reactions are expressed moderately, noted in response to the concepts of “love,” “feat,” and “justice.”

The image is moderately schematic and expressive. The stability of the graphic characteristics and the orderliness of the pictogram composition are satisfactory. There are no changes in the organic spectrum. The reproduction rate is high - 15.

Studies of individuals with normal intelligence but a low level of education and culture differ from the data of the main normative group.

In psychometric studies, the term “poor” or “low” norm of intellectual development is used. The purpose of the study in these subjects, as a rule, is to exclude mild forms of oligophrenia. Performing the “pictogram” requires significant effort from the subjects. First of all, one can note the greater concreteness of the images with a complete absence of geometric and grammatical symbolism and a decrease in the number of metaphorical symbols and attributive images. The impoverishment of the content of the selected images is manifested in their greater stereotyping, while stereotypy, as in the protocols of the subjects of the main group, is manifested in the repetition of images of human figures. Individually significant images also contain images of a person (personalized).

The thinking of these subjects is characterized by banality and adherence to generally accepted stereotypes. Due to the concreteness of their thinking, they include a standard element in more complex images. Thus, if the standard image for the concept of “hard work” is the image of tools of heavy physical labor (shovel, pickaxe), then among subjects with a low standard of intelligence there is more often an image of a person engaged in hard work. It is advisable, if there is a standard element in the drawing, to designate it (St). Taking it into brackets shows that there is a certain, albeit insignificant, difference between the designated and standard image.

The image of whole human figures predominates. Sometimes subjects draw only the face, but explain that they should draw the entire human figure (fragmentation). The productivity of indirect memorization remains high, on average 10 points. We have to face refusals to choose an image for the most complex concepts. As a rule, there are several scene-like images. In the research protocols for subjects with a low level of intelligence, there are almost no special phenomena. The exception is “shock” reactions, which reflect predominantly intellectual difficulties. The subjects' statements during the study are few in number and are limited to spontaneous explanations and attempts to find out the experimenter's opinion on the implementation of the technique. Here is a question that appears in almost all protocols: in response to the presentation of the concept “development,” the subject asks: “Development of what?” There remains a tendency towards an orderly arrangement of drawings along the horizontal and vertical axes with their relatively large sizes. The drawings are distinguished by their primitive execution, but they are always well differentiated, which ensures sufficient memorization productivity. There are no manifestations of the organic graphic symptom complex. We give a corresponding example (Fig. 4).

The content of the pictogram drawings is limited to human figures and scenes involving people. There are images exclusively of whole human figures. Thus, there is a high degree of severity of typical stereotypy. There are no direct perseverations. The subject is capable of selecting an image for all concepts of the pictogram. There are “shock” reactions to the concepts of “love,” “deception,” and “justice.” The images are primitive, but not overly detailed. Some human figures are good

Dimensions of drawings without significant features. The stability of the graphic characteristics and the orderliness of the pictogram composition are satisfactory. There are no gross changes of the organic type; the existing discrepancy in the line is explained by the high pace at which the drawings were performed. It should be noted that the drawings are framed; the frame is “completed” as the research progresses, separating one image from another. Reproduction rate – 14.

The results of the study have certain features in individuals with a high level of intellectual development. They are characterized by a peculiar focus on originality, the desire to express the meaning of the proposed concept abstractly, by purely graphic means. Accordingly, the number of geometric and grammatical symbols in research protocols increases significantly. Sometimes the protocols for conducting research in subjects with a high level of intellectual development give the impression of being grossly inadequate, reminiscent of the protocols of patients with schizophrenia. But Aristotle also wrote: “Distant associations are the fruit of a great mind.” Upon deeper analysis, it turns out that the selected images still retain a connection with the concept in content; they provide high productivity of indirect memorization. Gifted subjects had a significantly higher number of successful original images. Finally, during retesting it is possible to easily achieve correction and find out what mechanisms underlay the atypical position of the subject during the study. It turns out that the subject did not trust the instructions, believing that the true purpose of the study was to test “mental development,” “originality of thinking.” May be! that the subject is familiar with the methods of experimental psychological research, including the pictogram. The research situation is also of great importance. If there is informal contact between the experimenter and the subject, the likelihood of an atypical research result is especially high.

Application of the methodology for testing schoolchildren

The stimulus material for the test is a set of 1520 words or phrases of concrete (hungry child) or abstract content (doubt):

• fun party;
• hard work;
• development;
• delicious dinner;
• a brave deed;
• disease;
• happiness;
• parting;
• poisonous question;
• friendship;
• dark night;
• sadness;
• justice;
• doubt;
• warm wind;
• deception;
• wealth;
• hungry child.

Moreover, the technique does not involve the use of a standardized list of words; the experimenter can create his own set or replace only a few proposed options. Thus, the test can be carried out as many times as required by working with a particular subject.

Diagnostics are organized both in group form and individually. To conduct the study, the subject will need to be given a piece of paper and a pen or pencil.

Instructions for schoolchildren 1216 years old:

1. The experimenter announces the conditions of the study: We will examine your visual memory. I will begin to name the words, and your task is to draw a picture, which will then help you remember what you heard. You cannot write down or depict individual letters.
2. Then the adult clearly and loudly names the words, first specifying the serial number of each expression. The interval between utterances should not be more than 1 minute.
3. While drawing, you can ask your child leading questions (What are you drawing? or How will this help you remember the word?).
4. 4060 minutes after the end of the test, during which the experimenter allows the students to do other things, the subjects are provided with forms with their answers.
5. After this, the adult invites the children to independently reproduce all the words they heard, looking at the pictures shown (in the group form of the test, students will need to sign their pictograms, and in the individual test, it is recommended that the child name the concepts out of order).

For older subjects, words should be read at intervals of only 30 seconds.

During the work, the experimenter must draw the students’ attention to the fact that the test results do not depend on the level of their visual abilities.

Learning ten words

Purpose of the study

This technique is one of the most frequently used. It was proposed by A.R. Luria, and is used to assess the state of patients’ immediate memory, fatigue, and alertness.

Experimental material

Does not require any special equipment. However, to a greater extent than with other methods, silence is necessary: ​​if there is any conversation in the room, it is not advisable to conduct the experiment.

Protocol form.

Research procedure

The instructions consist of several steps. In this study, very high accuracy and consistency in the pronunciation of instructions and compliance with the study conditions are required.

The instruction for the first time is pronounced as follows: “Now I will read 10 words. You need to listen carefully. When I finish reading, immediately repeat as many as you remember. You can repeat in any order, the order does not matter. It's clear?"

The experimenter reads the words slowly and clearly. When the subject repeats the words, the experimenter puts crosses under these words in his protocol. He then continues with the instruction (second stage).

Continued instructions. “Now I will read you the same words again, and you must repeat them again - both those that you have already named and those that you missed the first time - all together, in any order.”

The experimenter again puts crosses under the words that the subject repeated. Then the experiment is repeated again, 3, 4, 5 times, but without any instructions. The experimenter simply says, “One more time.” If the subject managed to reproduce all the words after 2-3 times, it is not advisable to continue the task.

If the subject tries to insert any remarks during the experiment, the experimenter stops him; no conversations are allowed during the experiment. And extra words and repeated words are noted in the protocol.

After repeating the words five times, 50-60 minutes later, the subject is asked again for these words (without a reminder).

Data processing

According to the research protocol, a “memorization curve” is drawn up. Based on the shape of the curve, conclusions can be drawn regarding the memory characteristics of patients.

In healthy subjects, both adults and school-age children, the memory curve is approximately as follows: 5, 7, 9, or 6,8,9, or 5,7,10. By the third repetition, the subject reproduces 9 or 10 words and during subsequent repetitions remains on the numbers 9 or 10.