How to develop verbal abilities. Dynamic test of verbal abilities online. Verbal tests shl. Typology of language abilities

Diagnosis of verbal abilities

The urgent need for prompt solution of practical problems of psychodiagnostics is associated with the widespread dissemination of psychological and pedagogical counseling, in particular, in the field of education and upbringing of students. However, sometimes this leads to the fact that diagnostic methods are constructed taking into account such existing forms of activity and types of relationships of the subject that are accessible only to the ordinary understanding of the subject himself and the diagnostician. From the point of view of particular practical tasks, they are quite suitable and reliable, however, in cases where it is necessary to analyze the internal structure of the diagnosed active processes, actions and relationships, their limitations appear. Therefore, in order to have detailed information about the structure, and, accordingly, about the dynamics of the phenomenon under study, it is important that these methods can work at the level of general practical problems.

As a rule, certain individual deviations in the activity of a subject only in rare cases turn out to be in accordance with all other parameters of the diagnosed phenomenon. If you have detailed structured information, you can direct corrective efforts to the truly defective elements of the structure of the diagnosed phenomenon, without wasting time and energy on correcting and correcting those elements that are actually within normal limits. In this case, one could rely on those characteristics of an individual’s activity that allow him to be classified as a group of average or even best students, despite the fact that his activity as a whole does not meet the requirements. Such information is not only a formal indication of the level of development of the diagnosed phenomenon, but also characterizes the internal causes of this condition. The proposed approach, of course, does not yet fully correspond to the true content of the concept of “zone of proximal development,” but it represents a definite step in this direction.

We will allow ourselves to illustrate the above using the example of a specific study conducted in the department of educational psychology of the Pedagogical Institute. Ya. A. Komensky ChSAN, during which some differences were discovered in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the development of students' verbal ability; It is characteristic that it was on its basis that teachers assessed the intellectual abilities of students, and the teachers themselves did not even realize this. All this data was obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

Since any ability is the result of the internalization of the corresponding form of activity, its level of development is determined by the complete internalization of the mental processes that ensure this activity; in particular, in the case of verbal ability, its level is determined by the development of those processes that, in their totality, have a decisive influence on such characteristics of speech activity as its coherence, expressiveness, logic, etc.

Based on a study of extensive literature, we analyzed the concept of “verbal ability” in order to establish which processes are relevant for it. The main problem was that the direct speech activity of a person is a complex of various cognitive-communicative processes, which, of course, go beyond the verbal sphere itself, since in communication between people there are also phenomena non-verbal. Thus, verbal ability, and especially its cognitive aspect, is lost in a whole series of synchronous activity processes, which in natural communication are not at all amenable to diagnostic definition. Therefore, for diagnostic purposes, it was necessary, first of all, to isolate from this complex those individual components that are most relevant to verbal ability as a whole.

Verbal ability includes a number of private cognitively oriented processes, and above all the process of designation. Sometimes this sign-symbolic function of speech activity is not entirely accurately designated as the “naming process.”

In many ways, the “naming process” is determined by the peculiarities of the thinking process and represents a peculiar transition from non-verbal content to verbal, and it is directly related to the volume of an individual’s vocabulary: when decoding - with the volume of a passive vocabulary, when encoding -- active.

However, the dictionary represents many different lexical units, ordered in an artificial way. In living speech, these units are not used as independent units, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized “structures.” The method of constructing such structures is still a matter of debate, but there is assumption, What This process has a probabilistic nature.

From a diagnostic point of view, this circumstance is very important, since it allows one to objectively and quite accurately establish the degree of coherence of speech, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be objectively measured, since it largely depends on the topic, the environment in which communication takes place, and the relationships between the participants in the communicative process. In this case, it is possible to use the method of free verbal associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process.[3,209].

Due to the still unresolved dispute regarding the functional priority of the semantic or syntactic-grammatical levels of the probabilistic organization of a sentence (statement), it is necessary to use both methods: a) free paired associations, which primarily emphasize semantic connections between words; b) associative addition of incomplete sentences, which involves the use of syntactic-grammatical connections between words.

During ontogenesis, as the child’s speech experience increases, the automatism of the probabilistic organization of utterances develops, since the mental-volitional processes of this organization are reduced. This, however, does not mean a reduction in the thought processes themselves, which are associated with the content of the statement. The latter, on the contrary, deepen, and the logical structure of the statement becomes more and more complex in the process of ontogenesis. Therefore, when studying verbal ability, of course, one cannot ignore the processes of verbal thinking, which manifest themselves - albeit partially - in the so-called naming process.

We think that when setting up and conducting the research, what was meant was not superficial verbalization, but a search and explanation of those processes that

which constitute the human verbal ability as a whole, meaning first of all the cognitive and only then the communicative (following from the cognitive) meaning.

All these considerations served as a general theoretical basis for the development of eight diagnostic methods that covered the above-mentioned procedural characteristics of verbal ability. These included: 1) subtest on the classification of objects (the task here was to simply assign the name of an object to one of the classes of objects); 2) naming pictures (the task here was much more difficult, since it required quick perception of the most important event depicted in the picture and its subsequent brief verbal encoding); 3) written subtest on synonyms (this method was used to determine the volume of the passive vocabulary); 4) oral subtest on synonyms (with its help, the volume of the active vocabulary was determined); 5) oral subtest for free paired word associations (its diagnostic function was described above); 6) oral subtest on the addition of the last word missing in the sentence (the diagnostic value of this method has also already been described); 7) subtest on restructuring sentences (it established an intuitive understanding of the syntactic-grammatical and semantic structures of a sentence); 8) a subtest for completing conjunctions missing in a complex sentence (this subtest is for logical verbal thinking, since conjunctions expressed logical connections between parts of a complex sentence).

The named methods were tested in a preliminary study along with standard methods and were subjected to certain modifications in terms of instructions and content. In addition, a questionnaire was prepared to obtain some data about the student’s marital status.

One hundred third-graders from five schools located in different areas (village, large town, big city) took part in the experiment. The age of the subjects was chosen taking into account that the students already knew how to read and write, but at the same time that they were attended at the initial stage of schooling. This made it possible to take into account the influence of the family - very significant at this age - and at the same time to identify the positive influence of schooling itself on the development of children's verbal ability.

It was important for psychologists to find out what role the individual components play in overall verbal ability. This role could be characterized primarily by the correlation between the total result for all subtests and the results for each of them. The time parameters of subtests 4, 5 and 6 turned out to be significant in this regard, followed by the general result obtained using the oral synonym subtest (4), the verbal thinking subtest (8) and the picture naming subtest ( 2).

The next type of relationship between individual verbal processes was a network of correlations between the results for each of the individual subtests. Here, too, the first position was taken by the oral subtest for synonyms (4), which turned out to be in significant correlation with all other subtests. In the second position was the subtest for completing conjunctions (8), which correlated significantly with five subtests. The correlations between the subtests for paired associations (5) and for completing unfinished sentences (6) were also significant.

It is noteworthy that What the result obtained using the subtest for free paired associations (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association were almost excluded in our sample each other with mutual correlation (--0.92). Thus, the transition from syntagmatic association to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of children’s web-brain ability.

The first group is represented by the factor of verbal fluency, which in general verbal ability turns out to be more expressive and typical for association subtests. The second group is characterized by a complex verbal factor, although less significant in its influence, but represented in a wider group of sub-tests (4, 8, 3, 6, 7). Subtests (1 and 2), not directly related to verbal processes, were excluded from the concept of verbal ability on the basis of factor analysis.

Thus, a fairly clear picture of the levels of development of individual processes included in verbal ability was obtained.

In the course of our research, we will also try to test the level of verbal ability in younger schoolchildren, more specifically in first grade students, for the purpose of further correction.

ASSESSMENT OF VERBAL-LOGICAL THINKING

To conduct the study, you will need forms of the “Word Elimination” technique, which allows you to assess the test subject’s ability to generalize and identify essential features. The technique consists of 15 series, each series contains 4 words.

The experimenter must have a stopwatch and a protocol for recording responses.

Form of the “Word Elimination” technique

1) Book, briefcase, suitcase, wallet

2) Stove, kerosene stove, candle, electric stove

3) Watch, glasses, scales, thermometer

4) Boat, car, motorcycle, bicycle

5) Plane, nail, bee, fan

6) Butterfly, calipers, scales, scissors

7) Wood, whatnot, broom, fork

8) Grandfather, teacher, dad, mom

9) Frost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instructions to the subject: “Three of the four words in each series are to some extent homogeneous concepts and can be combined according to a common feature, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this row. The task must be completed quickly and without errors.” If the subject has not mastered the instructions, then the researcher solves one or two examples, but not from the experimental card, together with him. After making sure that the principle of operation is clear, the child is asked to complete the task independently - cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

Completion of the task is scored in points in accordance with the key: for each correct answer - 2 points, for an incorrect answer - 0.

1) book, 2) candle, 3) glasses, 4) boat, 5) bee, 6) butterfly, 7) tree, 8) teacher, 9) dust.

2) The task completion time is calculated taking into account the T correction.

Table 1

Correction T for the duration of the task

The integral indicator of verbal-logical thinking A, combining the productivity indicator B and the time to complete the task, taking into account the correction T, is calculated by the formula

Having received individual data on the indicator of verbal-logical thinking, you can calculate the arithmetic average for the group as a whole. To obtain group (age) differences, it is necessary to compare the calculated experimental indicators with each other. To compare the obtained indicator of verbal-logical thinking with other characteristics of thinking (figurative), as well as for inter-individual analysis, it is necessary to convert absolute values ​​into scale ratings according to Table. 2..

Table No. 2

Student's full name

Overall result (score)

Level of development of verbal-logical thinking

Kushnerev Alexander

Danilina Daria

Kirpichev

Miroshnikov Valery

Eremenko Marina

Suleymanov Renat

Tikhonov Denis

Cherkashin Sergey

Tenizbaev Nikita

Pitimko Artem

The results of working with this technique were assessed in the following way:

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4--7 points --average;

2--3 points - low;

0--1 score is very low.

Conclusion: Based on the data, it is clear that two students’ verbal and logical thinking is not developed or is at a low level. Teachers need to pay attention to this and carry out developmental exercises in the future.

Introduction

For the full development of a child, it is necessary that schoolchildren develop certain psychological qualities that correspond to the specifics of literature as the art of words. They must be able to reproduce in their minds the images and pictures depicted by the writer, learn to see a certain life process behind them, comprehend the idea of ​​the work, become infected with the author’s feelings and give their own emotional assessments. Students should be able to express their thoughts and feelings freely, logically and cogently in essays, while revealing artistic features. Thus, they must have both emotional sensitivity and the ease of verbalizing their thoughts and feelings, that is, certain verbal abilities. This determined the relevance of this work.

In modern literature, in numerous articles published in periodicals, great importance is attached to strengthening the direct emotional impact on students, increasing its role in aesthetic education, as well as increasing the creative activity of schoolchildren.

Due to a number of age-related characteristics and due to the insufficient development of methods for developing verbal abilities in the classroom, students do not always imagine the images and pictures that are described in the work, do not understand much, and often remain emotionally indifferent. The development of imaginative thinking and emotional responsiveness of students and their imagination in the process of teaching literature and the Russian language occurs slowly. As a result, many students begin studying a systematic course insufficiently emotionally and aesthetically responsive, with an underdeveloped imagination and imaginative thinking, with an inability to use the figurative means of language in order to individualize the objects and phenomena described, which negatively affects their assimilation of literature and the Russian language, and hence and other humanitarian subjects in all their ideological and aesthetic richness.

The purpose of the study is the formation of some components of verbal abilities to the extent that would ensure in the future the most complete perception of works of art, a creative approach to their analysis and to various kinds of compositions, the formation of accurate and expressive written and oral speech, and knowledge of words as the basis of language activity.

The subject of our analysis is the study of verbal abilities. In the field of language acquisition, the individual components of language abilities (aspects of language and aspects of speech) are best traced. Along with this, there are clearly defined divides between the directions of teaching methods - traditional and intensive, analytical and mixed, communicative-oriented or cognitive-oriented, etc.

Research objectives: includes consideration of the relationship between general and special abilities in the development of speech competence:

Study of abilities and their natural prerequisites;

Teaching technologies and learning strategies;

Diagnosis of verbal abilities

The work consists of an introduction, two chapters, and a conclusion.

Chapter 1. Basics of demonstrating verbal abilities in literature lessons.

1.1.Various types of speech activity of students in Russian language lessons

Teaching in Russian language lessons should be structured taking into account the need to develop various verbal skills in students: the ability to understand the topic of a message, the logic of thought development, extract the necessary information (in full or in part), penetrate the meaning of a statement - listening; learning reading skills; skills of conducting dialogue and constructing a monologue - speaking; skills, comprehending the topic and main thought (idea) of a statement, collecting and systematizing material, drawing up a plan, using different types of speech, constructing a statement in a certain style, selecting linguistic means, improving the statement - writing, speaking.

The listed skills and abilities can be developed based on the theory of speech activity, from the point of view of which speech is “the activity of a person who uses language for the purposes of communication, expressing emotions, forming thoughts, understanding the world around him, planning his actions, etc. “Speech is understood as both the process itself (speech activity) and its result (speech texts, oral or written).”

There are two types of speech: internal and external (it can be oral and written). A number of researchers also divide speech into receptive (listening, reading) and productive (speaking, writing). This division is arbitrary, since the perception of speech (listening, reading) and its understanding is an active process.

The effectiveness of literature lessons is directly dependent on how rationally the rotation of oral and written tasks is organized, how the relationship between students’ oral and written speech is thought out, and whether conditions are created for students to overcome the difficulties that arise during the transition from thought to speech, from speech to thought.

Special psychological and pedagogical studies have shown that the most effective is comprehensive speech training, in which the skills to perceive oral and written speech (listening and reading) are formed in combination with the skills to construct oral and written statements (speaking and writing). In each type of speech activity, in addition to the abilities and skills specific to it, skills that are common to all types of activity are also formed, in particular such a basic, initial skill as understanding information - a skill that connects thinking and speech into a single process.

According to psychologists, there is no identity between thinking and speech. Being closely interconnected, thinking and speech differ in their mechanisms: we speak with the help of words, but we think in larger units - “clumps of meaning”. Inner speech is characterized by conciseness, abbreviation, and at deep levels - grammatical lack of formality, the use, along with linguistic material, of other code units - “images and schemes”. As studies by psychologists show, the program of speech utterance is formed in inner speech and usually exists in an “object-graphic code” - in the form of “images-thoughts”. At this stage, the thought has not yet been dissected, not expressed in words.

The transition from thought to speech and from speech to thought requires transformation, or recoding, of information. The transition from internal to external speech is often associated with certain difficulties. In inner speech, the thought is clear to the person himself, but when he tries to express it to others, it turns out that he is not understood, and he himself sometimes feels that he said the wrong thing or did not say it the way he wanted. These difficulties are associated with the fact that you need to move from rolled up, compressed thoughts that are understandable to yourself to expanded grammatical and logical forms that are understandable to others. Therefore, in teaching speech, it is of great importance to equip students with techniques for transforming internal speech into structural forms inherent in external speech.

Based on the characteristic features of internal speech, we will give examples of the main techniques and types of work that help transform internal speech into external speech.

1. It has already been noted that inner speech is characterized by convolution, a linear cohesion of “meanings”.

During a speech development lesson, you can offer students the following work:

for a reference word or phrase related to the topic of the essay, select words that are similar in meaning to them, or those that are born by association. As practice shows, students quickly cope with such a task. So, in a lesson preparing for an essay describing an interior in the 6th grade, students built the following series of verbal associations for the phrase New Year tree: holiday, fun, gifts, the smell of tangerines, sparklers, admiration, fabulous, kind, frost, beauty, happiness, etc. d. By fixing a mental image in words and relying on them when constructing oral and written statements, students will be able to express their thoughts more freely and clearly.

Overcoming the difficulties of transitioning from condensed thoughts to expanded grammatical and logical forms is also facilitated by such a technique as constructing sentences based on one word or grammatical basis. The reference word (grammatical basis) is written by the teacher on the board and, as student proposals are received, it turns into a complex syntactic structure. For example: a flower - the flower was fragrant - the flower was fragrant throughout the entire garden - a delicate, white, newly opened flower fragrant throughout the entire garden on an early spring morning.

The work of transforming a simple plan into a complex one also seems useful.

2. Inner speech is characterized by the predicative nature of its components. In connection with this property of inner speech, it is possible to invite students to determine the storyline of a future utterance (if we are talking about a type of speech such as a narrative) by constructing a chain of verbs in a certain form. This type of work is also useful for preventing a fairly common mistake among students - unjustified replacement of the categories of aspect and tense for predicate verbs in essays.

An important role in ensuring the “recoding” of internal speech into external speech and preventing speech errors is played by the widely known and used in lessons technique of selecting a synonymous series for verbs of speaking, movement, state, location, etc.

3. The components of inner speech are characterized by a large degree of situational contextual conditioning. “Schemes-images” are born as a response to a certain moment in the speech situation, created through the implementation of interdisciplinary connections in the lessons of the Russian language and literature. To “find” these fleeting pictures, you can use techniques from teaching methods of other subjects of the humanitarian-aesthetic cycle.

For example, a teacher asks students to record their impressions, sensations, moods or states after perceiving a text or other work of art using paints on paper. The next stage of this work is “unraveling” the feelings and assessments captured and reflected in color and lines and their verbal expression.

Oral and written speech as types of speech activity are realized in interconnected speech-thought processes - perception and reproduction of statements, determined by the communication situation. The speech environment created in the lesson with the active involvement of interdisciplinary connections becomes a stimulus for the generation of speech activities of various types and types. In this activity, which is as close as possible to the conditions of natural communication, communicative skills are formed that ensure both the perception and creation of statements.

The communicative approach to teaching the Russian language determined the search for new teaching methods. Along with the traditional school imitative method of mastering native speech, with its leading teaching methods such as presentation and composition based on a model, the stimulating-motivational method, which is implemented in various types of situational exercises based on the dependence of the content and speech format of the statement, is becoming increasingly important. from the speech situation. Among the forms of work that stimulate the improvement of the communicative competence of students in Russian language lessons, the following can be mentioned: conducting a correspondence tour of exhibition halls, museums, streets and squares of cities around the world (role-playing game, where one or more students act as a guide, and others act as tourists) , oral or written invitation to an exhibition, dialogue in the exhibition hall “At the painting...”, drawing up questions for an interview with an artist, writer, director, actor, justification for choosing a gift (role-playing game “In the store”: the dialogue is conducted by the “buyer” and “trading floor consultant”), etc.

These exercises, developing in students the ability to correlate the content and form of statements with the speech situation, discipline thinking, sharpen the sense of language, teach them to use it flexibly, and have great educational significance, as they improve speech culture and culture of behavior in general.

It should be noted that the organization of speech situations in the lesson and the implementation by students of various types of situational exercises is not an end in itself, but a means of developing the communicative skills of schoolchildren, a way of accumulating materials for composition. Since written speech develops if it is compared with already acquired oral speech, we consider it possible and necessary for a reasonable alternation of oral and written forms of speech in Russian language lessons, in particular in speech development lessons.

The structure of the lesson we propose - preparation for writing an essay - provides for the time required to complete written assignments of various types in combination with oral presentations by students. Observations of schoolchildren, their condition, assessment, motives, interesting finds of ways to verbally express emerging memories, thoughts, feelings are reflected by students in drafts at each stage of the lesson. Individual and group work on cards, complex text analysis, etymological and word-formation analyses, compiling chains of words by association, word combinations based on patterns, constructing sentences based on them, etc. alternate with oral commentary (defense) of the completed task. Approaches to the implementation of the topic of the essay and means of expression found as a result of monologues, discussions or debates are also recorded in writing. The material prepared, selected as a result of oral work and reflected in writing during the lesson is then embodied in the students’ essays.

It is necessary to use as fully as possible the stimulating and motivational methods, techniques and forms that work for development and education, implementing them in historical, cultural and verbal-figurative contexts created through the integrated implementation of interdisciplinary connections in Russian language lessons and focused on the formation of students’ communicative competence, implementation creative potential of the personality of each student and the revival of national identity.

1.2.Typology of language abilities

Verbal ability - verbal intelligence. The degree to which an individual expresses verbal-logical (verbal) thinking, the ability to use language and speech as a means of forming thoughts. Verbal ability is based on an individual's use of the language system. It includes elements and prescribed rules for the use and use of these elements. The language system has several levels of use: phonetic, lexical, grammatical (including word-formation), syntactic. The use of these levels in verbal and logical thinking is individual. When diagnosing verbal abilities, the individual’s capabilities regarding the use of language elements and prescriptive rules at various levels are examined. This approach is dictated by one of the main provisions in the works of B.M. Teplova: abilities can be identified only on the basis of an analysis of the characteristics of the activity; the success of activities depends on a set of abilities; compensation of some abilities by others is possible within a wide range. B.M. Teplov pointed out that from the point of view of the temperamental properties of people, it is not so much the final result of activity that differentiates people, but rather the method of achieving results. As is known, these provisions became the starting point for many works and psychological schools involved in research into the problems of abilities and individual style of activity (E.A. Golubeva, N.S. Leites, V.S. Merlin, E.A. Klimov, Y. Strelyau and etc.).

1. Abilities and their natural prerequisites

(inclinations - abilities - possibilities)

The problem of the ability to master a non-native, second or foreign language (FL) has always worried not only students, teachers, but also methodologists and psychologists. This issue was resolved in different ways, depending on the scientific concept underlying a particular technique. Moreover, teaching methods could have almost diametrically opposed attitudes.

We will try to look at the problem of learning and language acquisition in a comprehensive manner, taking into account individual differences in abilities, their natural conditioning (inclinations), as well as individual acquisition strategies.

As is known, the most generally accepted definition of abilities is this: abilities are individual psychological characteristics that ensure the ease and speed of acquiring knowledge, skills and abilities, but are not limited to them (B.M. Teplov, S.L. Rubinstein). At the same time, B.M. Teplov (1961) drew attention to the fact that only those individual psychological characteristics that are related to the success of performing the corresponding activity can be called abilities.

And B.M. Teplov, and S.L. Rubinstein attached great importance to the natural inclinations of abilities, without diminishing the role of the development of abilities in the corresponding type of activity - training and education, environment. Connecting the problem of abilities with the question of development, S.L. Rubinstein recognized that “in the individual there must exist prerequisites, internal conditions for their organic growth” and “that they are not predetermined, not given in a ready-made form before and outside of any development.” The internal conditions that mediate the effect of external influences and, to a certain extent, determine the formation of a person’s abilities, also include his natural characteristics. If natural, organic conditions cannot explain changes in human mental activity, he wrote, then they cannot be excluded as “conditions from the explanation of this activity.” S.L. Rubinstein attached great importance to the relationship between external and internal conditions for the development of abilities as a theoretical basis for resolving fundamental controversial issues in the theory of abilities. Productivity, the effectiveness of activity in itself is important, but it does not directly and unambiguously determine the internal capabilities of a person, his abilities. According to S.L. Rubinstein, “it is impossible to determine a person’s mental abilities and intelligence by the result of his activity alone, without revealing the thinking process that leads to it.”

A reflection of these views in the psychological and pedagogical literature is another definition of general abilities (or general mental abilities), which, following from the above definitions, is directly related to educational activities - this is learning ability. Learning ability is considered as a characteristic of a student’s individual capabilities for mastering educational activities - memorizing educational material, solving problems, performing various types of educational control and self-control. On the content side, learning ability includes many indicators and parameters of the student’s personality:

1) cognitive capabilities (features of sensory and perceptual processes, memory, attention, thinking and speech);

2) personality characteristics (motivation, character, emotional manifestations);

3) qualities that determine the possibilities of communication and corresponding manifestations of personality (sociability, isolation, etc.).

From the dynamic side, learning ability is characterized by: - ​​pace of progress, level of achievement, stability and transferability (using the learned technique to solve other problems). This problem was most developed in the research of Soviet educational psychologists (B.G. Ananyev, N.I. Menchinskaya, Z.I. Kalmykova, S.F. Zhuikov, G.G. Saburova, etc.).

In modern psychological and psycholinguistic literature, the concept of “competence” (in psychology) or “competence” (in linguistics) is more often used. In the context of the above positions, abilities can be understood as “learning ability”. Competence can be the result of learning or it can overlap the concept of “ability” (if we take into account the “cost” of achievement).

Let us introduce some definitions of the concept “ability”.

Speaking about abilities, we introduce an evaluation criterion, implying potential capabilities and inclinations on which the speed, quality and level of formation of the corresponding competence depend.

Here we have to emphasize the ambiguity of concepts. N. Chomsky interprets these terms differently: comparing the two aspects “language” and “speech”, he contrasts the generative device with generation, and the innate ability (competence) with use (performance). The concepts of “linguistic ability” in psychological and linguistic science are characterized differently. A linguistic understanding of language ability can be found in the work of A.A. Leontiev: “Language ability (faculte” du langage of Saussure, “speech organization” of Shcherba) is a set of psychological and physiological conditions that ensure the assimilation, production, reproduction and adequate perception of linguistic signs by members of the linguistic community” (A.A. Leontiev, 1965, p. 54) This definition reflects the generic property, the specifically human nature of language or, in other words, general psychological characteristics, but does not address the issue of the ability to speak languages ​​as an individual psychological characteristic of an individual.

J. Green, considering the problem, noted that linguistic ability is considered as something that ensures the ability to speak a given language. For N. Chomsky, these are some innate “universal” mechanisms that guide the child’s first steps in language acquisition, regardless of individual variations in language acquisition.

It is characteristic that when analyzing the issue of the relationship between language and speech, most linguists unanimously bracket the fact that non-linguistic factors influence language: inattention, limited memory, lack of time, emotional coloring, motivation, etc. The latter belong to the so-called “superlinguistic remainder”

Due to the communicative significance of this concept, we pay special attention to this parameter. “Supra-linguistic residue” is everything in the sound of speech that is accidental, incidental or additional from the point of view of language as the most important means of communication between people. Let us note that this remainder is made up of: a) individual characteristics of understanding and reproducing language (peculiarities in pronunciation, incomplete or erroneous perception of individual words, etc.); b) from socially developed features of the use of certain facts of language use to achieve a certain effect that is not directly related to the main function of the language (in particular, the use of elements of sound as such for literary purposes: rhymes, alliteration, sound writing, etc.) The psychological meaning of non-linguistic phenomena are revealed in the works of M.M. Bakhtina, A.A. Leontyeva, I.A. Winter. According to A.A. Leontiev, intonation, timbre, facial expressions, etc. can even minimize the impact of the “direct” meaning of a verbal cue and contradict it (“words can be knocked out of their meaning by one or another intonation” - Yu.N. Tynyanov)

A psychologically justified boundary between units of language and units of speech was drawn by M.M. Bakhtin (1979). He considered the utterance as a real unit of speech communication, and considered words and sentences to be the units of language (as a system). According to M.M. Bakhtin, sentences are not exchanged, just as words (in the strict linguistic sense) and phrases are not exchanged; exchange statements that are constructed using language units - words, phrases, sentences; Moreover, a statement can be constructed from one sentence or one word. According to M.M. According to Bakhtin, emotions, evaluation, expression are alien to the word of language and are born only in the process of utterance, living use.

Thus, linguistics has prioritized the study of language as a sign system, and psychology has prioritized the speech process, the process of generating and perceiving speech. In the context of the psychological approach, therefore, it is necessary to distinguish between a number of concepts - “language”, “speech”, “communication” and the corresponding types of abilities and competences.

Communicative competence in the literature is considered as the degree of satisfactory mastery of certain norms of communication and behavior, as a result of learning. Communicative competence is the assimilation of ethno- and socio-psychological standards, standards, and behavioral stereotypes; degree of mastery of the “technique” of communication. The so-called communicative methods provide, along with mastering language knowledge, practical mastery of communication techniques, rules of politeness, norms of behavior, etc. Speech competence is a language system in action, the use of a limited number of linguistic means, the patterns of their functioning to construct statements - from the simplest expression of feelings to the transmission of nuances of intellectual information

Linguistic competence is understood as the potential of a person’s linguistic (linguistics) knowledge, a set of rules for the analysis and synthesis of language units that make it possible to construct and analyze sentences and use the language system for communication purposes. The content of linguistic competence is the assimilation of categories and units of language and their functions, comprehension of the patterns and rules of language functioning. (L.V. Shcherba, V.A. Zvegintsev, I.A. Zimnyaya, etc.). I.A. Zimnyaya understands language as a means, and speech as a way of forming and formulating thoughts through language in the process of speech activity

Thus, we will consider competence (or competency) as a result of learning, an achievement, naturally believing that with the same level of achievements, different sets of abilities can be involved, that high productivity in foreign language speech activities can be demonstrated by people with different types of abilities, types of strategies language acquisition. Of no small importance, of course, are the evaluation criteria: what is being assessed - knowledge of the language or proficiency in the language as a means of communication.

Therefore, for a psychological analysis of the process of language acquisition and identification of individual-typical features of acquisition, it is fundamentally important for us to identify such parameters as acquisition (correlated with linguistic means, cognitive processes) and application (related to speech communicative activity).

Chapter 2. Development of verbal abilities in Russian language lessons

2.1. Speech creative comprehension of words in the process of teaching the Russian language

The main didactic unit in Russian language lessons is the word. Mastering words by students is a rather complex and lengthy process, requiring the teacher to have certain philological, psychological, pedagogical and methodological training.

The first stage of mastering a word as a lexico-grammatical unit was built a long time ago and is described very traditionally in all textbooks on the Russian language. The second stage, associated with the functioning of the word, requires the development of direct access to the speech-creative activity of students. That is why it is so important to consider the word, first of all, as a speech-creative unit, identifying its speech-creative abilities, for the word is both “the initial germ of the emergence of a text” and the material for creating a text.

Speech-creative comprehension of a word develops in students an “attitude” towards speech creativity. But in order to bring the student’s language system “to a state of speech readiness,” multifaceted, versatile work with the word is necessary, which begins with determining its depth and perspective.

The speech-creative depth of a word is measured primarily by its meanings, which are presented in dictionaries. Turning to different types of dictionaries in speech lessons is an obligatory part of students’ work, because dictionaries are not only “the keys to the secrets of the poets’ spirit”2, but also the keys to the secrets of their own spirit.

Let us show how, in one of the speech-creative lessons, students of a (humanitarian) class consider the word wind in all the diversity of its meanings, thus measuring its speech-creative depth and determining the speech-creative perspective.

The lexical meaning of a word is checked by students using an explanatory dictionary:

WIND. Movement of air flow in a horizontal direction.

phraseology. Wind in my head. What kind of wind blew it or what kind of wind blew it. The wind whistles in your pockets. Throw (or throw, throw) money down the drain. Throw words to the wind; talk into the wind. Keep your nose to the wind. Let it go to the wind. Where the wind blows. Where the wind blows from. Look for (or catch) the winds in the field. Battered by the wind. As if (as if, exactly) the wind had blown it away.

Analysis of this dictionary entry helps students determine the essence of wind - movement (action, dynamics).

The perceptual meaning of a word is the meaning associated with the subjective, concrete sensory perception of what the word means; meaning associated with the reflection of things in consciousness through the senses.

In a speech-making lesson, students are asked to “fill” a word with color, sound, smell, and to characterize the object that is designated by this word, i.e., to determine the perceptual meaning of the word.

WIND (from student works)

Color - transparent, invisible, pink, blue, black, white, colorless, gray, yellow, bright, the color of distant mountains, the color of the cold sky.

Sound - grinding, humming, rustling, rustling, heart murmur, dance music, whistling, knocking shutters, whispering, moaning, pleading, lulling, the sound of bells, ringing, echo.

The smell is floral, light, the smell of freedom, mountainous, heady, fresh, the smell of the sea, rain, the smell of will, the smell of dust, freshness.

Character - free, crazy, strong, impetuous, enveloping, enchanting, exciting, exciting, restless, ruthless, wild, unbridled, playful, reckless, energetic, restless, crazy, careless, free, riotous, crazy, uncontrollable, unbearable.

The perceptual meaning of a word determines its figurative potential.

boastful;

old and lonely;

the wind flies around the world and, like a piggy bank, collects smells, sounds, moans, crying, laughter - everything;

a stern old man with a long gray beard;

naive boy;

the wind, like a young man, is in a hurry to go on a first date and is afraid of being late, a reckless driver;

the blue wind of my childhood (light, quiet, soothing);

black wind - fear (loud, tearing);

white wind - my youth (quivering, fast, impetuous).

The associative meaning of a word is determined by the meanings of reaction words to a given word. WIND (from student works)

lightness, joy, aspiration, hope;

foliage, cold, hurricane, house;

fear, the cry of the soul, my life, striving forward;

freedom, space, cold, clouds, abyss, sun;

road, distance, past, eyes, sleep;

purity, strength, transparency;

window, window, friend, greeting, help;

storm, movement, cold;

dust, strong, wild, cold;

sea, storm, lonely ship.

The etymological meaning of the word is determined by the dictionary.

WIND. - Common Slavic... Formed with the help of suf. -three from the same base as winnowing. Originally it was the name of the god of the winds... Wed. dry wind - “dry wind, i.e. wind.

The symbolic meaning of a word is determined by the dictionary.

WIND is a poetic image of a revived spirit, whose influence can be seen and heard, but which itself remains invisible. Wind, air and breath are closely related in mystical symbolism. The winds act as divine messengers and as forces that control the directions of the cosmos. Hence the origin of heads with swollen cheeks, representing the wind... Winds were often personified as violent and unpredictable forces.

More generally, the wind is a powerful symbol of change, impermanence, empty boasting and ephemerality - these are its main meanings in the 20th century.

The mythological meaning of the word is determined by the dictionary.

WIND. In popular belief, it is endowed with the properties of a demonic creature. The power of the wind, its destructive... or beneficial power... necessitates the need to cajole the wind: to speak kindly to it. “feed” and even make a sacrifice to him. The division of winds into “good” (for example, such as “holy air” - a favorable, fair wind) and “evil”, the most striking embodiment of which is a whirlwind, is also characteristic.

The artistic (figurative) meaning of a word is determined in a literary text. The meanings of words in literary texts are transformed and complicated. “An artistic generalization, realized in the meaning of a word,” writes D. M. Potebnya, “can presumably be considered as a mixed unit of the process of consciousness and thinking: the selection of essential features that form the concept is predetermined primarily by the worldview of the author as an artist, and the concrete sensory realization of the concept in a figurative form is associated with the actualization of associative connections, an emotional-evaluative element, modality, which acquire aesthetic significance.”

In a speech-making lesson, observations and inferences require the behavior of the word wind in literary texts. Students determine the artistic (figurative) meaning of the word wind in the process of analyzing texts.

It was the beginning of autumn, the steamship Goncharov was running along the deserted Volga. The early cold had set in, a chilly wind blew hard and fast towards, across the gray floods of its Asian expanse, from its eastern, already reddened shores, fluttering the flag at the stern, the hats, caps and clothes of those walking on the deck, wrinkled their faces, beat on their sleeves and floors. And aimlessly and boringly, a single seagull accompanied the steamer - either it flew, heeling convexly on sharp wings, right behind the stern, or it slanted off into the distance, to the side, as if not knowing what to do with itself in this desert of the great river and the autumn gray sky. (I.A. Bunin).

Cold wind; the wind, fluttering the flag at the stern, the hats, caps and clothes of those walking on the deck, wrinkled the linden tree, beat on the sleeves and skirts.

Since the end of September, our gardens and threshing floors have been empty, and the weather, as usual, has changed dramatically. The wind tore and tore the trees for days on end, and the rains watered them from morning to night. Sometimes in the evening, between the gloomy low clouds, the flickering golden light of the low sun made its way in the west; the air became clean and clear, and the sunlight sparkled dazzlingly between the foliage, between the branches, which moved like a living net and were agitated by the wind. The liquid blue sky shone coldly and brightly in the north above the heavy lead clouds, and from behind these clouds ridges of snowy mountain-clouds slowly floated out. You stand at the window and think: “Maybe, God willing, the weather will clear up.” But the wind did not subside. It disturbed the garden, tore up the continuously flowing stream of human smoke from the chimney, and again drove up the ominous strands of ash clouds. They ran low and fast - and soon, like smoke, they clouded the sun. Its shine faded, the window into the blue sky closed, and the garden became deserted and boring, and the rain began to fall again... at first quietly, carefully, then thicker and, finally, it turned into a downpour with storm and darkness. A long, anxious night was coming... (I.A. Bunin).

The wind tore and tore the trees; the wind did not subside; disturbed the garden, tore the stream of human smoke continuously flowing from the chimney; was catching up with ominous strands of ash clouds.

Autumn has arrived, just as damp and dirty as last year. It was a gray, tearful morning outside. Dark gray clouds, as if smeared, completely covered the sky and with their immobility brought melancholy. The sun seemed not to exist; for a whole week it never looked at the ground, as if afraid to smear its rays in liquid mud...

Raindrops drummed on the windows with

with special force, the wind cried in the chimneys and howled like a dog that had lost its owner... Not a single face was visible on which desperate boredom could not be read. (A.P. Chekhov).

The wind cried in the chimneys and howled like a dog that had lost its owner.

It was close to night.

A group of cab drivers and pilgrims were sitting in Uncle Tikhon’s tavern. They were driven into the tavern by an autumn downpour and a frantic wet wind that whipped their faces like a whip. Wet and tired travelers sat on benches near the walls and, listening to the wind, dozed off. Boredom was written on their faces. One cab driver, a little guy with a pockmarked, scratched face, had a wet accordion lying on his lap: he was playing and mechanically stopped.

Above the door, around the dim, greasy lantern, rain splashes flew. The wind howled like a wolf, screamed and, apparently, tried to rip the tavern door off its hinges. From the yard one could hear the snorting of horses and splashing in the mud. It was damp and cold. (A.P. Chekhov).

A furious wet wind, whipping our faces like a whip; the wind howled like a wolf, screeched and, apparently, tried to tear the tavern door off its hinges.

On the way from home.

I love the wind. More than anything else. How the wind howls! How the wind moans! How can the wind howl and moan! How can the wind take care of itself!

O wind, wind! How it moans in your ears! How expresses a living soul! What you yourself cannot do, the wind can say about life in the whole world.

Thank you, wind! I hear your groan. How it relieves, how it torments! Thank you, wind! I hear, I hear! I myself left my native roof...

The soul can, like you, moan. But can he really stand up for himself? The path is lifeless, boring and smooth. But the wind moans! Don't rest...

(N. M. Rubtsov).

The wind howls; the wind moans; the wind can take care of itself; moans into the ears, expresses a living soul; the wind can tell about life in this world; the moan (of the wind) relieves and torments.

The effectiveness of speech creative comprehension of a word increases significantly if the lesson uses not only works of fiction, but also works of painting and music. They help students feel the pictorial and musical meaning and sound of a word. Thus, in the process of mastering the word wind, the following creative tasks are offered:

Draw (verbally) the wind (in the forest, at sea, in a field, in a meadow, etc.). How can you portray this?

Before you are landscapes (I. S. Ostroukhov. “Siverko”; N. M. Romadin. “Wind on Uksh Lake”). What would you call these paintings? Justify your answer.

Imagine that you are a composer. You are asked to prepare a musical accompaniment for text 2. Tell us about the piece of music you created, inspired by this text.

In the process of determining the speech-creative depth and perspective of a word, students develop ideas for their own texts. Thus, the speech-creative comprehension of a word is the path from a word in the dictionary through a word in a literary text to one’s own word: “... every word exists for the speaker in three aspects: as a neutral and not belonging to anyone word of the language, as someone else’s word of others people, full of echoes of other people’s statements, and, finally, as my word, because, since I deal with it in a certain situation, with a certain speech intention, it is already imbued with my expression.”

The result of the process of speech-creative comprehension of a word is the creative work of students. Let's list some of them.

Wind dance.

A fresh stream is directed at me, It whispers secrets, quietly beckoning. He kisses me tenderly, dances with me, starts a song, takes me away with him. To a land where dreams rise into the sky, To a land where no one has ever been before, To a fairy tale of oblivion, to a world of new dreams, We will fly through a rainbow of tears. Sorrows will end, happiness will begin, but the old fear will never return. Thoughts will not seem dark, dreams will slowly come true.

(Galya 3., X grade).

Loneliness, fear, boundless sadness - this is what the Hurricane Wind, forgotten by everyone, felt. He hid in the darkest corner of his house - a huge gloomy rock.

A clear day came, then night, and he kept thinking and thinking... It seemed as if sad ghosts surrounded him and whispered to him: “Nobody needs you. They fear and hate you.” This whisper went on and on, like the buzzing of bees in a hive. The wind felt like his head was going to explode. From grief and fatigue, he fell into a deep sleep without dreams. The Wind woke up from a light touch. It was Queen Nature - his mother. She told her son:

Fly, today is your turn.

No, no, I can’t do it anymore, I don’t want to, I won’t! - the Wind shouted.

You must, this is your essence,” Nature gently reminded.

And the Wind, with his head down, trudged along, but decided not to uproot any more trees or demolish the roofs of houses. “What if I become light and bring warmth and joy,” thought the Wind. But as soon as he flew up to the houses, everyone said: “Go away, fly away, we are afraid of you, you will destroy everything again. We don't believe you! And so everywhere: “Go away!!!” He flew, swallowing tears, bitterness, resentment. He didn’t understand why this was so, because he was good now. The wind is tired, tired of being useless. He fell on the soft grass and began to sob, when suddenly he heard a light whisper from the grass: “Go away, go away, we are afraid of you.” The wind jumped up and rushed up, up, towards the sun... and melted, falling to the ground as life-giving rain. And everyone shouted: “What a warm, nice rain, we’ve been waiting for it for so long, we love it so much!” (Julia T., X grade).

2.2. “A sudden line is born...”

An artistic speech-creating personality, be it a master of words or a student, is able to see, hear, feel deeply, subtly, and in a special way. Its main qualities are “an aesthetic attitude to life, the ability to get used to the character’s world, to take on his position, going beyond one’s own Self; developed imagination, observation, sensitivity to words and shades of meaning.” It has associative thinking, reflection and speech forecasting abilities.

Unfortunately, over the years, students lose their emotionality and imaginative perception of the world around them, and a “teenage hole” of artistic development is formed. This situation is largely explained by the fact that due attention is not paid to the formation of imaginative thinking. To a certain extent, this is excusable, since both time and the solution of didactic tasks of conscious-communicative teaching do not yet provide the opportunity to do this in Russian language lessons constantly and purposefully. To some extent, artistic speech creation is realized in students writing essays and presentations, but systematically (but in special classes) it can now be presented either in classes with in-depth study of the Russian language, or in extracurricular activities, in particular in Russian language clubs. Below are some of these classes (speech-creative training) with examples of completing tasks.

The proposed speech-creation trainings are based on words, literary texts, works of painting and music and are correlated with experiences that are close and therefore understandable to schoolchildren.

The material is selected taking into account its ability to stimulate the artistic speech creativity of students.

Training: CREATE CONTEXT BY FIGURATORY MEDIUM

In this lesson, students should learn to introduce a figurative device used by a master of words into their own literary text, for example: tearful morning (A. Chekhov); glass bushes (I. Bunin); white field of rye (L. Andreev); drunken wind (V. Nabokov); the dawns beat with a fiery wing (M. Voloshin); familiar steps, curious sun, thoughtful door (A. Blok); the moon slides like a pancake in sour cream, the burning gaze of snowdrops (B. Pasternak); eccentric moon, crane-like melancholy of September (S. Yesenin).

The author's figurative means is intended to activate students' imaginative thinking when performing these tasks, an understanding of which can be achieved either by returning it to the author's text or by creating your own.

It is not difficult to return the figurative device to the author. To do this, it is enough to find out from which work of the author this remedy was taken. But creating your own artistic text based on the author’s figurative means is already a speech-creative task. This is exactly the kind of creative task that students are offered.

Let's show how to complete a task with A. Blok's figurative phrase "curious sun."

"Morning. You dispel the sleepy, heavy fog near the ground, at the foot of the mountains. Like a new bridge across a shaded sky - one stripe, two... You jump onto the trees, sliding along the trunks like a golden squirrel. From there, like a child, you crawl between meadows and fields that are turning green with renewed vigor, waking up porridge, a shepherd’s purse, a bunch of cornflowers near an anthill, and ants. Hearing the splash of water, you, as if at the call of your mother, rush towards it, smile... This small hollow, filled with a sweet melodious whisper... You creep up, almost crawling, so as not to notice, and, after waiting a moment, you illuminate all its underwater heart with its radiant laughter! I came! It's me, I... Now that you know that I'm here, I can fly further. The splash became more frequent, and, leaving a few “bunnies”, you shone further... The hollow sparkled, tried to catch up with the restless “hares” and thought: “How fast (no, you can’t keep up), how playful and curious the sun is!” And in confirmation of her thoughts, the cries of birds frightened by the sudden awakening were heard in the distance... - the voices of distant mountains, the voices of the wind...”

ARTIST

The following exercises are related to the ability to verbally convey visual impressions.

I'm an artist too.

Describe the picture

Name the picture. Compare your title with the author's.

What state does what you see bring you into? Pay special attention to details. What is their role?

In this type of training, the mechanism for students’ imaginative thinking should include works of fine art: paintings, engravings, drawings, etc.

For example, the children are invited to look at the painting “Pears” by I. E. Grabar. They give it their names:

“Grandma’s Still Life”, “First Harvest”, “Golden Autumn”, “Village Joys”, “Pear-Apple Dessert”, “Fruits”.

The picture gives rise to an idea in the student, which is then embodied in an artistic text.

Country joys

“Summer... Green knees of the kids. Singing floorboards in a country house. Chamomile petals on the windowsill. The smell of apple pie. The bathhouse is heating up. The smell of a birch broom. The cart creaks. Geese walk sedately along the soft green grass. The sound of a bucket falling into a well. Quiet. Even quieter. Eyes stick together. Even annoying flies fall asleep.”

I am an artist.

Draw (verbally) a landscape, portrait, still life.

The basis of imaginative thinking in this type of training is the world of fantasy, the limiter of which is the genre of painting.

Still life "Creativity". “The room is dimly lit by a dim table lamp. There are books in a small nook. One of them is a volume of Pushkin in a dark brown, thick binding. On it lies a piece of paper with some inscriptions and numbers. Nearby is a book by Maupassant, already covered with a thin layer of dust. There is a bookmark sticking out of it with an image of a yellow-orange sun and some kind of inscription, the last letters of which are A. Ya. On the book there is a pen, in which the rod is almost invisible, and next to it, on a piece of paper, several words are written in an incomprehensible handwriting, after which it goes ellipsis..."

“A school table with strange scribbles and someone’s names. Not a table, but a memorial plaque with phrases like Vasya was here.

There is a glass on the table. There was some tea left in it at the bottom. Next to the glass lies a small book-magazine with a bright cover and the meaningful title “Revelations”. The edge of a white piece of paper peeks out from under the magazine. There's someone's scribbles on it. Near the magazine is a ballpoint pen in a blue case. A notebook placed on the handle swells with some leaves, newspaper clippings and scribbled pages. Bread crumbs, folded into a pile, lie in a small heap near the written sheet.”

COMPOSER

The tasks of this training are aimed at establishing connections between sound and musical images, and at strengthening the ability to express in words your impressions of the sound of music.

Me and the composer.

Listen to a piece of music. What thoughts and feelings does it evoke in you? Describe your condition.

Symphonic poem by M. Ciurlionis “The Sea”.

“I’m standing on the shore of the sea, so powerful and endless.

I want to fly like a seagull into the blue distance. Filling your soul with purity and freshness, soar over the sea. How easy it is to breathe! The free wind and I are in one impulse.

I want to fly, fully aware of what freedom is.”

I am a composer. Write (verbal) music to the text.

The day was clear, transparent, slightly frosty, one of those autumn days on which you willingly put up with the cold, the dampness, and the heavy galoshes. The air is so transparent that the beak of a jackdaw sitting on the highest bell tower is visible; it is completely saturated with the smell of autumn. Go outside and your cheeks will be covered with a healthy, wide blush, reminiscent of a good Crimean apple. Long-fallen yellow leaves, patiently waiting for the first snow and trampled underfoot, turn golden in the sun, emitting rays like chervonets. Nature falls asleep quietly, peacefully. No wind, no sound. She, motionless and dumb, as if tired from spring and summer, basks under the warming, caressing rays of the sun, and, looking at this beginning peace, you yourself want to calm down... (A. Chekhov).

“I hear clean, warm, transparent sounds like autumn: a smooth and gentle melody flows, the door creaked slightly, quiet steps were heard, autumn leaves rustled underfoot, a quiet, lulling calm melody.”

ASSOCIATIVE STEPS

In these exercises, students must establish an associative transition of several steps between two distant concepts. For example, between the words scream and rowan, students establish an associative chain: scream - pain, pain - loneliness, loneliness - bitterness, bitterness - rowan; between the words wind and book: wind - autumn, autumn - leaf, leaf - table, table - book.

This type of training helps students determine the plot lines of their future literary text.

FANTASY BINOM

The children learn to create a text using two unrelated words. For example, the words wind are suggested

"Morning. I’m sitting by the window open to the spring garden. The smell of apple and bird cherry makes your head spin and drives you crazy.

The wind flips through the pages of my favorite book, like the pages of my life. Don't rush, wind!

Create your text using associative string. Examples of task completion.

White - snow, footprint, soul.

White snow is crystal white, All in inept reliefs. Your voice turns white after, Waking up in the white sky. And behind it, with a hint of blue, Without melancholy and without hesitation, the soul awakens in the white world, slowly.

White - fluff, feather bed, snow

Down pours from the heavenly pillow:

Someone shook the feather bed of the sky. The flakes are swirling, the flakes are swirling like a shower, They are watering those who have fallen asleep in their hearts.

The sky falls to the ground with snow, The sky carries blue with it, A wet, cold, but still blanket Warms the grass growing with life.

The solution to the given speech-creative task is possible only after analyzing the text, which involves deep penetration into it.

You know, you know, I faintly and drunkenly dreamed that in the abyss of the window a skeletal, round moon rose like a giant’s skull.

I dreamed that on the bed, arched crookedly over the swollen sheet, covering the entire pillow with its mane, a horse lay black and satin.

And above - a wall clock, with a pale, pale, human face, moved a copper pendulum, slashing my heart with its end.

My dream book does not know such a dream, it was silent, quiet before the trouble, my dream book with a cornflower blue bookmark on the page read with you...

(V. Nabokov).

What feeling does this text evoke in your soul?

Why do you think the hero had such a dream? What caused it?

Draw (verbally) the moon described by V. Nabokov. Why does the poet paint the moon not in the opening, but “in the abyss” of the window?

How did the lyrical hero see the horse in his dream? Why is the horse not red, not white, but satin-black?

How did the dream book interpret the dream? Why did he “get quiet in the face of trouble”?

What did the cornflower blue bookmark remind the hero of?

Describe (based on the dream) the state of the hero.

VERBAL AND ARTISTIC REFLECTION

Comprehensive speech-creative training involves students filling out a speech-creative map. Such a map reflects the process of students’ birth of the idea of ​​their own text, reflection based on the word: keen attention to the spelling and sound of the word; associations caused by the word; search for words that rhyme with the original word; “revitalization” of a word (filling with color, sound, smell, etc.).

RIVER CREATURE MAP ROWAN. (To be completed by students.)

Sound and spelling of words.

The word begins to sound sharply, with pain, then softens,

Four frozen beads hang on the word rowan.

Associations. Bunch, fire, autumn, alley, house, village, window, frost, bullfinches, memories.

Rhyming training. Rowan, viburnum, aspen, cobweb, basket.

Color. Ocher leaves, burgundy autumn berries, the color of blood, the color of old wine, golden.

Sound. The sound of drops on glass, the barking of dogs, the rustling of trees, the clicking of ripe frozen berries, heavy, dry.

Smell. The smell of watermelon and rain, the village, hay, the smell of an early frosty morning, smoke, the smell of freshness with bitterness, dampness, there is no smell: it is not felt in the frosty air.

Form. Lattice leaves.

Character. A generous bunch of rowan trees, graceful, silent, sad, royally beautiful. “Some word ripples in the eyes. Bullfinches fly in to peck berries from it, but the elves are afraid and do not approach. She drives deep thoughts, and her color is cheerful - bright red. But I don’t need its tart berries, I like elves more.

Have you heard anything about hundred-year-old mountain ash? They are always young. How do rowan trees die? Do we really know?! This tree is for the happy.”

“It's freezing. Dim landscape in late autumn. First snow and frozen ground. The north wind passes over the tops of the tough bushes. The gray sky darkens in the window, and on it a bunch of rowan berries flare up like bright red beads. These are the berries of autumn that remind me of a bright, sunny summer. Burgundy berries, red sunsets, night fires - all these are echoes of summer in autumn.

In a few days the fruits will freeze. The ocher leaves will fall from the rowan tree. Frozen beads will hang on the branches.”

The above and similar tasks will unobtrusively and actively develop imaginative thinking, activate the work of associative memory, and generally improve students’ oral and written speech.

2.3.Diagnostics of verbal abilities

The urgent need for prompt solutions to practical problems of psychodiagnostics is associated with the widespread use of psychological and pedagogical counseling, in particular in the field of education and upbringing of students. However, sometimes this leads to the fact that diagnostic methods are constructed taking into account such existing forms of activity and types of relationships of the subject that are accessible only to the ordinary understanding of the subject himself and the diagnostician. From the point of view of particular practical tasks, they are quite suitable and reliable, however, in those cases where it is necessary to analyze the internal structure of the diagnosed active processes, actions and relationships, their limitations become apparent. Therefore, in order to have detailed information about the structure, and, accordingly, about the dynamics of the phenomenon under study, it is important that these methods can work at the level of general practical problems.

As a rule, certain individual deviations in the subject’s activity only in rare cases turn out to be in accordance with all other parameters of the diagnosed phenomenon. If detailed structured information is available, corrective efforts can be directed to the truly defective elements of the structure of the phenomenon being diagnosed, without wasting time and energy on correcting and correcting those elements that are actually within normal limits. In this case, it would be possible to rely on those characteristics of an individual’s activity that allow him to be classified as a group of average or even best students, despite the fact that his activity as a whole does not meet the requirements. Such information is not only a formal indication of the level of development of the diagnosed phenomenon, but also characterizes the internal causes of this condition. The proposed approach, of course, does not yet fully correspond to the true content of the concept of “zone of proximal development,” but it represents a certain step in this direction.

We will allow ourselves to illustrate the above using the example of a specific study conducted in the department of educational psychology of the Pedagogical Institute. Ya. A. Komensky ChSAN, during which some differences were discovered in the level of intellectual abilities of primary school students, depending, in particular, on microsocial conditions. It was also found that these differences are mainly due to the development of students' verbal ability; It is characteristic that it was on its basis that teachers assessed the intellectual abilities of students, and the teachers themselves did not even realize this. All this data was obtained using the Amtower test, which, although it provided information about the differences, did not show in any way what caused them.

Since any ability is the result of internalization of the corresponding form of activity, its level of development is determined by the completeness of internalization of the mental processes that ensure this activity; in particular, in the case of verbal ability, its level is determined by the development of those processes that, in their totality, have a decisive influence on such characteristics of speech activity as its coherence, expressiveness, logic, etc.

Based on a study of extensive literature, we analyzed the concept of “verbal ability” to establish which processes are relevant for it. The main problem was that direct human speech activity is a complex of various cognitive-communicative processes, which, of course, go beyond the actual verbal sphere, since non-verbal phenomena also occur in communication between people. Thus, verbal ability, and especially its cognitive aspect, is lost in a whole series of synchronous activity processes, which in natural communication are not at all amenable to diagnostic definition. Therefore, for diagnostic purposes, it was necessary first of all to isolate from this complex those individual components that are most relevant to verbal ability as a whole.

Verbal ability includes a number of private cognitively oriented processes, and above all the process of naming. Sometimes this sign-symbolic function of speech activity is not entirely accurately designated as the “naming process.”

In many ways, the “naming process” is determined by the peculiarities of the thinking process and represents a kind of transition from non-verbal content to verbal, and it is directly related to the volume of an individual’s vocabulary: when decoding - with the volume of a passive vocabulary, when encoding - an active one.

However, the dictionary represents many different lexical units, ordered in an artificial way. In living speech, these units are not used as independent units, but, on the contrary, as elements of much more complex semantically, syntactically, and grammatically organized structures. The method of constructing such structures is still a matter of debate, but there is an assumption What This process is probabilistic in nature.

From a diagnostic point of view, this circumstance is very important, since it allows one to objectively and quite accurately establish the degree of speech coherence, which is undoubtedly one of the most important components of verbal ability and in its natural form - in the process of communication - cannot be measured objectively, since in depends largely on the topic, the environment in which communication takes place, and the relationships between the participants in the communication process. In this case, it is possible to use the method of free verbal associations, the mutual connections of which are primarily probabilistic and, thus, can quite reliably indicate the richness and speed of word reproduction in the speech process.[3,209].

Due to the still unresolved dispute regarding the functional priority of the semantic or syntactic-grammatical levels of the probabilistic organization of a sentence (statement), it is necessary to use both methods: a) free paired associations, which primarily emphasize the semantic connections between words; b) associative addition of incomplete sentences, which involves the use of syntactic-grammatical connections between words.

During ontogenesis, as the child’s speech experience increases, the automatism of the probabilistic organization of utterances develops, as the mental-volitional processes of this organization are reduced. This, however, does not mean a reduction in the thought processes themselves, which are associated with the content of the statement. The latter, on the contrary, deepen, and the logical structure of the statement becomes more and more complex in the process of ontogenesis. Therefore, when studying verbal ability, of course, one cannot ignore the processes of verbal thinking, which manifest themselves - albeit partially - in the so-called naming process.

We think that when setting up and conducting the research, what was meant was not superficial verbalization, but the search for and explanation of those processes that

which constitute the human verbal ability as a whole, meaning first of all the cognitive and only then the communicative (following from the cognitive) meaning.

All these considerations served as a general theoretical basis for the development of eight diagnostic methods covering the above-mentioned procedural characteristics of verbal ability. These included: 1) subtest on the classification of objects (the task here was to simply assign the name of an object to one of the classes of objects); 2) naming pictures (the task here was much more difficult, since it required quick perception of the most important event depicted in the picture, and its subsequent brief verbal encoding); 3) written subtest on synonyms (this method was used to determine the volume of passive vocabulary); 4) oral subtest on synonyms (with its help, the volume of the active vocabulary was determined); 5) oral subtest for free paired word associations (its diagnostic function was described above); 6) an oral subtest to complete the last word missing in a sentence (the diagnostic value of this method has also already been described); 7) subtest on restructuring sentences (it established an intuitive understanding of the syntactic-grammatical and semantic structures of a sentence); 8) a subtest for completing conjunctions missing in a complex sentence (this subtest is for logical verbal thinking, since conjunctions expressed logical connections between parts of a complex sentence).

These methods were tested in a preliminary study together with standard methods and subjected to certain modifications in terms of instructions and content. In addition, a questionnaire was prepared to obtain some information about the student's marital status.

One hundred third-graders from five schools located in different areas (a village, a large town, a big city) took part in the experiment. The age of the subjects was chosen taking into account that the students already knew how to read and write, but at the same time that they were still at the initial stage of school training. This made it possible to take into account the influence of the family - very significant at this age - and at the same time to identify the positive influence of schooling itself on the development of children's verbal ability.

It was important for psychologists to find out what role the individual components play in overall verbal ability. This role could be characterized primarily by the correlation between the total result for all subtests and the results for each of them. The time parameters of subtests 4, 5 and 6 turned out to be significant in this regard, followed by the overall result obtained using the oral subtest on synonyms (4), the subtest on verbal thinking (8) and the subtest on naming pictures (2).

The next type of relationship between individual verbal processes was a network of correlations between the results on each of the individual subtests. Here, too, the first position was taken by the oral subtest for synonyms (4), which turned out to be in a significant correlation with all other subtests. In the second position was the subtest for completing conjunctions (8), which correlated significantly with five subtests. The correlations between the subtests for paired associations (5) and for completing unfinished sentences (6) were also significant.

It is noteworthy that What the result obtained using the subtest for free paired associations (5) turned out to be divided into two components: a) syntagmatic and b) paradigmatic associations, while both of these methods of association in our sample almost excluded each other with a cross-correlation (-0.92 ). Thus, the transition from syntagmatic to paradigmatic association in nine-year-old subjects turned out to be very sharp, which allows us to consider it one of the most sensitive indicators of the level of development of children’s web-brain ability.

The first group is represented by the factor of verbal fluency, which in general verbal ability turns out to be more expressive and typical for association subtests. The second group is characterized by a complex verbal factor, although less significant in its influence, but represented in a wider group of subtests (4, 8, 3, 6, 7). Subtests (1 and 2) not directly related to verbal processes were excluded from the concept of verbal ability based on factor analysis.

Thus, a fairly clear picture of the levels of development of individual processes that make up verbal ability was obtained.

In the course of our research, we will also try to test the level of verbal ability in younger schoolchildren, more specifically in first grade students, for the purpose of further correction.

ASSESSMENT OF VERBAL-LOGICAL THINKING

To conduct the study, you will need forms of the “Word Elimination” technique, which allows you to assess the test subject’s ability to generalize and identify essential features. The technique consists of 15 series, each series contains 4 words.

The experimenter must have a stopwatch and a protocol for recording responses.

Form of the “Word Elimination” technique

1) Book, briefcase, suitcase, wallet

2) Stove, kerosene stove, candle, electric stove

3) Watch, glasses, scales, thermometer

4) Boat, car, motorcycle, bicycle

5) Plane, nail, bee, fan

6) Butterfly, calipers, scales, scissors

7) Wood, whatnot, broom, fork

8) Grandfather, teacher, dad, mom

9) Frost, dust, rain, dew

The study is carried out individually. You need to start only after making sure that the subject has a desire to complete the task. Instructions to the subject: “Three of the four words in each series are to some extent homogeneous concepts and can be combined according to a common feature, and one word does not meet these requirements and should be excluded. Cross out the word that does not fit the meaning of this row. The task must be completed quickly and without errors.” If the subject has not mastered the instructions, then the researcher solves one or two examples, but not from the experimental card, together with him. After making sure that the principle of operation is clear, the child is asked to complete the task independently - cross out the words to be excluded on the form. The experimenter records the time and correctness of the task in the protocol.

Completion of the task is scored in points in accordance with the key: for each correct answer - 2 points, for an incorrect answer - 0.

1) book, 2) candle, 3) glasses, 4) boat, 5) bee, 6) butterfly, 7) tree, 8) teacher, 9) dust.

2) The task completion time is calculated taking into account the T correction.

Table 1

Correction T for the duration of the task

The integral indicator of verbal-logical thinking A, combining the productivity indicator B and the time to complete the task, taking into account the correction T, is calculated by the formula

Having received individual data on the indicator of verbal-logical thinking, you can calculate the arithmetic average for the group as a whole. To obtain group (age) differences, it is necessary to compare the calculated experimental indicators with each other. To compare the obtained indicator of verbal-logical thinking with other characteristics of thinking (figurative), as well as for inter-individual analysis, it is necessary to convert absolute values ​​into scale ratings according to Table. 2..

Table No. 2

No.

Student's full name

Exercise

Overall result (score)

Level of development of verbal-logical thinking

Kushnerev Alexander

Danilina Daria

Kirpichev

Miroshnikov Valery

Eremenko Marina

Suleymanov Renat

Tikhonov Denis

Cherkashin Sergey

Tenizbaev Nikita

Pitimko Artem

The results of working with this technique were assessed in the following way:

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4-7 points - average;

2-3 points - low;

0-1 score - very low.

Conclusion: Based on the data, it is clear that two students’ verbal and logical thinking is not developed or is at a low level. Teachers need to pay attention to this and carry out developmental exercises in the future.

Conclusion

The research allowed us to come to some conclusions:

1. One of the means of aesthetic education is to instill in students good literary taste, the ability to understand and evaluate literary works. For a full perception of works of art, it is necessary that schoolchildren develop certain psychological qualities that correspond to the specifics of literature as the art of words. Students must have emotional sensitivity, imaginative thinking, creative imagination, and ease of verbal expression of their thoughts and feelings, that is, certain abilities.

2. Verbal abilities belong to the category of special abilities, that is, to “a system of personality properties that help achieve high results in any area of ​​activity” (according to L.D. Stolyarenko), in this case, in language activity. The leading properties of these abilities are: features of creative imagination and thinking, - vivid, visual images of memory, - a sense of language, - the development of aesthetic feelings. The following components of literary abilities are distinguished: poetic perception of reality, emotional sensitivity, artistic observation, good figurative and emotional memory, imaginative thinking and creative imagination, richness of language, which ensures the relative ease of verbal formulation of images.

3. The development of schoolchildren’s speech in the process of studying literature is associated with the expansion and enrichment of their artistic perception, with the formation of the ability to think in verbal and artistic images, with the development of reconstructive imagination, a wide range of feelings, and observation. Artistic perception is carried out on the basis of understanding the language of a literary work. Deepening artistic perception leads to the enrichment of the student’s speech, his passive and active vocabulary, the ability to figuratively reproduce life phenomena and facts, the use of precise language associations, comparisons, metaphors and other artistic tropes in coherent oral and written speech.

Literature

1. Bakhtin M. M. Aesthetics of verbal creativity. - M., 1979. - P. 268.

2. Questions of the psychology of abilities / Ed. V.A. Krutetsky. M., 1973.

3. Druzhinin V.N. Psychology of general abilities. M., 1995.

4. Druzhinin V.N. Development and diagnostics of abilities. M., 1991.

5. Dubrovina I.V. Workbook of a school psychologist. M., 1995.

6. Kadyrov B.R. Abilities and aptitudes. Tashkent, 1990.

7. Levina E.R. Psychology of perception of fiction. M., 1989.

8. Leites N.S. Abilities and giftedness in childhood. M., 1984.

9. Leites N.S. Mental abilities and age. M., 1971.

10. Moldavskaya N.D. Raising a reader at school. Independent work on the text. M., 1968.

11. Moldavskaya N.D. Literary development of schoolchildren in the learning process. M., 1976.

12. Moldavskaya N.D. Independent work on the language of a work of art. M., 1964.

13. Muekhelishvili N. L., Schrader Yu. A. The meaning of the text as an internal image // Questions of psychology. - 1997. - No. 3. - P. 84.

14. Pedagogical speech science: Dictionary-reference book / Ed. T. A. Ladyzhenskaya and V. N. Meshcheryakov. - M., 1997.

15. Pidkasisty P.I., Chudnovsky. E. Psychological and pedagogical foundations of student giftedness: Program. - M., 1999. - P. 11.

16. Psychological support in the development of creative talent of the individual. Chelyabinsk, 1993.

17. . Soldatova E.L. Development of cognitive abilities. Chelyabinsk, 1998.

18. Abilities and activities / Ed. N.S. Voronin. Yaroslavl, 1989.

19. Abilities and interests. M., 1962.

20. Abilities and inclinations. M., 1989.

21. Formation of creative abilities: essence, conditions, effectiveness. Sverdlovsk, 1990.

22. Chudnovsky V.E. Nurturing abilities and shaping personality. M., 1986.

23. Chudnovsky V.E. Giftedness. M., 1990.

24. Trifonov E.V., Trifonov I.E. Psychophysiology of professional activity - M, 1995

25. (Shansky I.M., Bobrova T.A. Etymological dictionary of the Russian language. - M., 1994. - P. 39).

Verbal abilities

Verbal abilities- the degree of expression of an individual’s verbal-logical (verbal) thinking, the ability to use language, speech as a means of forming thoughts. Verbal ability is based on an individual's use of the language system. It includes elements and prescribed rules for the use and use of these elements. The language system has several levels of use: phonetic, lexical, grammatical (including word-formation), syntactic. The use of these levels in verbal and logical thinking is individual. When diagnosing verbal abilities, the individual’s ability to exclude the superfluous, look for analogies, determine the general is examined, and his awareness is assessed.

The human subconscious is capable of solving problems of very high dimensions and taking into account up to 10 thousand variables. It is very difficult to explain and convey our subconscious knowledge to other people. The verbal ability of a language is its ability to reflect a person’s knowledge from a subconscious high-dimensional level to the level of language, which has a much lower dimension. A person’s verbal ability is his ability to formulate his knowledge for transmission to other people by means of a particular language. If the language has not yet been created or is too poor, then it is difficult to transmit your unique knowledge using such a language. For completely new knowledge we have to create our own new languages.

The emergence of a high-dimensional neural network subconscious in biometric automata is a prerequisite for the appearance of verbal language in them and the emergence of verbal abilities in artificial intelligence (for more details, see the work of A. I. Ivanov, “The subconscious of artificial intelligence: programming neural network biometric automata in the language of their training” http:// pniei.rf/activity/science/bio_neuro.pdf .).

Links

• Trifonov E. V. Human psychophysiology

Wikimedia Foundation. 2010.

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• How to survive if you discover psychic abilities. Unleash your gift of clairvoyance. Secrets of communication with spirits (set of 3 books) (number of volumes: 3), Rooney Lisa Ann. “How to survive if you discover psychic abilities and don’t know what to do with them.” What to do if you discover psychic abilities in yourself? So, if you see...
• Speech practice. 1 class. Textbook. Adapted programs. Federal State Educational Standard for OVZ, Komarova Sofya Vadimovna. The textbook is intended for children with disabilities and implements the requirements of the adapted basic general education program in the subject area “Language and speech…

Verbal-logical thinking has its own characteristics and is more characteristic of people with a mathematical mindset. This type of thinking can be developed independently with the help of special training. Verbal thinking - the competent use of words to express one's own feelings and emotions. Unfortunately, little attention is paid to the laws of formal logic in this case. Formal transactions begin to be performed by a person at the age of eleven. At this age, the child is already able to systematize the acquired knowledge and determine the consequences, knowing the causes of a certain phenomenon.

Some researchers of this phenomenon have come to the conclusion that there is a certain connection between the level of intellectual development and school performance. American psychologist David Wexler in his report says that the strength of the relationship between academic performance and verbal intelligence is much stronger than with non-verbal intelligence.

The verbal type of intelligence is based on the simplest concepts for everyone, speech, writing, reading

First, let's define what verbal and nonverbal intelligence are. Intelligence is a person's ability to learn and adapt to different situations. The verbal type of intelligence gives a person the ability to study and conduct a thorough analysis of the information received. After systematization, a person gets the opportunity to repeatedly reproduce the acquired knowledge in the form of a set of words. The verbal type of abilities is responsible for reflecting the severity of verbal-logical thinking. It is this type of ability that determines the literacy of using various speech patterns to demonstrate one’s thoughts.

The higher the level of verbal thinking, the easier it is for a person to gain new knowledge and use it in later life. Thus, people with a verbal type of thinking are excellent speakers and easily understand humanitarian subjects. When conducting psychological diagnostics and assessment of thinking, special methods are used that are aimed at analyzing a person’s capabilities in comparison, generalization, eliminating unnecessary things and searching for synonyms.

Knowing the level of development of verbal thinking, one can determine the propensity to study foreign languages ​​and the ability to assimilate the material being studied. This type of thinking develops in childhood, at a time when the child tries to connect the learned words into the first, independently pronounced sentences. A certain stage of development of this type of intelligence is the study of written literacy. In order to facilitate the process of learning to read for a child, one should correctly approach the analysis of the assimilation of the information received. In most cases, a child shows signs of readiness for this form of learning between the ages of five and seven.

Verbal thinking is an integral component of the successful assimilation of acquired knowledge. This applies to both humanitarian and technical subjects. When the child’s level of development has a certain significance, the process of assimilation of new knowledge proceeds quite easily. The child not only understands the meaning of the information received, but also has the ability to retell what he has learned in his own words.

Each type of intelligence, be it verbal intelligence or non-verbal, has a high value for a person

Non-verbal type of intelligence - based on the basis of spatial objects and visual images. Visual objects operate here. The ability to find similarities and differences between objects and images, as well as the ability to correctly determine their position, is a clear example of nonverbal thinking. This type of development helps a person read various diagrams and drawings, create designs and paint.

Emphasis on the development of verbal abilities promotes the acquisition of various language systems. Each language system consists of certain elements and rules for creating structures from these parts. Most language systems include:

• syntax;
• phonetics;
• vocabulary;
• grammar.

Phonetics is the sound component of a language. With developed verbal abilities, a person demonstrates ease in distinguishing sounds and the ability to correctly pronounce an unfamiliar word the first time. Grammar involves the correct construction of phrases, where words are consistent with each other. Syntax is the correct formatting of sentences that allows them to be connected with each other. Thus, verbal ability is one of the main components of a rich vocabulary.

All of the above allows a person to establish communication with other people. High development of intelligence makes it possible not only to competently explain your thoughts to your interlocutor, but also to substantiate your point of view. Insufficient development of communication abilities leads to difficulty communicating with other people. Non-verbal communication is also of great importance, as gestures, facial expressions and body position are part of the expression of one's own emotions.

Both types of communications are the only way to transfer information from person to person.

Verbal intelligence is the type of intelligence that allows you to analyze and systematize received verbal information

Methods for diagnosing the development of thinking

Today, there are several methods for testing verbal and nonverbal development. The main differences between these methods are the material used for the tests and the tasks themselves. Analysis of the level of verbal development is carried out on the basis of comparisons, synthesis and analysis of verbal materials. During diagnostics, it is imperative to take into account the age of the person undergoing testing. To check the level of verbal development, a special test developed by G. Eysenck is used.

The level of development of nonverbal thinking is determined using tests based on visual objects. While completing such tasks, a person must directly interact with various objects, making complex structures out of them and drawing analogies between individual elements. This diagnostic method includes the use of such objects as the Seguin form board, the “Kosa Cube” and the Raven matrix.

There are diagnostic techniques that allow you to evaluate both forms of thinking in one step. Such diagnostic methods include the Wechsler development test. Please note that this test requires a long time period of two hours to complete.

How is academic performance related to verbal abilities?

Thinking based on images and associative series has its advantages. People with this type of thinking have a flexible mind, capable of switching attention from one task to another within a few minutes. Also, this category of people shows a rich imagination and a high level of emotionality. Such people are often called lyricists, due to the lack of a possible objective assessment of the world around them. For lyricists, the world around a person is extremely interesting and exciting.

Speaking about this, it should be mentioned that lyricists and logicians are eternal opposites of each other. In order to determine which category of people a particular person belongs to, special tests are used. During testing, the level of erudition is revealed, as well as the ability to identify common features in the writing of specific words. Usually in these tests there are certain pitfalls in writing specific words. If you find a specific version of the cipher, then in the future it will not be difficult to cope with similar tests.

When examining the question of what verbal abilities are, you need to pay attention to the fact that every second a person is in a stream of different thoughts. Thoughts that haunt you hinder the achievement of effect and results. The thought process can cause serious fatigue at the end of the working day. This means that the ability to discard secondary tasks and focus on completing the main task is one of the manifestations of the presence of verbal abilities.

Verbal abilities are properties of thinking that reflect how pronounced a person’s verbal and logical thinking is.

Conclusion

Verbal intelligence is the ability to put acquired knowledge into practice. We should make a small digression and say that there is a clear relationship between nonverbal thinking and verbal intelligence. A decrease in the level of development of one of these qualities is automatically reflected in the second type of thinking.

Lack of development of spatial thinking, problems with determining the shape and size of surrounding objects lead to problems with the development of the speech apparatus. This may result in confusion of words and incorrect production of sounds. Lack of verbal development leads to impaired perception of information.

A person is a complex mechanism that thinks, acts and experiences emotions. Human nature is designed in such a way that communication plays a very important role in it. Verbal abilities, like any other, require development. What is the definition of verbal abilities, what are they for and how to develop them?

Definition

Verbal abilities are a person’s ability to communicate with the outside world through speech. To do this, you need to correctly form thoughts and construct sentences. A person’s verbal abilities are manifested not only in the pronunciation of certain words, but also in the tone of voice, the expression with which words are pronounced.

Why do you need to develop abilities?

Communication through verbal expression of thoughts is one of the main ways a person communicates with the outside world. The ability to communicate with other people must be instilled from childhood, when the child is most receptive to information.

For the first time, a child communicates with his mother by shouting, signaling his needs. Then, following the example of his parents, he begins to pronounce words, which gradually turn into phrases and sentences. The goal of developing a person’s verbal abilities is the perception and reproduction of thoughts, understanding of works of art and the ability to most accurately and competently express one’s own conclusions.

A person’s knowledge of the art of expressing his own thoughts begins in childhood. For this, word games and other manipulations are used. Then, at school age, teachers use other techniques for developing abilities. There are quite a large number of such methods.

Internal dialogue

1. You need to take one phrase and try to mentally pronounce it with different intonation, stress, and expression.
2. Then you should imagine how it would sound if pronounced by another person.
3. Using your imagination, you need to imagine how this phrase would sound if it were in another room, in the sky, lying in the palm of your hand.

Undoubtedly, such manipulations require the use of imagination, but the exercises allow you to correctly form a thought before saying it out loud.

Reading

In terms of developing verbal abilities, reading is a very important aspect. By reading books, a person expands his vocabulary, his speech is filled with artistic expressions, and also becomes correct. At the same time, it is important to read books not only of classical, but also of modern literature.

The love of reading has been instilled since school years, literature lessons contribute to this. In addition, a person must have the ability to analyze information received from a source, as well as retell it in his own words. Reading also helps develop concentration and attentiveness; in addition, books are a great way to develop imagination.

Clustering

This technique is as follows: you need to choose one word, write it down on paper, and then select the associations that it evokes. It is important to do this instinctively, without thinking, on a sensitive level.

The technique is useful for making plans and organizing your own thoughts. In addition, by answering the question without thinking, you can understand what this concept actually means for a person.

Games with abbreviations

The point of the exercise is to take a word and create a phrase whose first letters match the letters of the chosen word. For example: BREAD - Hoarse Forester Ate Borscht. The time for coming up with a phrase is usually limited to 1 minute. Sometimes the task is complicated by the limited topic for coming up with a phrase.

This word game will be interesting for both adults and children. It helps develop imagination and form thoughts in a limited period of time. The game form in which this exercise is carried out can interest both adults and children.

An alternative to ordinary words

To develop verbal abilities, the following technique can be used: it is necessary to come up with an alternative to existing words that characterizes their essence. For example, a heater is a heating pad, a fur coat is insulation.

The versatility of games with words is that they can be played almost anywhere - in class, at home, on a trip. A variation on the theme of inventing alternative words could be as follows: describe an object in words so that those around you can guess it. The game is played by analogy with "Crocodile", only speech is used instead of movements for description.

Pronunciation of tongue twisters

Complex sentences are considered good training; they can be simple children's tongue twisters, such as “Sasha walked along the highway and sucked on a dryer,” or more complex ones, such as “Coconut cookers cook coconut juice in short-coconut cookers.”

Pronouncing complex tongue twisters has a positive effect on speed, clarity of speech, and also improves diction. When trying to pronounce a complex sentence as quickly as possible, you must not forget that it must remain understandable to others. This way you can quickly get rid of the so-called “porridge in the mouth” effect.

Exercises for preschoolers

It is quite difficult for children of primary preschool age to perform most of the exercises described above, but this does not mean that it is too early to develop their verbal abilities. There are methods for kindergarten teachers that are easy for young children to understand:

1. Reading books aloud. Children are read interesting books that are appropriate for their age. At the same time, the teacher must read loudly, with expression. Books should contain short stories that have an educational side. After reading the book, you can discuss and analyze the actions of the main characters with your children.
2. Riddles are also a good method for developing verbal abilities. In this case, children are asked to guess the object or phenomenon based on the description.
3. Verbal ability is the ability not only to pronounce speeches, but also to understand them. An important exercise is to teach children the ability to listen and understand their interlocutor. To do this, the teacher holds tea parties, during which the children gather around the table and talk. It is important to teach your child not to interrupt the interlocutor, as well as to correctly formulate his own thoughts.

Regular classes with children help prepare them for school, where the ability to speak out and understand the interlocutor plays an important role.

Verbal Aptitude Tests

Today, many companies, when interviewing an applicant, conduct several personality tests to determine character, performance and other characteristics. The Dynamic Verbal Ability Test is one of the most popular. It can consist of seemingly simple questions, such as which figure is the odd one out or which word is closer to the word “work.”

Thus, the employer can find out a person’s ability to perceive information and analyze it adequately. Such personality qualities are necessary in professions such as teacher, personnel officer, psychotherapist, and manager. Verbal abilities are tested by a professional psychologist who is able to correctly evaluate the test results and select the most suitable candidate for the position.