Amthauer test. R. Amthauer test, Test of structure of intelligence (TSI) Test of structure of intelligence cr 3 85

28.05.2024

The test of the structure of intelligence was developed by the West German psychologist R. Amthauer (last edition carried out in 1973) to differentiate candidates for various types of training and activities in the practice of professional selection. This test (Amthauer Intelligens Structur Test, IST) is designed to measure the level of intellectual development of persons aged 13 to 61 years.

The test is composed of nine groups of tasks (subtests) aimed at studying the following components of verbal and nonverbal intelligence: vocabulary, ability to abstract, ability to generalize, mathematical abilities, combinatorial thinking, spatial imagination, ability to short-term memorize visual-figurative information.

In all groups of tasks, with the exception of subtests IV–VI, closed-type tasks are used.
I. Awareness (A) - research, sense of language, stock of simple knowledge, .
To successfully complete this subtest, a person must have the appropriate knowledge base. The updating of knowledge that occurs when solving certain problems is not just a reproductive act of memory (since it is necessary to update exactly the knowledge that is needed to solve a specific problem), but an act of correlating the conditions of the task and the information that can be used to solve it. solutions. The test subject's task is to complete the sentence with one of the given words. Number of tasks - 20. Completion time - 6 minutes.

II. Elimination of the superfluous (EL) - study of the ability to abstract, operate with verbal concepts, analytical and synthetic activity, the ability to compare objects and phenomena with each other. Solving the problems of this subtest begins with the process of comparing the proposed words denoting various objects. Comparison is considered not as a one-time act of establishing differences or similarities, but as one that includes operations of analysis, synthesis, abstraction and generalization. To successfully carry out analytical-synthetic activity, the subject must be able to identify a significant abstract feature by which words belong to a certain category. Through analysis, common and different features are identified, and then, as a result of the isolation of common features, a generalization of the compared objects is made. In each task, the subject is offered five words, four of which are united by a semantic connection, and one is superfluous. This word should be highlighted in the answer. The number of tasks is 20, their completion time is 6 minutes.

III. Search for analogies (SA) - study of the ability to endure, the ability to generalize, analysis of combinatorial abilities. R. Amthauer believes that this subtest should act as the main one in the process of professional counseling, since it determines the level of development of verbal and logical thinking. Based on the data of this subtest, one can judge the potential capabilities of the subject.

In each task, the subject is offered three words; there is a certain connection between the first and second. After the third word there is a dash. From the five answer options attached to the task, you must choose a word that would be connected with the third in the same way as the first two. Number of tasks - 20, execution time - 7 minutes.

IV. Definition of general (GO) - assessment of the ability to abstract. Based on its results, one can judge the level of formation of a system of scientific concepts in the subject. The results of this subtest are greatly influenced by the cultural level of the test taker’s microenvironment and the characteristics of schooling.

The test taker must designate two words with a common concept or phrase. Number of tasks - 16, execution time - 8 minutes. The score varies from 0 to 2 points depending on the level of generalization.

V. Arithmetic (AR) - assessment of the level of development of thinking: the ability to mathematical analysis and synthesis, logical inference, mathematical generalization.

The subtest consists of 20 arithmetic problems. Solution time - 10 min.

VI. Determination of patterns (OP) - analysis of inductive thinking, analytical-synthetic abilities, ability to operate with numbers. In 20 tasks you need to establish a pattern in the number series and continue it. Execution time - 10 min.

VII. Geometric addition (GA) - study of the ability to operate with two-dimensional images, spatial, combinatorial abilities.

The subject is presented with cards showing geometric figures divided into parts. When choosing an answer, you should find a card with a figure that corresponds to the one divided into parts. Number of tasks - 20. Completion time - 7 minutes.

VIII. Cubes (Spatial Imagination, SP) - indicators that are similar in nature to those measured by the VIIth subtest are examined. The difference is that in this case the subject works with three-dimensional images, and therefore, the implementation of this subtest places higher demands on the development of spatial thinking. Indirectly, this subtest determines the level of development of visual-effective thinking.

In each of the 20 tasks, a cube is presented in a certain position, changed in relation to a series of cubes indicated by letters. It is necessary to identify this cube with one of the letters indicated. Solution time - 9 minutes.

IX. (Z). It consists of tasks aimed at diagnosing the level of development of verbal short-term memory, the ability to focus attention and retain what has been learned in memory. The subject must remember a number of words and find them among others proposed in the task. Words to remember are combined in the table into certain categories. In total, you are asked to memorize 25 words (memorization time for the table is 3 minutes). In addition, subjects are warned that in a series of five words where they need to find what they have memorized, this word should occupy the same ordinal place as in the table. Completion time for 20 tasks - 6 minutes.

In total, the subject is offered 176 tasks. The total examination time (without preparatory procedures and instructions to the subjects) is 90 minutes. When calculating “raw” grades (except for the IV subtest), each correct solution is scored 1 point. Primary scores for each subtest are converted into scale scores.

The test has fairly high reliability indicators.

The use of the Amthauer test of the structure of intelligence, or rather, knowledge of the degree of development of certain skills, allows you to optimize the process of psychological correction of intellectual skills, the processes of career guidance and selection, the interaction of the manager with the performer in the process of work.

Section 1. Tasks 1–20.
Each of the tasks is an unfinished sentence that is missing one word. You need to choose from the list of words below the one that you think is most suitable to complete the sentence so that it acquires the correct meaning. If you find such a word, you need to put on the answer sheet next to the task number the letter behind which the found word stands among other answer options.

1. ...does not apply to weather conditions
a) blizzard, b) storm, c) earthquake, d) hail, e) fog.
2. The opposite of lean would be...
a) cheap, b) greedy, c) wasteful, d) worthy,
d) rich.
3. The opposite of “never” is the word...
a) often, b) repeatedly; c) by chance, d) sometimes, d) always.
4. The shoe always has...
a) leather, b) hooks, c) laces, d) buckle, e) sole.
5. The opposite of loyalty is...
a) love, b) hatred, c) friendship, d) betrayal, e) enmity.
6. A person’s influence on others should depend on...
a) power, b) ability to persuade, c) position, d) reputation,
d) mind.
7. During the competition it is necessary...
a) judge, b) opponent, c) spectator, d) applause, e) victory.
8. A person who is skeptical about progress is...
a) democrat, b) radical, c) liberal, d) conservative,
d) an anarchist.
9. Uncle... can be older than his nephew
a) rarely, b) often, c) always, d) never, e) sometimes.
10. The horse always has...
a) stable, b) horseshoe, c) harness, d) hooves, e) mane.
11. Does not prevent accidents...
a) brake light, b) safety glasses, c) first aid kit, d) warning signal, e) barrier.
12. Of the cities listed, the southernmost is…
a) Orel, b) Irkutsk, c) Yalta, d) Tallinn, e) Chisinau.
13. Fathers are more experienced than sons...
a) always, b) usually, c) significantly, d) occasionally, k) unconditionally.
14. The height of a 10-year-old child is approximately...
a) 160 cm, b) 140 cm, c) 110 cm, d) 105 cm, e) 115 cm.
15. It has the highest calorie content with the same amount...
a) fish, b) meat, c) fat, d) cheese, e) vegetables.
16. Knowing the percentage of non-winning lottery tickets to winning ones, you can calculate...
a) number of winnings, b) state income, c) opportunity
winnings, d) number of participants, e) size of winnings.
17. A $100 bill is long
a) 17.5 cm, b) 20.5 cm, c) 19.5 cm, d) 11.5 cm, e) 7 cm.
18. A statement that has not been fully verified is called...
a) paradoxical, b) premature, c) ambiguous,
d) erroneous, e) hypothetical;
19. The distance between Kiev and Vladivostok is approximately... km.
a) 3000, b) 14000, c) 8000, d) 1200, e) 16000.
20. Consciously appropriating someone else’s thoughts and passing them off as one’s own is...
a) dummy, b) plagiarism, c) parody, d) compromise, e) compilation.

Section 2. Tasks 21–40.
In this section, you are offered rows containing 5 words each; out of all five words, four can be combined into one group according to the general meaning suitable for all these four words. The fifth word, which is superfluous in meaning, should be your answer to a task that could otherwise be called that. “Find an extra word that does not fit in meaning with the other four of the five named.” This extra word is indicated by the corresponding letter, which must be written next to the task number.

21. a) plan; b) there is; c) sew; d) saw; d) forge.
22. a) area; b) size; c) volume; d) duration;
d) width.
23. a) direction; b) east; c) riding; d) pole; d) south.
24. a) violin; b) trombone; c) clarinet; d) flute; d) saxophone.
25. a) run; b) stand; c) row; d) sledding; d) ride a horse.
26. a) drawing; b) picture; c) graphics; d) sculpture; d) painting.
27. a) circle; b) arrow; c) ellipse; d) arc; d) curve.
28. a) bus; b) tram; c) motorcycle; d) bicycle; d) train.
29. a) divorce; b) separation; c) passport; d) border; d) disunity.
30. a) oval; b) long; c) spicy; d) round; d) ribbed.
31. a) tie; b) connect; c) release; d) make a knot;
d) glue.
32. a) wavy; b) rough; c) smooth; d) uneven;
d) straight.
33. a) bridge; b) border; c) marriage; d) friendship; d) society.
34. a) plan; b) drill; c) grind; d) polish; d) iron.
35. a) stone; b) steel; c) silk; d) rubber; d) plastic.
36. a) compass; b) watch; c) arrow; d) polar star; d) course.
37. a) filter; b) tulle; c) lampshade; d) grate; d) network.
38. a) lightning; b) barrier; c) water tap; d) screwdriver;
d) corkscrew.
39. a) flickering; b) mirror; c) matte; d) rough;
d) shiny.
40. a) training; b) planning; c) teaching; d) decision;
d) recruitment.

Section 3. Tasks 41–60.
Section 3 contains tasks in which one word is missing in the second pair of words. The first pair of words is complete, consisting of two words interconnected in meaning; you need to understand the meaning of this relationship in order to, in accordance with it, select the missing word in the second pair from the five words given below.

41. Find: lose = remember: ...
a) save; b) refuse; c) forget; d) think; d) dream.
42. Doctor: surgeon = metallurgist: ...
a) open-hearth; b) cast iron; into the fire; d) steelmaker; d) melting.
43. Meeting: decision = reason: ...
a) negotiate; b) make a decision; c) discuss;
d) weigh; d) think about it.
44. Tram: rails = bus:…
a) wheels; b) body; c) tires; d) highway; d) speed.
45. Athlete: spikes = scientist:...
a) institute; b) research; c) work; d) study; d) microscope.
46. Wood: planing = iron:…
a) mint; b) bend; c) pour; d) grind; d) forge.
47. Silver: gold = ring: ...
a) watch; b) ruby; c) precious stone; d) bracelet; d) platinum.
48. Blood: vein = water: ...
a) gateway; b) pipe; c) tap; d) rain; d) river.
49. Stairs: gangway = house: ...
a) elevator; b) yard; c) spiral staircase; d) tent; d) room.
50. Mountains: pass = river:…
a) ferry; b) bridge; c) ford; d) transportation; d) boat.
51. Flower: vase = bird...
a) nest; b) air; c) bush; d) tree; d) cell.
52. Food: spices = lecture:…
a) insult; b) speech; c) humor; d) appeal; d) plan.
53. Tongue: sour = nose: ...
a) smell; b) breathe; c) try; d) burnt; d) salty.
54. Coat: skirt = wool:…
a) fabric; b) sheep; c) silk; d) sweater; d) textiles.
55. Blindness: color = deafness:…
a) hearing; b) listening; c) tone; d) word; d) ear.
56. Need: invention = heat: ...
a) thirst; b) equator; c) ice; d) sun; d) cold.
57. Top of the mountain: air pressure = pitch: ...
a) tuning fork; b) soprano; c) children's choir; d) string length;
d) timbre.
58. Dachshund: greyhound = smoldering: ...
a) fireman; b) lantern; c) fire; d) match; d) forest fire.
59. Nerve: wires = pupil: ...
a) radiation; b) eye; c) vision; d) light; d) diaphragm.
60. Anger: affect = sad: ...
a) joy; b) anger; c) mood; d) rabies; d) pity.

Section 4. Tasks 61–76.
The tasks in this section contain only two words, which
united by a common meaning. One should try to convey this general meaning in one, or at most two, words. This one word will be the answer to the task; it must be written down next to the task number.

61. Rose - tulip...?
62. Eye - ear...?
63. Sugar is a diamond...?
64. Rain-snow...?
65. Postman - telephone...?
66. Camera - glasses...?
67. Stomach - intestines...?
68. Much - little...?
69. Egg - seed...?
70. Flag - cross...?
71. Violet is an elephant...?
72. Gas storage - briefcase...?
73. Beginning - end...?
74. Greed - generosity...?
75. Supply - demand...?
76. Ahead - below...?

Section 5. Tasks 77–96.
This section contains simple problems that are essentially practical rather than arithmetic. Therefore, when solving them, you need to be careful about the practical meaning of your answers. This will allow you to check the correctness of your decision not only by the content of the calculations, but also by the necessity of these and not other calculations.

77. The boy had 50 coins, of which he spent 15. How many coins did he have left?
78. How many kilometers will a freight train travel in 7 hours if its speed is 40 km/h?
79. 15 boxes of vegetables weigh 250 kg, and each empty box weighs 3 kg. What is the net weight of vegetables?
80. A trench can be dug by 7 people in 78 days. How many hours will it take 21 people to dig the same trench?
81. Three pencils cost 5 coins. How many pencils can you buy with 50 coins?
82. A man runs 1.75 m in a quarter of a second. How far will this person run in 10 seconds?
83. The gate is located 15 m south of the house, and the tree stands 15 m south of the gate. How many meters from the tree to the house?
84. A piece of cloth 4.5 m long costs 90 coins. How much does 2.5 m of the same material cost?
85. 7 workers complete a task in 6 days. How many workers are needed to complete the same task in half a day?
86. A wire 48 cm long when heated increases to
52 cm. What will be the length of a 72 cm wire when it is heated?
87. A workshop produces 304 fountain pens in 8 hours. How many fountain pens will be produced in half an hour?
88. The alloy is composed of two parts silver and three parts lead. How many grams of silver are required to produce 15 g of the alloy?
89. For an hour, worker A earns 3 rubles, and worker B earns 5 rubles.
bley. Together they earned 120 rubles? How many rubles did B earn?
90. During the same time, the first weaving workshop produces 60 m of fabric, and the second - 40 m. How much fabric will the first workshop produce by the time the second has already produced 60 m of fabric?
91. Mom went to the store. She spent a tenth of the money in a grocery store, and 4 times more in perfumery. She has 60 kopecks left. How much money did she have at the beginning?
92. 43 items are packed in two boxes. The first box included
9 items more than in the second. How many items are in the smaller box?
93. A strip of cloth 60 cm long was cut into two parts so that
one of them is two thirds of the other. What is the length of that piece
matter, which is smaller?
94. The enterprise exported three-quarters of its products, and sells four-fifths of the rest in its own country. What percentage of products remain in the company's warehouse?
95. Wine that fills 7/8 of the container costs 84 coins. How many coins are 1/2 the volume of the same container worth?
96. In one family, each daughter has an equal number of brothers and sisters, and each son has twice as many sisters as brothers. How many
in a family of sons?

Section 6. Tasks 97–116.
In this section, each task is represented by a series of numbers located in a certain relationship with each other. It is necessary to continue the number series based on the peculiarity of this connection of numbers that you discovered.

97. 6, 9, 12, 15, 18, 21, 24
98. 15, 16, 18, 19, 21, 22, 24
99. 19, 18, 22, 21, 25, 24, 28
100. 16, 12, 17, 13, 18, 14, 19
101. 2, 4, 8, 10, 20, 22, 44
102. 15, 13, 16, 12, 17, 11, 18
103. 25, 22, 11, 33, 30, 15, 45
104. 49, 51, 54, 27, 9, 11, 14
105. 2, 3, 1, 3, 4, 2, 4
106. 19, 17, 20, 16, 21, 15, 22
107. 94, 92, 46, 44, 22, 20, 10
108. 5, 8, 9, 8, 11, 12, 11
109. 12, 15, 19, 23, 28, 33, 39
110 7, 5, 10, 7, 21, 17, 68
111. 11, 15, 18, 9, 13, 16, 8
112. 3, 8, 15, 24, 35, 48, 63
113 4, 5, 7, 4, 8, 13, 7
114. 8, 5, 15, 18, 6, 3, 9
115 15, 6, 18, 10, 30, 23, 69
116 5, 35, 28, 4, 11, 77, 70

Section 7. Tasks 117–136.
In each task you are presented with one figure, divided into several parts. These parts are given in no particular order. Mentally connect the parts, and find the figure that you get in the row of figures a), b), c), d), e).

Section 8. Tasks 137–156.
The first row of figures consists of five different cubes, designated by letters (“a”, “b”, “c”, “d”, “e”). The cubes are arranged so that out of the six faces you see three of each cube. In each of the subsequent rows you are presented with one of these five cubes, rotated in a new way. Your task is to determine which of these five cubes corresponds to the cube given in the next task. Naturally, new icons may appear in inverted cubes.

Section 9. Tasks 157–177.
You are given three minutes to memorize the words below. Learn the words until you are told to finish.
Memorization table
Spruce, fern, St. John's wort, bird cherry, honeysuckle
Milling cutter, drill, hammer, vice, screw cutter
Drawing, engraving, icon, drama, epic
Heron, canary, nightingale, hoopoe, swallow
Beaver, zebra, donkey, hamster, jackal

Questions regarding the words received are on separate forms. You need to find words that occupy the same ordinal position as in the form you memorized.

Exercise
157. a) St. John's wort; b) hammer; c) heron; d) bird cherry; d) spruce.
158. a) icon; b) honeysuckle; c) parrot; d) plane; d) jackal.
159. a) hammer; b) canary; c) fern; d) watercolor; d) zebra.
160. a) scissors; b) donkey; c) bird cherry; d) hoopoe; d) drawing.
161. a) swallow; b) honeysuckle; c) already; d) drama; d) scissors.
162. a) spruce; b) hamster; c) feuilleton; d) scissors; d) parrot.
163. a) cutter; b) watercolor; c) pheasant; d) tulip; d) beaver.
164. a) drawing; b) screw cutter; c) beaver; d) swallow; d) fern.
165. a) screw cutter; b) nightingale; c) cloves; d) hamster; d) feuilleton.
166. a) watercolor; b) tulip; c) hammer; d) pike; d) thrush.
167. a) bird cherry; b) hamster; c) icon; d) pheasant; d) drill.
168. a) hamster; b) engraving; c) vice; d) canary; d) St. John's wort.
170. a) hammer; b) epic; c) donkey; d) honeysuckle; d) heron.
171. a) drill; b) beaver; c) drawing; d) tulip; d) swallow.
172. a) donkey; b) illustration; c) nightingale; d) vice; d) jasmine.
173. a) canary; b) fern; c) scissors; d) iris; d) hamster.
174. a) heron; b) feuilleton; c) cloves; d) cutter; d) pike.
175. a) beaver; b) bird cherry; c) swallow; d) drill; d) engraving.
176. a) pike; b) hammer; c) St. John's wort; d) spruce; d) icon.
177. a) fern; b) hamster; c) engraving; d) heron; d) screw cutter.

Processing test results

For matching answers with the key, the respondent is awarded one point. For Subtest 4, scores are calculated as follows:

Matching the key – 2 points.
Similar, but incomplete meaning of the word - 1 point.
A discrepancy with the key and a concept generally far from the meaning of the word – 0 points.

Interpretation of test results

Description of subtests

Subtest 1: “DP” (sentence addition): emergence of reasoning, common sense, emphasis on the concrete and practical, sense of reality, established independence of thinking.
Subtest 2: “IS” (word exclusion): sense of language, inductive speech thinking, accurate expression of verbal meanings, ability to feel, increased reactivity is manifested, which in adults relates to the verbal plane.
Subtest 3: “An” (analogies): ability to combine, mobility and inconstancy of thinking, understanding of relationships, thoroughness of thinking, satisfaction with approximate solutions.
Subtest 4: “About” (generalization): the ability to abstract, the formation of concepts, mental education, the ability to competently express and formalize the content of one’s thoughts.
Subtest 5: “AZ” (arithmetic problems): practical thinking, ability to quickly solve formalized problems.
Subtest 6: “ChR” (number series): theoretical, inductive thinking, computational abilities, desire for orderliness, proportionality of relationships, a certain tempo and rhythm.
Subtest 7: “PV” (spatial): ability to solve geometric problems, richness of spatial concepts, constructive practical abilities, visual and effective thinking.
Subtest 8: “PO” (spatial generalization): the ability not only to operate with spatial images, but also to generalize their relationships. Developed analytical and synthetic thinking, constructive theoretical and practical abilities.
Subtest 9: “Pm” (memory, abilities): high ability to memorize, preserve under conditions of interference and logically, meaningfully reproduce. Good concentration.

When interpreting test results, individual subtests are combined into several complexes:

1. A set of verbal subtests (subtests 1-4), which assumes a general ability to operate with words as signals and symbols.

With high results in this complex, verbal intelligence predominates, there is a general orientation towards social sciences and the study of foreign languages. Practical thinking is verbal.

2. A set of mathematical subtests (5, 6), which assumes abilities in the field of practical mathematics and programming.

Equally high results on both subtests indicate “mathematical giftedness.” If this is complemented by high performance in the third complex, then perhaps the correct choice of profession should be related to the natural sciences and related practical activities.

3. A set of constructive subtests (7, 8), which presupposes developed constructive abilities of a theoretical and practical nature.

Equally high results on the subtests of this complex are a good basis not only for natural technology, but also for general science. If education is not continued, then the desire for modeling at the level of concrete and visual thinking, for a pronounced practical orientation of the intellect, for the development of manual skills and manual abilities will prevail.

4. Complexes of theoretical (2, 4) and practical plans of abilities (1, 3). Performance on these tests should be compared in pairs in order to make a more definitive conclusion about possible preparation and success in learning.

Experience with TSI shows that despite the rather large volume of this technique and the duration of both the work of the subjects (about 90 minutes) and the work of the psychologist (about 30 minutes, with a consultation for each subject), in general the results are very reliable, confirmable and essential for the overall assessment of personality.

Study of the structure of personality intelligence.

Test Description

The intelligence test and at the same time the Amthauer career guidance test can be used for ages 12 years and older, but mainly up to 30-40 years old, since it is performed in limited time intervals. Definite superiority in results TSI may have in the same age group persons with higher education, better culture of thinking and greater speed of thought processes.

Test Procedure

Before starting each subtest, test takers must first have a good understanding of the content of the examples.

A fixed time is allocated for each subtest:

Subtest	Time, min	Subtest	Time, min
1	6	5	10
2	6	6	7
3	7	7	9
4	8	8	10
		9	3 (memorization) 6 (play)

Test instructions

In each subtest of the methodology, 16-20 tasks are given, during which it is important to thoroughly understand the meaning of the presented sample solutions and move on to the next tasks in time: perhaps they will be easier for you and you will generally gain a large amount of points.

It is very useful to recheck yourself if the time for working on a subtest has not yet expired. It is not at all necessary to strive to solve absolutely all tasks. You should not make any notes in the text of the methodology; all answers are written on special sheets (forms), where the last name, as well as the date and time of the start of work, are indicated.

If the instructions are clear, wait for the signal to start work.

Test material

Description of tasks in section 1 and sample solutions

Each of the tasks is an unfinished sentence that is missing one word. You need to choose from the list of words below the one that you think is most suitable to complete the sentence so that it acquires the correct meaning. If you find such a word, you need to put on the answer sheet next to the task number the letter behind which the found word stands among other answer options.

Sample 1.

Rabbit most similar to...
a) cat; b) squirrel; c) hare; d) fox; d) hedgehog.

If you find the correct answer, then the following is written on the answer sheet: 1c, meaning that " The rabbit is most similar to the hare».

Sample 2.

The opposite hope is…
a) sadness; b) anger; c) tenderness; d) despondency; d) despair.

The answer sheet states: 2d, meaning that " The opposite of hopeis despair" Naturally, there is no need to write down the resulting sentence on the answer sheet: you have very limited time. It’s better to check your answers again, and if you suddenly find another solution, then cross out the previous letter and put another one next to it.

Section 1. Tasks 1-20

The tree always has...
a) leaves; b) fruits; c) kidneys; d) roots; d) shadow.
Comment is...
a) law; 6) lecture; c) explanation; d) consequence; d) hint.
The opposite of betrayal is...
and love; b) parasitism; c) cunning; d) cowardice; d) devotion.
Women... are taller than men.
a) always; b) usually; c) often; d) never; d) sometimes.
Lunch cannot take place without...
a) table; b) service; c) food; d) water; d) hunger.
The opposite activity of rest is...
a) labor; b) care; c) fatigue; d) walk; d) training.
To trade you must have...
a) store; b) money; c) counter; d) goods; d) scales.
When a dispute ends in mutual concession, it is called...
a) the convention; b) a compromise; c) interchange; d) conspiracy; d) reconciliation.
A person who is bad at innovation is called...
a) an anarchist; b) liberal; c) democrat; d) radical; d) conservative.
Sons... surpass fathers in life experience...
a) never; b) often; c) rarely; d) usually; d) always.
At the same weight, the most protein contains...
a) meat; b) eggs; c) fat; d) fish; d) bread.
The ratio of winnings and losses in the lottery makes it possible to determine...
a) number of participants; b) profit; c) the price of one ticket; d) number of tickets; d) probability of winning.
Aunt... may be older than her niece.
a) always; b) rarely; c) almost always; d) never; d) necessarily.
The statement that all people are honest...
a) false; b) cunningly; c) absurd; d) true; d) not proven.
The height of a six year old child is approximately... see.
a) 160; b) 60; c) 140; d) 110; e) 50.
Length of the match... cm.
a) 4; b) 3; c) 2.5; d) 6; d) 5.
A statement that is not fully proven is called...
a) ambiguous; b) paradoxical; c) hypothetical; d) confused; d) obvious.
To the north of all these cities is located…
a) Novosibirsk; b) Murmansk; c) Krasnoyarsk; d) Irkutsk; d) Khabarovsk.
An offer does not exist without...
a) verb; b) subject; c) appeals; d) points; e) words;
The distance between Moscow and Novosibirsk is approximately...km.
a) 3000; b) 1000; c) 7000; d) 4800; e) 2100.

Description of tasks in section 2 and sample solutions

In this section, you are offered rows containing 5 words, of all five words, four can be combined into one group according to a common meaning suitable for all these four words. The fifth word, which is superfluous in meaning, should be your answer to the task, which can otherwise be called this: “Find the superfluous word that does not fit in meaning to the other four of the five named.” This extra word is indicated by the corresponding letter, which must be written next to the task number.

Sample 1.

1. a) table; b) chair; c) dove; d) sofa; d) closet.

Answer 1c, because " pigeon"does not refer to pieces of furniture, but that is the meaning of combining the words. The word “dove” is superfluous in meaning among the named words.

Sample 2.

2. a) go; b) rush; c) crawl; d) run; d) lie down.

Answer 2d, because " lie» does not refer to the designation of modes of transportation. The word “lie” is superfluous in meaning among the named words.

Section 2. Tasks 21-40

a) Write; b) chop; c) sew; d) read; d) bed.
a) Narrow; b) angular; c) short; d) tall; d) wide.
a) Bicycle; b) motorcycle; c) train; d) tram; d) bus.
a) West; b) course; c) direction; d) travel; d) north.
a) See; b) talk; c) touch; d) sniff; d) hear.
a) Lie down; b) rise up; c) sit down; d) lean against; d) stand up.
a) Circle; b) ellipse; c) arrow; d) arc; d) curve.
a) Kind; b) true; c) responsive; d) cowardly; d) honest.
a) Divide; b) release; c) bind; d) cut; d) distinguish.
a) Border; b) bridge; c) society; d) distance; d) marriage.
a) Curtain; b) shield; c) seine; d) filter; d) wall.
a) Sailor; b) carpenter; c) driver; d) cyclist e) hairdresser.
a) Clarinet; b) double bass; c) guitar; d) violin; d) harp.
a) Reflection; b) echo; c) activity; d) echo; d) imitation.
a) Study; b) planning; c) training; d) report; d) advertising.
a) Envy; b) stinginess; c) gluttony; d) stinginess; d) greed.
a) Reason; b) conclusion; c) decision; d) beginning; d) agreement.
a) Thin; b) thin; c) narrow; d) portly; d) short.
a) Neck; b) cork; c) leg; d) back; d) pen.
a) Foggy; b) frosty; c) windy; d) gloomy; d) rainy.

Description of tasks in section 3 and sample solutions

Section 3 contains tasks in which one word is missing in the second pair of words. The first pair of words is complete, consisting of two words interconnected in meaning; you need to understand the meaning of this relationship in order to, in accordance with it, select the missing word in the second pair from the five words given below.

Sample 1.

1. Forest: tree; meadow: ?
a) bush; b) pasture; c) grass; d) hay; d) path.

Answer 1c, since the mutual relation forests And trees has the same meaning as mutual relation meadows And herbs.

Sample 2.

2. Dark: light; wet: ?
a) rainy; b) raw; c) cloudy; d) wet; d) dry.

Answer 2d, since the mutual relation dark And light has the same contradictory meaning as mutual relationship wet And dry.

Section 3. Tasks 41-60

School: director; circle: ?
a) chairman; b) member; c) leader; d) manager; d) visitor.
Clock: time; thermometer: ?
a) device; b) measurement; c) mercury; d) warmth; d) temperature.
Search: find; reflect: ?
a) remember; b) come to a conclusion; c) investigate; d) sing; d) remember.
Circle: ball; square: ?
a) prism; b) rectangle; c) body; d) geometry; d) cube
Action: success; treatment: ?
a) goods; b) labor; c) finishing; d) achievement; d) price.
Animal: goat; food: ?
a) product; b) food; at lunch; d) bread; d) kitchen.
Hunger: thinness; labor: ?
a) effort; b) fatigue; c) enthusiasm; d) fee; d) rest.
Moon: Earth; Earth: ?
a) Mars; b) star; c) Sun; d) planet; d) air.
Scissors: cut; ornament: ?
a) embroider; b) decorate; c) create; d) draw; d) saw out.
Car: motor; yacht: ?
a) board; b) keel; c) feed; d) sail; d) mast.
Novel: prologue; opera: ?
a) poster; b) program; c) libretto; d) overture; d) aria.
Spruce: oak; table: ?
a) furniture; b) closet; c) tablecloth; d) wardrobe; d) headset.
Tongue: bitter; eye: ?
a) vision; b) red; c) glasses; d) light; l) vigilant.
Food: salt; lecture: ?
a) boredom; b) outline; c) humor; d) conversation; d) language.
Year: spring; life: ?
a) joy; b) old age; c) birth; d) youth; d) study.
Solution: pain; over speed: ?
a) distance; b) protocol; c) arrest; d) accident; d) air resistance.
Science: mathematics; edition: ?
a) printing house; b) story; c) magazine; d) newspaper “Vesti”; d) editors.
Mountains: pass; river: ?
a) boat; b) bridge; c) ford; d) ferry; d) shore.
Skin: touch; eye: ?
a) lighting; b) vision; c) observation; d) look; d) embarrassment.
Sadness: mood; anger: ?
a) sadness; b) rage; c) fear; d) affect; d) forgiveness.

Description of tasks in section 4 and sample solutions

The tasks in this section contain only two words, which are united by a common meaning. You should try to convey this general meaning in one, or at most two, words. This one word will be the answer to the task; it must be written down next to the task number.

Sample 1.

Wheat, oats – ?

Answer: cereals, since this word accurately conveys the general meaning of both words, uniting them with this common meaning.

Sample 2.

Bread butter - ?

Answer: food, since this word correctly expresses the general meaning of both named words.

Section 4. Tasks 61-76

Apple, strawberry – ?
Cigarette, coffee – ?
Clock, thermometer – ?
Nose, eyes - ?
Echo, mirror – ?
Picture, fable – ?
Loud quiet - ?
Seed, egg – ?
Coat of arms, flag – ?
Whale, pike – ?
Hunger, thirst - ?
Ant, aspen - ?
Knife, wire – ?
Above, below - ?
Blessing, curse -?
Praise, punishment - ?

Description of tasks in section 5 and sample solutions

This section contains simple problems that are essentially practical rather than arithmetic. Therefore, when solving them, you need to be careful about the practical meaning of your answers. This will allow you to check the correctness of your decision not only by the content of the calculations, but also by the necessity of these and not other calculations.

Sample 1.

The book costs 25 coins. How much do 3 books cost?

Answer: 75 (coins) since you really need to multiply here: 25 x 3.

Sample 2.

A boat floats down a river at a speed of 10 km/h, and the speed of this current is 4 km/h. What is the speed of the boat relative to the shore?

Answer: 14 km/h, since in this problem it is necessary to add the speed of the boat and the water current: 10 + 4 .

Section 5. Tasks 77-96

The boy had 100 coins, of which he spent 15. How many coins did he have left?
How many kilometers will a car travel in 9 hours if its speed is 70 km/h?
Fruit in 15 boxes weighs 280 kg, and each empty box weighs 3 kg. What is the net weight of the fruit?
A trench can be dug by 6 people in 72 hours. How many hours will it take 18 people to dig the same trench?
A pack of three ballpoint pens costs 5 coins. How many ballpoint pens can you buy with 60 coins?
A person runs 1.5 meters in a quarter of a second. How far will this person run in 10 seconds?
The tree is located 20 m north of the house, and the house is located 15 m north of the pond. What is the distance from the tree to the pond?
A piece of cloth 3.5 m long costs 70 coins. How much does 2.5 m of the same material cost?
Four workers will complete the task in 90 days. How many workers are needed to complete the same task in half a day?
A 48 cm long wire expands to 56 cm when heated. What will be the length of a 72 cm wire when heated?
In the workshop, 280 chairs are made in 8 hours. How many chairs will be made in this workshop in an hour and a half?
The alloy is composed of two parts silver and three parts tin. How many grams of tin are required to obtain 15 g of alloy?
One person earns 3 hundred coins a day, and another - 5 hundred. Together they earn 120 hundred coins in half a month. How many hundred coins does the first of these two people earn in 15 days?
During the same time, the first weaving workshop produces 60 m of fabric, and the second - 40 m. How much fabric will the second workshop produce by the time the first has already produced 90 m of fabric?
A man paid an eighth of his money for postage stamps and three times as much for paper, leaving him with 8 coins.
There are 43 items packed into two boxes. The first box contained 9 more items than the second. How many items are in the first box?
A piece of cloth 60 m long was cut into two parts so that one of them was two-thirds of the other. What is the length of the larger piece of material?
The company exported three-quarters of its products, and sold a fifth of these products to its workers. What percentage of products remain in the company's warehouse?
Juice that fills 6/7 of the container costs 72 hundred coins. How many hundred coins is 1/2 the volume of the same container worth?
In one family, each daughter has an equal number of brothers and sisters, and each son has twice as many sisters as brothers. How many daughters are there in the family?

Description of tasks in Section 6 and sample solutions

In this section, each task is represented by a series of numbers located in a certain relationship with each other. It is necessary to continue the number series based on the peculiarity of this connection of numbers that you discovered.

Sample 1.

2, 4, 6, 8, 10, 12, 14…

Answer: 16 , since in this series of numbers the peculiarity of their connection with each other is the constant increase of each next number by 2 units.

Sample 2.

9, 7, 10, 8, 11, 9, 12…

Answer: 10 , since in this number series the peculiarity of the connection between numbers is that when moving from the first number to the second, you need to subtract 2 units, and when moving from the second number to the third, you need to add 3 units, etc.

Section 6. Tasks 97 –116

6, 9, 12, 15, 18, 21, 24…
16, 17, 19, 20, 22, 23, 25…
19, 16, 22, 19, 25, 22, 28…
17, 13, 18, 14, 19, 15, 20…
4, 6, 12, 14, 28, 30, 60…
26, 28, 25, 29, 24, 30, 23…
29, 26, 13, 39, 36, 18, 54…
21, 7, 9, 12, 6, 2, 4…
5, 6, 4, 6, 7, 5, 7…
17, 15, 18, 14, 19, 13, 20…
279, 93, 90, 30, 27, 9, 6…
4, 7, 8, 7, 10, 11, 10…
9, 12, 16, 20, 25, 30, 36…
5, 2, 6, 2, 8, 3, 15…
15, 19, 22, 11, 15, 18, 9…
8, 11, 16, 23, 32, 43, 56…
9, 6, 18, 21, 7, 4, 12…
7, 8, 10, 7, 11, 16, 10…
15, 6, 18, 10, 30, 23, 69…
3, 27, 36, 4, 13, 117, 126.. .

Description of tasks in section 7 and sample solutions

In each task you are presented with one figure, divided into several parts. These parts are given in no particular order. Mentally connect the parts, and find the figure that you get in the row of figures a), b), c), d), e).

Sample

Solution

Answer: A. By connecting parts of figures 01, we get figure “a”. When connecting parts 02, a “d” shape appears. Accordingly, from 03 we get “b”, from 04 – “g”.

Section 7. Tasks 117-136

At the moment, the images are in preparation (Editor).

Description of tasks in Section 8 and sample solutions

The first row of figures consists of five different cubes, designated by letters (“a”, “b”, “c”, “d”, “e”). The cubes are arranged so that out of six faces you see three of each cube. In each of the subsequent rows you are presented with one of these five cubes, rotated in a new way. Your task is to determine which of these five cubes corresponds to the cube given in the next task. Naturally, new icons may appear in inverted cubes.

Sample

At the moment, the images are in preparation (Editor).

For cube 01 the answer would be: A. Cube (01) represents the modified position of cube "a". The second cube (02) corresponds to cube “d”, the third (03) to cube “b”, (04) to “c”, (05) to “d”.

Section 8. Tasks 137-156

Section 9

To complete the tasks in this section, you will first need to learn a group of words. Then you will receive tasks that will help you find out how well you remember these words.

Once you are allowed to turn this page, try to remember as best you can the rows of words placed in the table.

To remember the words below you are given 3 minutes:

Description of tasks in section 9 and sample solutions

In each task you will be given the first letter of one of the words you have learned. You must remember what the word starting with this letter meant: flower, tool, bird , piece of art or animal. Remember that all memorized words begin with different letters, i.e. no initial letter is repeated.

Sample 1.

First letter - " f" From a group of words meaning:

flower,
tool,
bird,
piece of art,
animal,

starting with the letter " f"only begins violet, that is flower. Therefore, write the number on your answer sheet 1 .

Sample 2.

The first letter of the word is “z”. From a group of words meaning:

flower,
tool,
bird,
piece of art,
animal,

starting with the letter " h"the word begins" hare", that is animal. Therefore, the answer sheet will have: 5 .

Section 9. Tasks 157-176

Job No.	First letter of a word	1. Flowers	2. Tools	3. Birds	4. Works of art	5. Animals
157.	B
158.	E
159.	H
160.	SCH
161.	I
162.	F
163.	X
164.	U
165.	M
166.	P
167.	D
168.	A
169.	WITH
170.	N
171.	Sh
172.	TO
173.	T
174.	ABOUT
175.	AND
176.	G

Key to the test

Subtest 1: " DP» ( addition of proposals): 1d, 2c, 3d, 4d, 5c, 6a, 7d, 8b, 9d, 10c, 11b, 12d, 13c, 14a, 15d, 16a, 17c, 18b, 19d, 20a.
Subtest 2: " IP» ( word exclusion): 21d, 22b, 23a, 24d, 25b, 26d, 27c, 28d, 29d, 30d, 31d, 32d, 33a, 34c, 35d, 36c, 37a, 38d, 39b, 40d.
Subtest 3: " An» ( analogies): 41c, 42d, 43b, 44d, 45c, 46d, 47b, 48c, 49b, 50g, 51g, 52b, 53b, 54c, 55g, 56d, 57c, 58c, 59b, 60g.
Subtest 4: " About» ( generalization): 61 – fruits; 62 – stimulants; 63 – devices; 64 – sense organs; 65 – reflection; 66 – work of art; 67 – strength; 68 – embryos; 69 – symbols; 70 – aquatic animals: 71 – organic needs; 72 – living organisms; 73 – metal products; 74 – position in space; 75 – wishes (sanctions); 76 – educational measures.

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FULL NAME. subject Svetlova Anna Grigorievna

Reliability = Efficiency / Productivity = 0,78

Efficiency - 5 tbsp. Productivity – 5 tbsp. Reliability – 5 tbsp.

Style of intellectual activity - optimal

Conclusion

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Homework 2: Based on the test results of one of your classmates, compose a conversation with him about the features of the development of his intellectual abilities and individual style of intellectual activity. Have a conversation.

Form for recording results according to the KR-3-85 method

Age ____________ Date of examination _________________________

Reliability = Efficiency / Productivity = ____________________

Efficiency – ______ Productivity – ______ Reliability – _______

Style of intellectual activity - ___________________________________

Feedback from the subject about the conversation

___________________________________________________________________________

______________________________________________________________________________________________________________________________________________________

Teacher's signature: _________________________________________________

Lesson VII. R. Cattell's Culturally Fluent Intelligence Test (2 hours)

Purpose of the lesson: developing skills in testing, processing and interpreting survey results using R. Cattell’s culturally free intelligence test.

Lesson objectives: 1. To consolidate knowledge of the content of the tasks of the methodology and the requirements for its implementation.

2. Develop the skill of testing using R. Cattell’s culturally free intelligence test.

3. Master the algorithm for processing survey results using R. Cattell’s culturally free intelligence test.

4. To develop the skill of writing a psychological report based on the results of an examination using R. Cattell’s culturally free intelligence test.

Assignment for independent preparation for the lesson: study the recommended literature, check the quality of preparation for the lesson using test questions.

Control questions

1. R. Cattell’s culturally free test is intended to study the intellectual abilities of people of what age?

2. Define the concepts of free and bound intelligence.

3. Tell us about the specifics of the tasks used in this intelligence test.

4. Tell us about the requirements for the methodology and the algorithm for processing test results using R. Cattell’s test.

5. What are the features of drawing up a psychological conclusion based on the results of testing using the R. Cattell test?

Bibliography

1. Burlachuk L.F., Morozov S.M. Dictionary – reference book on psychodiagnostics. – St. Petersburg: Peter, 2006. – P. 154 - 155.

2. Denisov A.F., Dorofeev E.D. R. Cattell's culturally free intelligence test. - St. Petersburg: IMATON, 1994. – 14 p.

3. New IQ tests. – Rostov n/d: Phoenix, 2003. – P. 84 – 137.

4. Sobchik L.N. Cattell's culturally fluent intelligence test. - St. Petersburg: Rech, 2002. – 24 p.

Assignment for the practical lesson: complete R. Cattell's test, process the test results and write a psychological report.

FULL NAME. subject _____________________________________________________

Age ___________ Date of examination ____________________

Exercise	Part 1	Part 2
1 subtest	2 subtest	3 subtest	4 subtest	1 subtest	2 subtest	3 subtest	4 subtest

Conclusion

Teacher's signature: _________________________________________________

Homework 1: test one subject using R. Cattell's culturally free test, process the results and write a psychological report.

Form for recording the results of the R. Cattell test

FULL NAME. subject _____________________________________________

Age __________ Date of examination ___________________

Exercise	Part 1	Part 2
1 subtest	2 subtest	3 subtest	4 subtest	1 subtest	2 subtest	3 subtest	4 subtest

Score = ______ IQ = ______

Conclusion

Teacher's signature: _________________________________________________

Homework 2: process the test results using R. Cattell's culturally free test and write a psychological report.

Form for recording the results of the R. Cattell test

FULL NAME. subject Kondratyeva Natalya Viktorovna

Exercise	Part 1	Part 2
1 subtest	2 subtest	3 subtest	4 subtest	1 subtest	2 subtest	3 subtest	4 subtest
	c	b	c	c	c	b	c	c
	d	c	b	d	e	c	b	d
	a	d	a	b	a	d	a	b
	c	c	b	c	c	c	e	c
	b	c	d	e	b	c	d	a
	c	a	a	b	d	a	a	a
	c	c	c	c	c	d	c	d
	e	c	b	c	d	c	b	d
	b	d	e		b	e	e
	a	e	d		a	b	a
	d	c	b		a	d	b
	c	a	e		e	d	b
		b
		e

Score = ______ IQ = ______

Conclusion

Teacher's signature: _________________________________________________

Types of tests

In order to answer the question of what tests currently exist and which of them are used to solve problems PPO, First of all, it is necessary to classify them. Currently, there are several approaches to classifying tests. Most often, the criterion for classification is either the structure and method of application of the tests, or the skills and abilities that they are intended to measure.

So, by method of application all modern tests can be divided into individual And group. The first group of tests is used exclusively for individual examination. In turn, using group tests it is possible to test a significant number of people simultaneously. However, there are differing views on how group tests should be used in practice. According to some researchers, the number of people tested in this case is limited either by the size of the room or the number of available workstations, including computerized ones. Other researchers believe that the number of people being examined simultaneously should not exceed 30–35 people, since with a larger number, monitoring their behavior during testing becomes significantly more difficult.

When implementing PPE activities, group tests are most often developed and used. But individual tests are also used in professional selection. This is usually associated with the selection of candidates for senior management and management positions or filling a particularly responsible position.

In addition, all tests according to form or method of application can be divided into blank(the so-called “pencil-paper” form) and computer. Let's consider the latter in more detail.

The use of computer adaptive techniques has its positive and negative sides. Thus, the psychologist spends less time and effort preparing and conducting computer testing. And if the examination uses adapted computer tests, i.e. those that are built according to an algorithm for quickly determining the capabilities of the subject, then the psychological examination itself requires significantly less time. In order to understand what adapted computer tests are, imagine a test that is built on the principle of increasing complexity, that is, each subsequent task is slightly more difficult than the previous one. In this case, the computer examination begins with questions of medium difficulty. If the subject answers incorrectly, then the next question or task will be easier. If the answer was correct, then the next question will be more difficult. When a researcher uses this algorithm, it takes him relatively little time to determine the maximum difficulty level of tasks that a subject can successfully complete.

The advantage of computer testing is that in most cases it does not require special training of the employee conducting the examination. Moreover, the examination results become available immediately after completion of the testing procedure, since no special time will be required for their processing.

However, the use of computer adaptive testing requires larger initial investments than traditional “blank” testing, since only specialists with a high level of professional training can develop a system of psychological computer testing. Not only psychologists, but also programmers with experience in developing computer tests should take part in the development of this system, and the appearance of a computer program is preceded by long and labor-intensive work. However, despite this, computer examination ultimately turns out to be more cost-effective. For example, consultants estimate the possible savings to the US Department of Defense by computerizing basic recruit screening testing at $5 million annually.

It should also be borne in mind that the presence of a computer diagnostic system at an enterprise does not mean that personnel services can completely do without a consulting psychologist, since the computer program cannot always take into account all possible combinations of test performance. From time to time, HR employees still have to turn to a psychological consultant for help. The computer program really greatly facilitates the work of conducting professional development activities, but in no case excludes the psychologist from the professional selection system. In addition, not all tests can be computerized. This applies, for example, to almost all projective tests, since, as is known, the interpretation of their results is determined by the specifics of the psychologist’s personal experience.

Finally, the biggest “disadvantage” of using computer programs in professional selection activities is that the likelihood of leaking information about the content of tests significantly increases. As a result, there may be a significant decrease in the reliability of psychodiagnostic results and all efforts to develop a system and write a computer program, as well as funding research, will be pointless. For example, many computer tests can be found on the Internet. As a result, test takers have many opportunities to prepare for testing in advance, which leads to a decrease in the predictiveness of the conclusion about professional psychological suitability. Therefore, if the personnel services of an enterprise or company use computer diagnostics when conducting professional selection activities, then it is necessary to ensure not only the confidentiality of the information received, but also to block possible channels of information leakage.

The tests that are used in psychodiagnostic procedures for professional selection differ significantly in time restrictions. Therefore, tests can be divided into speed tests And performance tests. Speed tests have a certain time limit, after which work on running the test stops. In turn, performance tests have no time limit. In this case, subjects are given as much time as they need to complete the work. Most often, speed tests are used during professional selection events. Performance tests are used much less frequently and, as a rule, in cases where it is necessary to determine with maximum accuracy the level of development of relevant abilities in candidates for vacant positions. However, performance tests usually contain more complex tasks than speed tests.

Another classification of tests intended for personnel selection is based on the psychological characteristics they measure. Therefore, all tests can be divided into cognitive ability tests, or intelligence tests, tests of interests and assessment of characteristics of the motivational sphere, tests of special abilities, tests for assessing psychomotor functions And personality tests.

Cognitive ability tests, or intelligence tests, are very widely used in professional selection events, most often group tests. The feasibility of using intelligence tests in professional development activities has been proven by numerous studies and practical experience. Thus, the results of a survey of thousands of military personnel and representatives of various civilian professions indicate the high predictive validity of intelligence tests (with regard to the success of applicants both at the training stage and later in the workplace). Moreover, this is typical for professional selection systems developed both in Russia and abroad.

It should be noted that the works of American researchers repeatedly emphasize the high validity and reliability of such intellectual techniques as the Otis self-examination test (Otis Self-Administering Tests of Mental Ability), Wonderlic personality test, Wechsler test. Moreover, not only verbal, but also non-verbal tests of cognitive abilities are used. For example, the revised "beta test" (Revised Beta Examination, Second Edition, Beta-IF) Typically used to select professionals, managers, technicians, clerks, salespeople, artisans and service personnel.

In turn, in domestic practice of professional selection, the Rowena test and a battery of intellectual tests have recently been most often used MIOM. However, the tests mentioned above are far from ideal from the point of view of the requirements for professional selection methods. The test is considered the most reliable and meets the requirements MIOM. Unfortunately, the same cannot be said about the Roven test, which can rightfully be classified as a so-called non-verbal test. Its popularity is largely due to its ease of implementation. However, this test, as shown by special studies, has insufficient predictive power regarding the learning ability of adolescents and adults. With regard to professional activity, a sufficient level of prognostication is achieved only by assessing professionally important qualities that presuppose the presence of a high level of development of attention and visual perception. In other cases, the use of this test does not seem entirely appropriate.

Among the most reliable and predictive methods of professional selection is the battery of intellectual tests “KR-3-85”, which was mentioned above. The reliability and predictiveness of this technique has been proven in numerous studies. Created more than 20 years ago (in 1985) on the basis of a number of the best foreign tests, it nevertheless has not received due distribution in the work of civilian psychologists and is currently used only in the interests of the Armed Forces. The “KR-3-85” method consists of seven subtests: “Analogies”, “Number series”, “Visual memory”, “Imaginative thinking”, “Arithmetic counting”, “Verbal memory”, “Establishing patterns”. A brief description of these subtests is presented in Table. 6.2.
^

Table 6.2

Characteristics of subscales of the intelligence test battery “KR-3-85”

The choice of these subtests by the authors is not accidental. B.V. Kulagin conducted a serious analysis of domestic and foreign literature containing information about existing approaches to the study of intelligence and methodological developments in its assessment. As a result, the battery included tests similar to those whose reliability, validity, and predictive value have been demonstrated in numerous studies. Moreover, the mental qualities studied within this test battery are among the most significant factors of intelligence. Each subtest of the battery of intellectual tests "KR-3-85" consists of 30 tasks that must be solved within a certain period of time. Moreover, for each task there are 5 pre-prepared answers. The subject needs to choose the option that, in his opinion, is correct. Options for tasks and a sample answer form are presented in Table. 6.3.
^

Table 6.3

An example of tasks in the “Number Series” subtest, which is part of the intelligence test battery “KR-3-85”

The main and very significant design feature of this battery of tests is that parallel versions can be easily developed for it, and in unlimited quantities. Currently, there are four parallel versions of this battery of tests with correlations between similar subtests from 0.90 to 0.97 (age sample from 16 to 22 years). This allows, on the one hand, to operate with test options when conducting PPT activities without compromising the accuracy of the forecast, and on the other hand, it makes it pointless to prepare the test subject in advance for testing, even if he knows the essence of the tasks, since it is impossible to predict the option that can be used when carrying out professional selection.

Another independent group of tests are methods for assessing a candidate’s interests. The idea of using them in the structure of PPO activities is as follows: the interests of the candidate should be similar to the interests of the most successful employees performing the same job duties that the applicant for the vacant position will have to perform. However, according to modern researchers, this group of tests, as well as the information that can be obtained with the help of them about a person, should be considered as additional. This is due to the fact that a person’s interest in a particular job does not at all guarantee that he has the abilities necessary to perform it successfully. No matter how much a person strives to achieve high results, if he does not have the appropriate abilities, then he will always show results lower than those who have the necessary abilities. For example, a person is interested in music and has always wanted to learn to play some musical instrument, but he has no ear for music, although the sense of rhythm is quite well developed. In this case, there are chances that he will be able to master a musical instrument, but for this he will need to spend much more time than someone who has an ear for music. At the same time, his level as a performer will most likely be assessed (subject to constant practice) as only average, since for a high-class performer, performance technique and trained fingers alone are not enough: it is also necessary to “feel” the melody, and this already requires the presence of appropriate abilities, including musical hearing.

However, lack of interest in the specialty, even if you have the appropriate abilities, also becomes a negative phenomenon. If testing reveals a lack of interest in a given area, the person's chances of success are slim. This is due to the fact that any activity requires certain efforts from a person. With equally developed abilities, an advantage is given to the one who is ready to constantly develop professionally, and this is only possible when a person is interested in his profession. Therefore, diagnosing interests seems extremely relevant for solving problems of professional selection.

The results of studying the candidate’s interests can be figuratively presented in the form of a certain constant in the formula

Where E is performance efficiency, C is abilities, and I is interests. If interests are positive regarding the upcoming activity, then the overall effectiveness will be higher. If interests are absent or negative, then, accordingly, efficiency will be much lower.

Abroad, especially in English-speaking countries, two interest tests are most often used - the Strong's Vocational Interests Form and the Kuder Vocational Interests Survey. The first one falls under the category of group tests. It contains 317 questions, providing the answers “like”, “dislike”, “indifferent”. These questions relate to professions, school subjects, entertainment, types of people and work-related preferences. Interests are rated from “low” to “high” based on scales developed for more than 100 professions, grouped into six groups by topic: arts, routine work, social work, manufacturing, research, entrepreneurship. However, the standards for men and women are different. The test results are usually processed using a specially designed computer program.

The second (Kuder test) contains 100 groups of questions. Each question has three possible answers. Using this test, you can select applicants for more than 100 specialties.

In the practice of domestic psychologists, the following tests are most often used to study interests: “Differential Diagnostic Questionnaire” (DQ) by E. A. Klimova, the “Map of Interests” technique and the Holland test.

DDO test is intended to assess a person’s professional interests in accordance with the classification of professions by type proposed by E. A. Klimov. The test is a set of 20 alternative pairs containing information about a person’s professional interests. In each case, the subject is asked to express his preference for one of two types of activities. For example:

Based on the results of this test, you can determine the type of profession that best suits the interests of the person being tested. In total, E. A. Klimov identifies five types of professions: “man-nature”, “man-technology”, “man-man”, “man-sign”, “man-artistic image”.

^ Methodology "Map of Interests" consists of 144 questions. For each question, the subject can choose one of five answer options: “like it very much,” “like it,” “I don’t know, I doubt it,” “don’t like it,” “don’t like it very much.” The results of this technique make it possible to assess the expression of a person’s interests in relation to 24 types of activities. At the same time, 2–3 for which the test taker scored the maximum number of points are considered as the most significant.

^ Holland test is a set of 42 alternative pairs. In each pair, certain professions are presented as alternatives. The test taker must, in each specific case, choose the profession that is more preferable to him. Based on a survey, a person can be assigned to one of six types of professional personality, i.e., a unique characteristic of his personality can be obtained in relation to professional interests and preferences, and on this basis, an assessment can be made of the suitability of his interests for a particular profession.

It should be noted that almost all interest tests have at least two common features. First, a study of the professional interests of people belonging to different cultures did not reveal significant differences. Almost everyone has the same attitude towards various types of activities. Therefore, these tests can be used with equal effectiveness in different language groups. Secondly, these tests, unfortunately, cannot be suitable for use in professional training procedures, although they are fully consistent with the tasks that are solved within the framework of professional selection. This circumstance is due to the fact that the tests discussed above do not have the ability to assess the degree of reliability of the answers. Therefore, when applying for a job, a candidate may give false information about himself, trying to better meet the requirements of his upcoming professional activity in the eyes of the employer. In turn, these tests are very effective in the practice of career counseling. In a situation where we are not talking about a specific profession, but about a person’s attempts to determine for himself the most appropriate area of application of his strength, these tests are quite reliable, valid and very predictive.

Unfortunately, the analysis of a person’s professional interests and inclinations during professional development activities is one of the most pressing problems of modern psychodiagnostics. Currently, there are no methods that could be unambiguously recommended for professional psychological selection. This does not mean that such techniques cannot be developed at all. Of course not, but the approach to developing them would probably need to be different than when developing existing tests.

At the same time, it should be noted that in Russian psychology, interests are considered just one of the structural components of such a personality trait as orientation. In addition to interests, the structure of a person’s orientation includes motives, value orientations, etc. Therefore, in domestic psychology, when conducting professional selection events, not only interests, but also basic motives and dominant values can be assessed, which is of particular importance for many enterprises and organizations, especially commercial In this case, it is possible, after analyzing life priorities, to determine the degree to which they correspond to the conditions of work at the enterprise. However, even then the main problem will not be solved - the lack of methods that would fully meet the requirements for ensuring the reliability of testing results.

Among psychodiagnostic methods, there is a whole group of tests designed to assess the level of development of so-called special abilities. Special ability tests are designed to identify or measure the presence of a specific skill. Most often, special techniques are developed to solve this problem in each specific case. However, in world practice there are tests that have proven themselves quite well in terms of the ability to assess the development of some special skills. For example, The Minnesota Clerical Test. This test can be carried out both in a group and individually. It consists of two parts: the first part includes tasks related to comparing numbers, and the second - tasks related to comparing names. It takes 15 minutes to complete. Based on the results of this test, perception speed and accuracy are assessed - qualities necessary to perform the main duties of a clerical worker.

Another very common test of special abilities is ^ The Revised Minnesota Paper Form Board Test. It is designed to assess those aspects of technical ability that enable spatial imagination and the manipulation of objects in space, which are essential for technical activities. The test itself is quite simple: the subject is presented with 64 planar images of geometric figures cut into two or more parts. After 20 minutes he must say how these figures will look in their entirety. However, despite this apparent simplicity, research results indicate the high predictive validity of this test as a selection tool for various positions in industry, energy and trade.

Recently, tests related to the assessment of such special abilities as computer skills have become widespread in world practice. Their popularity is largely due to objective reasons - the increasing introduction of computer technology into everyday life and human activity. An example of such a test would be computer literacy test(The Computer Competence Tests), which includes 5 subtests containing questions, the answers to which require choosing one of several options. These questions are intended to determine a person’s level of knowledge of computer terminology, as well as to assess his ability to use a computer.

It should be noted that in the practice of domestic psychologists, these tests are used relatively rarely, although attempts have been made, especially in the interests of the Armed Forces. However, these still have not become widespread. This is due to several reasons. Firstly, due attention was not paid to assessing the development of the special abilities of a candidate for a vacant position, because priority was given to having a certificate of appropriate professional training, since vocational education in Russia has always been of high quality. However, over the past 10-15 years the situation has changed somewhat, especially with the advent of commercial education. Having a vocational training diploma does not always mean that a candidate has the relevant knowledge and skills. Therefore, we can expect that tests of special abilities will become more widespread in Russia in the near future.

Secondly, in the developments of domestic professional selection specialists, the concept of private abilities has traditionally been used, that is, the abilities necessary for the successful performance of a specific professional activity. However, the concepts of “special abilities” (as interpreted by foreign researchers) and “private abilities” (as interpreted by domestic specialists) are far from identical, as it may seem at first glance. Special ability tests, as you already know, are designed to assess the degree of development of certain professional skills and the presence of special knowledge. From the point of view of ability theory, they evaluate not abilities, but skills. However, for professional psychological selection, the assessment of skills is significant in itself, since they (skills and knowledge) are part of the structure of professionally important qualities and ensure the success of professional activity, although they are not abilities. In turn, the concept of “private abilities” is more consistent with theoretical ideas about abilities. However, here too there is one methodological problem: how to separate specific abilities from general ones? In other words, what is considered general abilities and what is considered specific? For example, the ability to count arithmetic is undoubtedly an element of general ability. However, for an accountant, this is precisely the ability that is especially important for his professional activity, and therefore can be considered as a private ability.

Thus, when considering the concepts of “tests of special abilities” and “private abilities”, we were faced with the problem of incomplete methodological developments. The question arises: what to do in practice? How can you ensure that the system of professional psychological selection you have created complies with existing theoretical concepts and methodological approaches to solving practical problems? Most likely, we must proceed from the following provisions.

1. The concepts of “tests of special abilities” and “private abilities” are not identical, therefore, in the structure of professional selection activities they should be considered as independent components.

2. When solving PPE problems in practice, one should not include intellectual characteristics in the concept of “private abilities”. It should be assumed that intelligence belongs to the category of general abilities, since it is inherent in all people. To a large extent, intelligence determines the ability to master professional knowledge and develop professional skills. At the same time, in the structure of professional psychological selection activities, intellectual characteristics determined by the functioning of higher mental functions are most often assessed: voluntary memory, thinking, speech, voluntary attention. Based on this, the category of private abilities can include individual characteristics of the sensory-perceptual sphere, which can be very significant for the corresponding types of professional activity.

The category of private abilities probably includes the ability to be honest. The fact is that in the last two decades the problem of honesty has become extremely relevant for foreign professional selection specialists. This is due to the fact that American companies annually lose billions of dollars due to theft, embezzlement and other manifestations of dishonesty by their employees. For a long time, a polygraph (the so-called “lie detector”) was used to diagnose the honesty of employees, but its effectiveness turned out to be insufficient. It is now generally accepted that a more valid way of predicting and identifying employee dishonesty is honesty tests - questionnaires created as an alternative to the polygraph.

Psychomotor abilities can also be classified as private abilities, since they are very significant for certain types of activities. This group of techniques includes tests that assess the degree of development of coordination of muscular efforts, sensitivity of the fingers and the ability to coordinate eye movements and hand movements. Currently, a large number of psychomotor tests have been created. The test is often used by foreign experts “The Purdue Pegboard” – action test. During its implementation, the conditions of an assembly line are simulated and the sensitivity of the fingertips and coordination in the eye-hand link are measured. The essence of the test is to stick 50 wooden bushings into a wooden board with holes as quickly as possible, first with one hand, then with the other, and finally with both hands. Moreover, the subject is given only 30 seconds for each of the three attempts. Testing also involves placing a washer on the bolt and screwing a nut onto it, which must be completed in one minute.

No less famous are O'Connor's tests: finger mobility test (The O"Connor Finger Dexterity Test) and tweezer skills test (O"Connor Tweezer Dexterity Test). During their execution, the speed with which the subject inserts pins into small holes with his fingers or tweezers is assessed. These tests are a standard way of measuring finger sensitivity and are useful in predicting success in performing delicate manual tasks that require sensitive fingers and the ability to make precise and accurate movements.

^ Psychomotor tests are quite widely used in the practice of domestic specialists in professional psychological selection. Most of these tests have a sufficient level of predictive power. At their core, many tests of psychomotor abilities developed by domestic researchers are close to their foreign counterparts. So, for example, the “Complex reaction with choice” test is a blank analogue of the Purdieu and O’Connor tests mentioned above.

^ Personality tests represent an independent group of tests for professional psychological selection. It has now been proven that the results of personality tests correlate with criteria for professional success in almost all areas. Most often, experts in the field of psychodiagnostics divide personality tests into two groups: personality questionnaires And projective techniques. Personality questionnaires are a set of questions related to specific situations, symptoms or feelings. During the examination, the test taker, by choosing an answer, shows how much he agrees or disagrees with a particular statement.

Using projective techniques, designed to assess personality traits, the subject is presented with an ambiguous stimulus, such as an inkblot, and asked to say what he sees in front of him. The idea behind this type of testing is that, while trying to make sense of a stimulus, people project your thoughts, feelings and desires on it. The results of such testing cannot be falsified because there are no right or wrong answers.

Comparing these two types of personality tests with each other, it should be noted that personality questionnaires are used much more often than projective tests in PPE activities. This is due to the fact that, firstly, testing using projective methods requires more time and is carried out individually. Secondly, carefully trained and experienced specialists should act as examiners, since only a few of these methods have objective “keys” for determining the final score, in most cases they are extremely subjective and require special training. Thirdly, for professional psychological selection it is very important that the results of the methodology have an unambiguous interpretation, reflecting the degree of suitability of the candidate for the upcoming activity. Therefore, projective methods are usually used only when the professional selection system is built not on the principles of standardized procedures, but on the principle of “consilium”. For example, it might look like this. Imagine that it is necessary to conduct a selection for a position characterized by excessively high responsibility, which does not have a clear structure for performing professional duties, for which, due to objective reasons, it is impossible to identify a complete list of professionally important qualities (which in itself is extremely rare). In this case, it is decided that the conclusion of suitability can be made on the basis of the collective opinion of the experts. For this purpose, specialists who have proven themselves to be highly qualified experts in the field of professional psychological selection are attracted (it is desirable that there be at least 10 of them). They are invited to study the applicants for the vacant position and express their opinion. In this case, experts can use any, including projective, techniques, since the final conclusion will be formed on the basis of the coincidence of the experts’ views.

Most likely, such a selection system will not be implemented in practice. Firstly, this will require very large financial costs (the cost of the work of a high-quality expert is quite high in itself, and in addition, it may be necessary to use not only projective, but also other expensive techniques). Secondly, it is not easy to gather such a number of high-quality experts in one place. Therefore, projective techniques are mainly used in the practice of consultant psychologists and are almost never used in the structure of PPE activities. Moreover, experts have repeatedly drawn attention to the low validity of projective methods in relation to the tasks of professional psychological selection.

It should be noted that most personality questionnaires represent some kind of experimental model of human personality. Therefore, many personality questionnaires are based on a certain concept that reflects the test author’s idea of the personality structure or the personal qualities necessary to perform professional duties. The most striking examples of the empirical implementation of a theoretical concept are the Cattell test (16PF) and the Guilford-Zimmerman Temperament Survey personality questionnaire (Guilford–Zimmerman Temperament Survey), which can be used to obtain scores on 10 independent personality traits.

The Minnesota Multifactor Personality Questionnaire has become widely known, including in Russia. (MMPI-2), first published in 1943 and revised in 1989. It includes 567 statements and is used as a screening tool in the selection for positions that place high demands on mental stability, since it assesses the degree to which the candidate's mental state corresponds to the generally accepted norm.

However, one of the most pressing problems in the use of personality tests is how to take into account the results obtained. The fact is that most personality methods provide information about a significant number of personal qualities at once and do not have any one integral indicator. For example, if for a test MMPI The integral indicator can be found in the form of an assessment of compliance with the generally accepted mental norm, but this cannot be done in relation to other methods. Let's say that the methodology you use provides information on 16 or 17 personality characteristics, but according to your analysis of professionally important qualities, you only need to consider the indicators of two or three factors of this test. In this case, it would be quite logical to take into account only those factors that are defined as professionally significant, and not take into account the rest at all (this is what is usually done). However, it does not take into account the fact that almost all personality tests, with the exception of G. Eysenck’s tests, from a mathematical point of view are oblique models, that is, models whose scales (factors) are in a certain relationship with each other. Consequently, the indicators on those scales that are significant for solving your practical problem of professional selection depend to a certain extent on the values of other factors that you do not evaluate in any way. If, due to certain circumstances, there is a change in the indicators of secondary scales, then the indicators of those scales that are of interest to you will also change. This fact, in turn, means that the predictive reliability of your judgments about the degree of professional suitability of the candidate will be insufficient. Therefore, it is most advisable to use personality tests in professional selection activities, which simultaneously provide multiple information about the individual and allow you to combine this information into a single integral indicator.

Form A

General instructions.

In total, in this block you will be offered 8 intelligent techniques. Each method contains 16 tasks, and for each task, five answer options will be given on the stimulus forms under the indices “a”, “b”, “c”, “d”, “e”.

Let's look at how to fill out forms using method No. 1 as an example.

Instructions for method No. 1 “Analogies”. The essence of the task is to establish logical relationships or relationships between words (concepts) according to a given pattern.

Example assignment		Registration form No. 1
1. Pilot	Sailor
		1
		2
	V. ship	3
		4
		5
		6

On the left side of each task, one below the other, there are two words that are in a certain relationship, for example, “pilot - sky.” This is a defining analogy, which implies that the pilot’s activity is connected with the sky.

On the right side of each task there is also an underlined word, and below it there are four answer options. You need to choose one of four words that would be in the same logical relationship to the underlined word as the left pair of words. So, in the above example, just as “pilot” refers to “sky,” so “sailor” refers to “sea.” This means that the correct answer is the option under the index “g”. On the registration sheet, according to the task number, you will put a mark in the column under the index “g”. If there is no correct answer in the given options, you must put a mark in the column under the index “d”. Be careful when completing the task. Next, you will be given a separate explanation for each technique.

3 minutes are allotted to complete 1 task.

Stimulus form for method No. 1. “analogies”

1		6		11
spruce	table	run	scream	movie	opera
	A. furniture		A. keep silent
			b.		whisper
	b.		artist



2		7		12
V. headset	V. make noise	chapter	apartment	theater	library
					mountain
	tree
			A. root
			b.


3		8		13
room	V. reader	Mr. second-hand bookseller	Wednesday	Sunday	steamship
	train	number
	word		A. Thursday
	pier		b.		A. root
	Saturday				b.


4		9		14
railway station	V. Tuesday	V. rails	Monday	g. story	ball
			cube
	leg
					eyes
	cool


5		10		15
blue	A. vision	b.	figure	V. warm	city square
goat					bread
			music		singing

	raspberries


				16
				physics	animal


					A. student

b. soloist

vacuum



	6 9 12 15 18 21...
g. plate

plant

duck

V. fly

The “Number Series” technique is based on the principle of increasing difficulty. The construction of number series can be based on the arithmetic operations of addition, subtraction, multiplication, division, exponentiation, and root extraction. There may be combinations of two arithmetic operations (for example, addition and subtraction) or two parallel number series in one task.

The procedure takes 4 minutes to complete.

Amthauer test. R. Amthauer test, Test of structure of intelligence (TSI) Test of structure of intelligence cr 3 85

Test Description

Test Procedure

Test instructions

Test material

Key to the test

You must register

Types of tests

Table 6.2

Characteristics of subscales of the intelligence test battery “KR-3-85”

Table 6.3

An example of tasks in the “Number Series” subtest, which is part of the intelligence test battery “KR-3-85”

Stimulus form for method No. 1. “analogies”

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