When do HR use the Münsterberg method?

There are positions where the employee requires special concentration and care. For example, a conveyor operator, an airline dispatcher, a pilot, or a subway driver.

To determine that an employee or candidate for a vacancy has such a quality, the method of cognitive processes of G. Munsterberg will help.

This is a simple, practical and easy to use test. It is used by HR all over the world to diagnose professional suitability workers in positions with increased neuropsychic stress.

We recommend using Münsterberg test when selecting candidates for specialties that require good concentration and selectivity of attention. This is especially true for such specialties as a driver, proofreader, dispatcher, operator, accountant, bank employee, engineer.

Unique material for HR: a complete selection of tests and questionnaires for personnel assessment

What is the Münsterberg technique

Psychologist Hugo Münsterberg developed his methodology over a hundred years ago. Now the test bears little resemblance to the modern version - it is an easy-to-use and easy-to-interpret tool.

There is only one task in the Munsterberg test. This is a random set of letters without spaces, broken into lines. There are Russian words in the text. For example: " help". The subject's task is to find all the words and underline them.

At first glance, the task seems simple. But it successfully fulfills its task - it creates a model of activity, where efficiency depends on the ability to concentrate.

An example of a test task according to the Munsterberg method

★ Interesting fact.Münsterberg is the author of the test for telephone operators. Each girl received a fresh issue of the newspaper (so that the novelty of the content would distract her attention). Then she was asked to cross out all the letters “a” in the text of the newspaper article. Time to complete - 6 minutes. Speed ​​and accuracy depended on the applicant's ability to distract from an interesting text and concentrate on a routine task.

2 examples of using the Munsterberg technique for attention

1. Cosmonauts during the preparation for the flight undergo a special training for attentiveness. One of the course assignments is based on the Münsterberg method. The subject must not only complete the test tasks (underline the words), but also mentally count the minute during which the task is performed. After a minute, the task must be interrupted.
2. Air traffic controllers of many companies pass the Münsterberg test when hiring and at certification. Attention assessment according to the Munsterberg method is an obligatory part of the study of the professional suitability of specialists of thisprofessions.

How to apply the Munsterberg technique: a step-by-step algorithm

Step 1. Preparation

You need a well-lit room with comfortable tables.

From the equipment you will need:

• stopwatch;
• stimulus material (a special form with a test according to the Munsterberg method).
• pen or pencil.

Test form according to the Munsterberg method

Key for the Münsterberg test

Step 2. Explaining the task

You need to say something like this:

1. “I will distribute sheets of text. It contains a random sequence of letters without spaces.
2. There are words in the text. These are Russian nouns in the nominative singular.
3. Your task is to find and underline these words. To do this, you need to view the entire text in order - line by line.
4. I will start the stopwatch right after I hand out the sheets of text to you. Raise your hand when you're done and I'll record your score."

Step 3. Testing

We distribute sheets with text, fix the beginning of execution. Lead time - 2 minutes.

Step 4. Calculate the result

We fix the number of correctly found words. In total, there are 27 words in the test. We also note how many words the subject identified incorrectly.

Step 5. Interpreting the result

The interpretation of the Munsterberg test depends on the requirements of the specialty. If the ability to concentrate is not a basic requirement, then we give qualitative interpretation:

• unsatisfactory- found less than 15 words;
• satisfactorily-Found from 15 to 20 words ;
• well- found 20-25 words;
• Great- found 26–27 words.

If increased concentration is the main requirement in the specialty, then we give quantitative interpretation. For the minimum level of errors, we set the highest indicator in points. Each missing word or exceeding the minimum time by 10 seconds deducts 1 point.

Table of interpretation of the results of the Munsterberg test for attention

Time spent on passing the test, sec	Number of points	Level of selective attention
250 and more

The Münsterberg test is designed to diagnose attention selectivity.

Instruction.

test material.

Processing of results.

Key.

Interpretation.

unsterberg Designed for diagnosing the selectivity of attention.

Selectivity of attention allows you to concentrate even in the presence of interference in the perception of information when setting a conscious goal.

Münsterberg test for perception and attention (Diagnostics of selective attention):

Instruction.

There are words in the set of letters offered to you. Your task is to look through the text as quickly as possible and underline these words in 2 minutes.

Example: "ruklbusjoyufrknp". Try to find the disguised word "joy".

test material.

bsunstwtrptsocareionzguchnovestzhhegchyafacttueexamtrochgschshgtsk
ebamhockeytrinityftsuygahttvboljschzhzhuelgshbmemoryshoghey
dshizperformancecljacsinthbyunb
iptsgiernkuyfyshreportageekzhlorlafyvufbcompetitionfnyachyuvskaprllpe
lavaiiiedtlzhezbtrdshzhnrkkvcomedyshldkuyfotdespairfrlnjac
nrutstrgshchtlfoundationzhzhbschderkentaursuhgvsmtrpsychiatrybplmstchyfyasmtshchzayeyagntzhtm

Processing of results.

The number of selected words and the number of errors (missing and incorrectly highlighted words) are estimated.

Key.

Sun, district, news, fact, exam, prosecutor, theory, hockey, trinity, TV, memory, perception, love, performance, joy, people, reporting, competition, personality, comedy, despair, laboratory, foundation, centaur, psychiatry.

Interpretation.

1. If you found no more than 15 words, then you should spend more time developing your attention. Read, write down interesting thoughts in your notebook, reread your notes from time to time.

2. If you found no more than 20 words, your attention is closer to normal, but sometimes it fails you. Go back to the test, repeat it again. Check your scores against the test key.

3. If you managed to find 24-25 words, your attention is in perfect order. A good level of attention development helps you learn quickly, work productively, remember information and reproduce it at the right time.

Posted On 05.12.2017

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The technique is aimed at determining the selectivity of attention. It is recommended for use in professional selection for specialties that require good selectivity and concentration, as well as high noise immunity.

Instruction: There are words among the alphabetic text.

Your task is to underline these words while reading the text as quickly as possible.

Example: ryuklbusjoyufrknp

Working time: 2 min.

The technique is used both in a group and individually.

test material

bsolntsevtrgshchotsareionzguchnewshegchjafactueexamtrochgsh

shgtskpprocuratororgurseabeteoryamtojebyamhockeytroiaaftsuygacht

tvboldzhshzhzhuelgshbmemoryshogheyuzhipdrgshhhhhhhhzvzdperception

ytsukendshizkhvafyproldbloveabfyrplosldperformanceklyachsintbyun

buerjoywufciejdlorrppeopleshaldhashschgiernkuyfyshreportageej

dorlafyvufbcompetitionfnyachyuvskaprllpersonalityzzheyudshschglojinep

rswimmingdtlzhezbtrdshzhnskjkvcomedyshldkuyfotdespairfrln

yachvtljekhgftasenlaboratorygshdschnrutstrgshchtlfoundationzhzhb

Interpretation

Memory test 10 words

It is of interest to compare the results of the memory test with the “level of claims” of the subject (A.R.

The Münsterberg Method: Diagnosis of Attention Selectivity

Luria, 1962). The "level of claims" depends on the patient's assessment of his capabilities, on the results achieved in previous experience. For this purpose, the subject before each next repetition is asked how many words he undertakes to remember. Comparison of the "level of claims" with real results allows us to judge to some extent about the patient's assessment of his condition. So, with organic brain lesions, when the patient's reasonable attitude to his condition suffers, the "level of claims" significantly exceeds the results achieved.

The researcher reads out these words, clearly separating the pairs with pauses. Then he reads out the first word of each pair, and the subject says the second word. Usually healthy subjects perform the task after two repetitions, and sometimes immediately after the first reading of the words. The test for associative memory is one of the options for studying mediated memorization. Many modifications of this technique are known. In particular, one of them is part of the Veksler memory scale. Taking into account the possible difference in the nature of associative relations and wanting to trace how this difference affects memorization, Yu. A. Mashek (1973) proposed the following modification. For memorization, the subject is offered 10 groups of paired associations, compiled according to a certain principle of semantic connection. These are different relations of concepts; opposite concepts (south - north, love-hate), concepts of various sizes (hill-mountain, fear-horror), receptacle and contained (carafe-water, closet-clothes), cause and effect (prick-pain), part and whole (word-phrase, grain-ear), tool and object of labor (earth-shovel), abstract and concrete concepts (art-picture). Further, pairs of words were proposed that form a judgment (eagle-bird), familiar phrases (dot-dash), difficult-to-combine words (chicken-cigarette case).

After checking the memorization of each group of words, a break is arranged for 2 minutes, and after the presentation of five groups - for 30 minutes. Comparison of the results obtained in the same patient in the study of memory tests makes it possible to judge the greater or lesser preservation of mechanical and logical (semantic) memory, to compare the indicators of direct and indirect memorization.

mediated memory.

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Münsterberg technique

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The technique is aimed at determining the selectivity of attention.

Instruction: There are words among the alphabetic text. Your task is to underline these words while reading the text as quickly as possible.

Example: ryuklbusjoyufrknp

Working time: 2 min.

The technique is used both in a group and individually.

Münsterberg test for perception and attention. Diagnosis of selective attention.

The number of selected words and the number of errors (missing and incorrectly highlighted words) are estimated.

test material

Surname of the subject ___________________________________

bsolntsevtrgshchotsareionzguchnewshegchjafactueexamtrochgsh

shgtskpprocuratororgurseabeteoryamtojebyamhockeytroiaaftsuygacht

tvboldzhshzhzhuelgshbmemoryshogheyuzhipdrgshhhhhhhhzvzdperception

ytsukendshizkhvafyproldbloveabfyrplosldperformanceklyachsintbyun

buerjoywufciejdlorrppeopleshaldhashschgiernkuyfyshreportageej

dorlafyvufbcompetitionfnyachyuvskaprllpersonalityzzheyudshschglojinep

rswimmingdtlzhezbtrdshzhnskjkvcomedyshldkuyfotdespairfrln

yachvtljekhgftasenlaboratorygshdschnrutstrgshchtlfoundationzhzhb

shderkentaoprukgvsmtrpsychiatrybplmstchyfyasmtshchzayeyagntzhtm

bsolntsevtrgshchotsareionzguchnewshegchjafactueexamtrochgsh

shgtskpprocuratororgurseabeteoryamtojebyamhockeytroiaaftsuygacht

tvboldzhshzhzhuelgshbmemoryshogheyuzhipdrgshhhhhhhhzvzdperception

ytsukendshizkhvafyproldbloveabfyrplosldperformanceklyachsintbyun

buerjoywufciejdlorrppeopleshaldhashschgiernkuyfyshreportageej

dorlafyvufbcompetitionfnyachyuvskaprllpersonalityzzheyudshschglojinep

rswimmingdtlzhezbtrdshzhnskjkvcomedyshldkuyfotdespairfrln

yachvtljekhgftasenlaboratorygshdschnrutstrgshchtlfoundationzhzhb

shderkeyataoprukgvsmtrpsychiatrybplmstchyfyasmtshchzayeyagntzhtm

Interpretation

If you found no more than 15 words, then you should spend more time developing your attention. Read, write down interesting thoughts in your notebook, reread your notes from time to time.

If you found no more than 20 words, your attention is closer to normal, but sometimes it fails you. Go back to the test, repeat it again. Check your scores against the test key.

If you managed to find 24-25 words, your attention is in perfect order. A good level of attention development helps you learn quickly, work productively, remember information and reproduce it at the right time.

Memory test 10 words. In this case, the subject is read 10 two-syllable words. The words to be memorized should be chosen in such a way that it would be difficult to establish any semantic relationships between them. If this is not foreseen, the subject can facilitate the task for himself by using mnemonic techniques.

Usually healthy subjects reproduce 10 words after 3-4 repetitions (sometimes, with trained memory - after 2 repetitions). After 20-30 minutes, the subject is asked to repeat the words he remembers. In cases where memory impairment is determined clinically, this is done earlier, after 10-15 minutes. In this interval, it is desirable to avoid tasks related to memorizing verbal material; it is possible to conduct a study with Schulte tables, a correction test, etc.

In the protocol of the experiment, the words called by the patient (correctly and erroneously) are noted.

It is of interest to compare the results of a memory test with the “level of claims” of the subject (AR Luria, 1962). The "level of claims" depends on the patient's assessment of his capabilities, on the results achieved in previous experience. For this purpose, the subject before each next repetition is asked how many words he undertakes to remember. Comparison of the "level of claims" with real results allows us to judge to some extent about the patient's assessment of his condition. So, with organic brain lesions, when the patient's reasonable attitude to his condition suffers, the "level of claims" significantly exceeds the results achieved.

The memory test results can be displayed graphically. According to the memorization curve, it is convenient to analyze the features of memorization. With exhaustion of the mnestic function, the memorization curve is zigzag.

The memory test also reveals the presence of a narrowing of the volume of attention. In these cases, the subject in the next repetition, naming new words, no longer reproduces the words that appeared in the previous round. In this case, the total results after each repetition differ little.

Associative memory test. The subject is read ten pairs of relatively homogeneous words, between which semantic connections are easily established. For example: river - sea, apple - pear, etc.

The researcher reads out these words, clearly separating the pairs with pauses. Then he reads out the first word of each pair, and the subject says the second word. Usually healthy subjects perform the task after two repetitions, and sometimes immediately after the first reading of the words. The test for associative memory is one of the options for studying mediated memorization. Many modifications of this technique are known. In particular, one of them is part of the Veksler memory scale. Taking into account the possible difference in the nature of associative relations and wanting to trace how this difference affects memorization, Yu. A. Mashek (1973) proposed the following modification. For memorization, the subject is offered 10 groups of paired associations, compiled according to a certain principle of semantic connection. These are different relations of concepts; opposite concepts (south - north, love-hate), concepts of various sizes (hill-mountain, fear-horror), receptacle and contained (carafe-water, closet-clothes), cause and effect (prick-pain), part and whole (word-phrase, grain-ear), tool and object of labor (earth-shovel), abstract and concrete concepts (art-picture). Further, pairs of words were proposed that form a judgment (eagle-bird), familiar phrases (dot-dash), difficult-to-combine words (chicken-cigarette case). After checking the memorization of each group of words, a break is arranged for 2 minutes, and after the presentation of five groups - for 30 minutes. Comparison of the results obtained in the same patient in the study of memory tests makes it possible to judge the greater or lesser preservation of mechanical and logical (semantic) memory, to compare the indicators of direct and indirect memorization.

mediated memory. The technique was developed by A. N. Leontiev (1928) for the study of logical, or indirect, memorization. The results of the study testify not only to the state of memory, but also to the peculiarities of thinking.

The study must be prepared in advance. 10-15 words are read to the subject and they are offered in order to remember them, to select a picture suitable for each meaning. There are 20-30 cards with drawings on the table, providing for various possibilities of mediation. These drawings should not serve as a direct illustration of the memorized words. The subject must establish a semantic connection between the word and the picture, for example, for the word “sea” - a steamer, “rain” - an umbrella, etc. Each time, having selected the desired picture, the subject must explain the motives for his decision. Then they check how much the selected drawings help the subject to reproduce the words given at the beginning of the experiment and thereby get an impression of the state of his logical memory.

This technique, to a certain extent, makes it possible to judge the intellectual level of the subject - indirect memorization is not available to weak-minded patients.

To some extent, according to the results, one can judge the nature of the associations of the subject: how adequate they are, how much the depicted picture corresponds to the given word. However, the possibilities of studying the associative process by this technique are limited, predetermined by the selection of auxiliary drawings made before the study.

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Münsterberg technique

is a sucilny literal text, the middle of which is a word. Zavdannya viprobuvannogo, zchituyuchi text, as you can better know tsі words. There are two quills for the job.

Before passing the test, develop yoga on paper, find a second timer, or ask a friend to judge. The skin knows the word to be bred by an olive.

After that, as the trials are over, it is necessary to bolster the number of reincarnations and match with the correct opinion.

bsolntsevtrgshchoirayonzshguchnovosti'khhegchyafactsukexaminationtrochagschgtskprocuratororg

urstabeyuteoriyantobzheubhamahhockeytruitsfzuigtelevisionboldzhshehyuelgshbmemory

shogeyuzhpzhdregschknodvospektsiyutsukengoizhuwafyproldloveloveavyfspspectspecta

kliachsimtbuenbuerjoywuftsiyeoljpeopledoljbshyrreportagezhdorlafyviewefb

ycompetitionfnywwskeppropertyzjeyyudshschglojinepppprswimmingfalsebypr

tcomedyboatanddespairnfrlnjachwtjheftasenlaboratorygshdshchiutstrluntovaniyazh.

Evaluation of results

This testi has 23 words encrypted. If you didn’t pay for 2 credits, it means that your concentration of respect is below average. If you knew all the words in 2 credits, then a good result. If you have lost an hour - this is a good result. If you know less, below 23 words, then you add 5 seconds to the fine for a missing word (the limit is 2 hours).

Schulte tables

Schulte's tables are a set of numbers (from 1 to 25), sorted by the clients in a vertical order. Viprobuvany is guilty of a yakomoga to show and name from one to twenty-five all the numbers. You can fix the numbers only with an eye, or for the help of a pen, but do not deprive the marks. There are five tables for five samples. It is necessary to register an hour, staining for a job.

Munsterberg test for concentration and selectivity of attention!

Evaluation of results

Concentration of respect on a good level - just like on the skin, the table is stained for an hour no more than 40 seconds inclusive.

The concentration of respect for a sufficient level - as a rule, it takes no more than 50 seconds for the skin.

The concentration is weak - it can be seen on the skin for more than 50 seconds.

Methodology "10 words"

This is a test of impulses for a close connection between the concentration of respect and short-term memory. The sampler is read ten vipadkovyh words, picked up without obvious meanings and associative links. After a single reading, it is necessary to pronounce all the words in a particular order. As you practice independently, it is necessary to read ten words only once, respectfully reading from the skin, and repeat them, bending your fingers.

Introduced 5 sets of 10 lines (for five samples).

1. Book, troyanda, domino, yacht, rabbit, eyepieces, cegla, nest, head, double bass.

2. Swamp, prince, gut, shop, school desk, football, hmara, jellyfish, picture, thermometer.

3. Sokira, thunderstorm, wine, armor, zoo, samurai, factory, weight, baron, ore.

4. Cinema, apple, teapot, marvel, rhinoceros, yellow, finish, brush, grain, paper.

5. Cabbage, sword, pillow, road, saw, pagorb, parkan, pipe, veil, mosquito.

Evaluation of results

The concentration of respect is good, so after one reading you can do 8 and more words. The concentration of respect is sufficient, so you can do 7 words. Weak concentration of respect, so you can do less than 7 words.

Marvel Right at the concentration of respect

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Münsterberg test

The technique is aimed at determining the selectivity and concentration of attention.

Methods for studying the selectivity of attention (Method of Munsterberg)

The test was developed by the German-American psychologist Hugo Munsterberg (1863-1916). The technique can be used in professional selection for specialties that require good selectivity and concentration, as well as high noise immunity.

Instruction
Example: "lgshbamemyatshogheyuzhp"
Task completion time - 2 minutes

The number of selected words and the number of errors (missing and incorrectly highlighted words) are estimated.
The text contains 25 words.
The result is considered good - 20 or more points (preferably without skipping words). Low scores - 18 points or less.

1. Psychological tests / comp. S. Kasyanov. - M. : Eksmo, 2006. - 608 p. (p. 336)

Münsterberg test

The technique is aimed at determining the selectivity and concentration of attention. The test was developed by the German-American psychologist Hugo Munsterberg (1863-1916). The technique can be used in professional selection for specialties that require good selectivity and concentration, as well as high noise immunity.

Instruction. Among the alphabetic text there are words. Your task is to read the text as quickly as possible, underline these words.
Example: "lie memory shogheyuzhp"
Task completion time - 2 minutes

Results processing and interpretation
The number of selected words and the number of errors (missing and incorrectly highlighted words) are estimated.
The text contains 25 words.
The result is considered good - 20 or more points (preferably without skipping words).

Münsterberg test

Low scores - 18 points or less. Key

b sun vtrgschots district zguch news hegcha fact uek exam troch yagshgtsk prosecutor gurstabuye theory entsjabyam hockey tranny fuigzh TV set Solzhschzhzhuelgshba memory shogheyuzhpzhrdshch handz perception ytsukengshschzhyvafyaproldb love avfyrpl osld spectacle yachsmithbudue joy wufcpagedlorpc people w ljhashsh hyena kuyfish reportage ejdorlafyvuefb competition yfyachytsuvskapr personality zheyeyudshschglogepr swimming dtlzh ezbtrdschshzhnrkyv comedy shldkzuyf despair yfoyachvtlje hftasen laboratory gschdshnrutstrgshschtlr base zschderke ntaoprukgvsmtr psychiatry bplmstchysmtzaceagnteht

The study of the selectivity of attention is traditionally carried out using the G. Munsterberg technique. This test was developed at the beginning of the 20th century to diagnose the professional suitability of workers in areas with increased neuropsychic stress. The modern version of the technique, unlike the classical one, is universal, easy to carry out and process the results. Thanks to these advantages, the test has found application in the field of education, where it is used to solve a variety of problems: from diagnosing school readiness to vocational guidance for students.

Characteristics of the G. Munsterberg test

Our attention is our most valuable resource. What we pay attention to is multiplied in our lives.

Pavel Durov

The Munsterberg test is a classic technique that bears the name of one of the founders of applied psychology, a tireless experimenter and an outstanding scientist who devoted his life to finding opportunities for the practical use of psychological knowledge in various fields of human activity: law, education, psychotherapy, art, military affairs, trade, advertising .

As head of the laboratory of applied psychology at Harvard University, G. Munsterberg was engaged in research in the field of psychology of labor processes, he was interested in a wide range of problems: professional selection, personnel management and motivation, and increasing labor productivity. The scientist suggested and then experimentally proved that one of the indicators of success in the profession among workers whose work is associated with significant neuropsychic stress is a high level of selectivity of attention.

Initially, the test was designed to diagnose the selectivity of the attention of car drivers. In an effort to evoke in the subjects the experience of driving a tram on a busy street, the scientist assembled a real laboratory setup. On special maps, objects dangerous for a collision were indicated by numbers: people, horse-drawn carriages, cars. While quickly moving his eyes across the map, the subject had to constantly evaluate changes in the traffic situation, take into account not only the distance, but also the speed of movement of these objects.

The modern version of G. Munsterberg's technique, used to diagnose the selectivity of children's attention, bears little resemblance to the complex test that the scientist used in his research about a hundred years ago. It is an array of letters grouped into lines without spaces, among which the subject is asked to find and highlight the words, spending as little time as possible completing the task. Despite its apparent simplicity, the test effectively solves the problem of creating an activity model, the success of which depends on the subject's concentration on certain objects that he perceives in the presence of interference.

When studying the personality of a child, the G. Munsterberg test is used both independently and in combination with other diagnostic methods. As a rule, school psychologists use it to solve the following tasks: determining the degree of readiness of the child for schooling, monitoring the development of cognitive processes at the stage of transition from primary school to secondary (from secondary to senior), studying the causes of learning difficulties, professional orientation of students and others

Test procedure

As with any study, the success of a test depends to a large extent on proper organization. A number of points that are specific to different age groups should be taken into account.

Organizational moments

When testing children 6–7 years old, it is preferable to conduct an individual study. The psychologist must not only issue a form, explain the instructions in an accessible way and record the time for completing the test, but also observe the child’s behavior, listen to what comments he accompanies the task. In addition, most kids find it difficult to focus on a task while in a group. They get distracted, interfere with each other and, as a result, show a lower result.

The necessary conditions for successful research are, of course, good lighting and silence.

From the equipment you will need:

• stopwatch,
• stimulus material (special form with alphabetic text),
• pen or pencil.

School-age children are given instructions: “Before you is a text consisting of a sequence of letters, between which there are words. Skim it quickly, find these words and underline them from beginning to end. The task must be completed accurately. When finished, raise your hand. I will tell you the time you spent on the task, write it down at the bottom of the form.

Research can be individual or group. When conducting group testing, it is more convenient to limit the time for completing the task so that children start and finish work at the same time. For preschoolers and younger students, the time limit for completing the test is 5 minutes, for middle and high school students - 2 minutes.

Test forms according to the method of G. Munstenberg

Stimulus material for diagnostics in each of the age groups is presented in two versions. They contain a random sequence of letters in the form of several lines without spaces and 25 words placed between the letters. In the test for younger children, 10–12 words are “hidden”, for older children - 25.

Stimulus material for preschoolers and younger students and the keys to it

For testing the younger age group, two versions of the text are used:

Key words for form 1: cat, ball, cancer, soap, fur coat, mind, mother, snowstorm, stick, broom, already, bus.

Key words for form 2: fox, snake, lion, elephant, badger, mouse, bull, whale, duck, tiger.

Before testing a preschooler, ask them to read a couple of paragraphs from a children's book aloud. This will ensure that your child has sufficient reading skills to complete the task.

Stimulus material for middle and high school students and keys to it

We bring to your attention the text options for the older age group of the respondents:

Keywords for Form No. 3: sun, district, news, fact, exam, prosecutor, theory, hockey, trinity, TV, memory, perception, love, performance, joy, people, reportage, competition, personality, comedy, despair, laboratory , foundation, centaur, psychiatry.

Key words for form No. 4: mirror, number, telephone, plan, student, clinic, stage, football, judgment, laboratory, attention, thought, joy, poetess, sadness, deputy, operator, concert, individual, diver, tragedy, inspiration , faculty, summit, surgery.

The presence of two variants of the stimulus material is convenient when examining a group of children, as they associate it with the control work “by variants” and sets them up for discipline.

Having two options will help students focus on testing

In some cases, it may be necessary to retest after a certain period of time. For example, after a series of attention development classes or at the beginning (end) of the school year. Repeated testing with the same stimulus material casts doubt on the result of the procedure, since its performance is significantly influenced by exercise.

Processing and interpretation of results

There are two options for calculating the results, depending on the characteristics of the test (temporarily or not).

Variant for technique without time limit

Regardless of the age of the subject, when determining the level of selectivity of attention, the time (in seconds) spent by him to complete the task and the number of errors made (word omission, only part of the word or extra letters are underlined) are taken into account.

The result is evaluated using a special scale for converting the time spent into points. It is necessary to subtract the number of mistakes made from the number of points received “in time” (1 mistake \u003d 1 point). The resulting value will be the final result.

Example: the time taken to complete the task is 115 s, which corresponds to 14 points. The subject made 1 mistake - 1 point. 14–1=13 - average level of attention selectivity

Table: the ratio of task completion time and the level of selectivity of attention

Time, s	score	The level of selectivity of attention
250 and more	0	I low
240–249	1	I low
230–239	2	I low
220–229	3	I low
210–119	4	I low
200–209	5	I low
190–199	6	I low
180–189	7	II medium
170–179	8	II medium
160–169	9	II medium
150–159	10	II medium
140–149	11	II medium
130–139	12	II medium
120–129	13	II medium
110–119	14	III high
100–109	15	III high
90–99	16	III high
80–89	17	III high
70–79	18	III high
60–69	19	III high
Less than 60	20	IV very high

Option for time-limited technique

When determining the level of selectivity of the subject's attention, the number of correctly underlined words is taken into account. Standards for preschool and primary school age:

• 9–10 words - high level;
• 7–8 - above average;
• 5–6 - average level;
• 3–4 - below average;
• 0–2 - low level.

Standards for middle and high school students:

• 24–25 words - high level;
• 21–23 - above average;
• 16–20 - average level;
• 10–15 - below average;
• 0–9 - low level.

An important point is the correct interpretation of the results obtained. For example, a low level of selectivity of attention can be explained not only by the insufficient development of this property in the subject, it is possible that the child has myopia, is sick or tired, is very worried about something, does not want to be tested, etc. Sometimes children skip unfamiliar words (for example, if Russian is not their native language), or those that are associated with strong emotions (“love”, “exam”). Observation and conversation with the child will help to make the final conclusion.

For subjects with an average level of selectivity of attention and above, it is enough to periodically, within the framework of training sessions or independently, perform “attention tasks” corresponding to their age in complexity.

Subjects with a level of selectivity of attention below the average, as a rule, have the following learning difficulties:

• omission of letters in written works;
• spelling mistakes;
• inattention;
• distraction in the classroom.

Such children often have “dirt” in their notebooks, they have problems memorizing the multiplication table, and they forget school supplies at home. It is difficult for a child with a low level of attention to write off the board without mistakes, he constantly asks the teacher again, is late for lessons.

It happens that such children are distracted by extraneous matters in the lesson (play, eat, play pranks). This category of children requires organized corrective work, the performance of special exercises that train the basic properties of attention.

The subjects with the “below average” level of selectivity of attention were found to be the most fearful when diagnosing readiness for schooling or in elementary school. These are children with an unfavorable prognosis for school performance, they must constantly be in the zone of increased attention of the teacher, educator and psychologist.

If necessary, other specialists (speech therapist, psychotherapist) are involved in the correctional work. It is advisable to conduct explanatory work with the child's parents, to recommend exercises aimed at developing attention for homework.

Attention selectivity training based on the Münsterberg test

Based on the stimulus material of the G. Munsterberg test, a large number of exercises have been developed to train the selectivity of attention.

Chains of letters for training selective attention

Consider some examples of tasks for children aged 6–7, in the preparation of which dictionary words, Russian folk proverbs and riddles were used. The recommended games will also be useful when used with the family.

Options:

1. Find the hidden words among the letters, underline them, make up a sentence with them:
2. Find the hidden words among the letters and correct the mistakes in them: SCHMALOKOFKHZKARZINAUYEKOPITANBOSAMALYOT (milk, basket, captain, plane).
3. Find the hidden vocabulary words among the letters and underline them. Which word is redundant? ZEKARANDASHBRIKAPUSTAMTMORKOVYUKTSOGURETsMP (pencil, cabbage, carrot, cucumber).
4. Find the hidden vocabulary words among the letters and make a proverb out of them: WASTARYFRIENDSHEELLE BETTEROPTNEWZHFTSSCHSHDVUHSHFTTP (An old friend is better than two new ones).
5. Find the hidden words among the letters and guess the riddle: YDSTOVSHGPODEZHEKRZHASHVSEZHASCHSHBEZZHVZASTYOKSHTR (One hundred clothes, all without fasteners, guess: cabbage).

When selecting exercises, it is advisable to take into account the interests and age of the child; tasks for children aged 6–7 should be exciting and varied, similar to a game.

Between any two cards, you can find one match in the picture - many children's board games are arranged according to this principle

An excellent version of a family board game for the development of selectivity of attention is the Dobble game. In the video, mother and daughter play with homemade cards.

Video: a game for developing attention (made by yourself)

Instead of an array of letters, there are icons and geometric shapes, but the principle is the same as in the G. Munsterberg test: you need to quickly find certain objects among many similar ones. In parallel, the game develops fine motor skills, improves relationships in the family, cheers up!

To assess the effectiveness of attention training, it is advisable to retest the subject in 2–3 months, while the stimulus material of the test must be updated. The positive dynamics of the development of attention will also be evidenced by: improving academic performance and behavior in the classroom (fewer mistakes in written work, correctly copying off the board), the appearance of perseverance, the desire to keep a notebook neatly.

The G. Munsterberg test is a technique that has been used for decades to diagnose the selectivity of attention in children and adults. It turned out to be in demand during the professional selection of employees for work, determining the degree of readiness of children for school, and studying the reasons for poor student performance. Modifications of this test are used not only for diagnosis, but also for training the selectivity of attention. Games and exercises based on stimulus material are easy to prepare with your own hands, you only need to show desire and imagination.

It is recommended for use in professional selection for specialties that require good selectivity and concentration, as well as high noise immunity. It is used to examine teenagers and adults.

Purpose: to determine the selectivity of attention. Instruction. There are words among the alphabetic text. Your task is to underline these words as quickly as possible while reading the text. Working time - 2 min. For example: ruklbusjoyufrkip Answer sheet

Grade. The number of selected words and the number of errors (missing and incorrectly highlighted words) are estimated.

Technique "Arrangement of numbers"

Target: designed to assess voluntary attention.
Instruction. In 2 minutes, you must arrange in the free cells of the lower part of the form in ascending order (from left to right) the numbers that are located in random order in 25 cells of the upper part of the form. The numbers are written line by line, no marks can be made at the top of the form.

Answer sheet

Grade produced by the number of correctly written numbers. The average rate is the 22nd and above.

Methodology "Schulz Tables"

Target: determination of the stability of attention and the dynamics of performance.
Description. The subject is alternately offered five tables (1–5), on which numbers from 1 to 25 are randomly located. The subject searches for, shows and names the numbers in ascending order. The test is repeated with five different tables.
Instruction. The subject is presented with the first table: "On this table, the numbers from 1 to 25 are not in order." Then the table is closed and continued: “Show and name all the numbers in order from 1 to 25. Try to do this as quickly and without errors as possible.” The table is opened and, simultaneously with the start of the task, the stopwatch is turned on. The second, third and subsequent tables are presented without any instructions.

The main performance indicator, as well as the number of errors separately for each table.
Based on the results of each table, a “curve of exhaustion (fatigue)” can be constructed, reflecting the stability of attention and performance in dynamics.

Using this test, you can also calculate such indicators as work efficiency (ER), degree of workability (VR), mental stability (PU), which were proposed by A. Yu. Kozyreva.

Where T 1 - the time of work with the first table; T 2 - time of work with the second table; T 3 - with the third table; T 4 - from the fourth; T 5 - with the fifth.
Gradework efficiency(in seconds) is made taking into account the age of the subject.

Degree of workability is determined by the formula:

The result is less than 1.0 - an indicator of good workability, respectively, the higher this indicator is 1.0, the more the subject needs to prepare for the main work.
mental stability(endurance) is determined by the formula:

A result indicator less than 1.0 indicates good mental stability, respectively, the higher this indicator, the worse the mental stability of the subject.

MEMORY

Memory- a form of mental reflection of the surrounding reality, which consists in remembering, preserving and subsequently reproducing or recognizing what a person perceived, thought, experienced or did earlier, that is, a reflection of past experience. Memory serves as the basis for the continuity of mental activity, linking the past, present and future. Main memory processes - memorization, preservation, forgetting, reproduction.
memorization- the process of imprinting in the mind of incoming information in the form of images, thoughts (concepts), experiences and actions. Distinguish between involuntary (unintentional) and arbitrary (deliberate) memorization. Involuntary memorization carried out as if by itself, without a deliberate desire to remember something. It is determined not by attitudes or goals, but by the characteristics of objects and the attitude of a person towards them. This is how one usually remembers what made a vivid impression, caused strong and deep feelings. Involuntary memorization can be effective if it is included in active mental activity. For example, an artist in some cases does not specifically memorize the text of the role, but memorizes it during rehearsals, the main purpose of which is not to learn the words, but to get used to the image. Leading for a person is arbitrary memorization. It arises and develops in the process of communication between people and labor activity. Arbitrary memorization- purposeful memorization (what to remember, why, for how long, how to use, etc.), and therefore systematic and organized. A special form of voluntary memorization - memorization. It is used when it is necessary to capture something in memory very accurately and firmly.
Preservation- retention in memory for a more or less long time and processing of what was captured, what was remembered. Memorable material is stored in the memory, it is repeated many times, constantly used in activities, well understood or imprinted with the “remember for a long time” setting. As a rule, the first and last elements of a row are retained in memory better than average, this is called the "edge factor". The main condition for preservation is the use of what is remembered in practice, in activities. This applies not only to knowledge, but also to skills and abilities.
Forgetting- not always desirable, but inevitable process, opposite to conservation. It occurs almost always involuntarily. Thanks to forgetting, small, unnecessary, insignificant details do not remain in memory, memorization is generalized. Partially forgotten can be difficult to reproduce, but easy to recognize. What is quickly forgotten is something that is rarely included in human activity, becomes insignificant for him, and is not systematically supported by perception and repetition. This is the positive side of forgetting. The physiological basis of forgetting is the extinction of connections. The main loss of material occurs in the first two days, the largest part of the information is forgotten during the first hour.
Playback- selective revival of information stored in memory in connection with human needs, specific circumstances and tasks in the activity. playback type - recognition, manifested in the secondary perception of the object. Usually the feeling of "familiarity" of the object that arises in this case is accompanied by the thought: "Yes, I saw it somewhere." A person identifies what is reflected in the present moment with what was perceived before. Reproduction, like memorization, can be arbitrary and involuntary. Spontaneous playback happens, although without any intention, but not by itself. The impetus is usually associations caused by certain reasons. Random Play is carried out through volitional efforts to achieve a consciously set goal. The main feature of such reproduction is the presence of a conscious motive. A kind of random playback - recollection- conscious, purposeful reproduction, requiring specific tension to overcome internal difficulties. Types of memory allocate:
according to the degree of conscious activity during memorization and reproduction;
according to the psychological content of the memorized;
by duration of storage.
1. According to the degree of conscious activity, memory is distinguished involuntary and arbitrary. random memory, in turn, it can be mechanical and logical. At mechanical memory memorization and reproduction are performed on the basis of spatial or temporal proximity and sequence of objects, phenomena and events; at logical- based on the establishment of certain semantic connections between them, regardless of their location in space or following in time.
2. In terms of memorization productivity, logical memory, as a rule, surpasses mechanical memory: material imprinted logically is stored in it much longer. At the same time, both types of memory are important for a person. Logical memory is necessary for understanding and remembering the meaning of the material being studied and including it in the system of already accumulated knowledge, mechanical memory is necessary for accurate, complete capture and preservation of what is remembered.
3. According to the psychological content of the memorized material, memory is figurative, verbal-logical, emotional and motor. The predominance of one or another type of memory affects the success of mastering certain academic subjects, as well as various types of activities. AT figurative memory distinguish visual and auditory, as well as olfactory, gustatory, tactile. Verbal-logical memory is a memory for thoughts expressed in concepts. It is thanks to her that knowledge becomes the property of a person, that which is not just memorized, but deeply thought out, accepted. emotional memory- memory for feelings. This is a person remembering his experiences and the experiences of other people. Emotional memory can be the basis of motives that induce a person to some action or keep him from committing this or that act. It is also the basis of empathy. motor memory- memory for movements, without it it is impossible to master motor actions in any kind of activity.
4. According to the duration of preservation, memory is divided into long-term, short-term and operational. long term memory characterized by a significant duration of preservation of the material after its perception and consolidation. short term memory- this is a short preservation of information after one or two times of its perception. RAM saves information only for the time that is necessary to perform actions (for example, dial the phone number just called, write down the thought that came to mind or heard, execute the order just received).
There are individual differences between people in terms of the amount and accuracy of memory, the speed of memorization, the duration of storage and the readiness of memory.
Memory- this is the amount of material that can be correctly reproduced immediately after its single perception. On average, the amount of memory is 6-8 objects. Individually, it ranges from 3 to 12. Memory Accuracy determined by the identity of the reproduced and remembered. The absence of gaps, distortions in reproduction, detailed reproduction are concrete manifestations of the accuracy of memory. Memorization speed- this is the time (or number of repetitions) necessary for the complete and correct memorization of the material. Save duration– retention time in the memory of the material. The expression "short memory" refers precisely to this quality of memory. Memory readiness- this is the ability to quickly retrieve from memory what a person needs at a given moment. The absence of this quality leads to the fact that even if knowledge is available, a person cannot use it.
According to the ability to memorize and preserve the material, people are divided into four groups:
quickly and firmly remembering, slowly forgetting;
fast remembering, but soon forgetting;
slow-remembering, but long-remembering;
slow to remember and fast to forget.
One of the main conditions of educational activity and many types of labor is the organization of memorization through the use of special techniques.
1. Memorization goal setting. It is possible to read a text several times and not be able to reproduce it fully and accurately until the "read - perceive" attitude is replaced by the "read - memorize" attitude. As soon as the goal is set, the productivity of memorization increases significantly.
2. Setting for the duration of memorization. The strength of the retention of material in memory depends on what attitude is adopted: to remember for a long time or for a short time. The memorized material is stored much more firmly and for a long time, if there was an intention to remember for a long time, especially forever.
3. Preliminary special processing of the material to be memorized. The memorized material must first be carefully studied. It should highlight the most significant, find the semantic supports of memory, it can be regrouped depending on the tasks of memorization. Careful study and analysis of the material can turn into creativity, which is the highest goal of any training. It is very useful for remembering to link the content of the material with the life experience of a person, the main goals and objectives of the activity.

4. Full concentration of attention on the process of memorization. Without intense attention, the learning process cannot be productive.
When learning, the following must be observed repetition rules:
it is necessary to repeat the material in a timely manner, since the most intensive forgetting occurs in the first hours and days after memorization;
it is better to repeat the material distributed over time, and not concentrated. What is memorized before going to bed is more firmly absorbed;
in the process of memorization, it is necessary to alternate the repetition of the text as a whole with its repetition in parts;
performance should be checked.

Technique "Figurative memory"

It is used to examine people of any age.

Target: the study of short-term memory.
Description. An image (an image of an object, a geometric figure, a symbol) is taken as a unit of memory capacity. The subject is asked to memorize the maximum number of images from the presented table in 20 seconds. Then, within one minute, he must reproduce what he remembers (write down or draw).
Instruction. Now I will show you a table with pictures. Try to memorize as much of what you have drawn as possible. After I remove the table, write down or draw everything that you remember.

Grade. The number of correctly reproduced images is counted. Normally, these are 6 or more correct answers.

Technique "Memorizing ten words"

It can be used to examine children (from five years old) and adults.

Target: assessment of the state of memory, fatigue, activity of attention.
Description. The study is carried out in several stages. On each of them, a protocol is filled out with nine short one-syllable and two-syllable words. Under each reproduced word in the line that corresponds to the number of the attempt, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. An hour later, at the request of the researcher, the subject reproduces the memorized words without preliminary reading, which are recorded in the protocol in circles.

Protocol
Surname, name _________________ age _________

Instruction for children. 1. Now we will check your memory. I will tell you the words, you will listen to them, and then repeat as much as you can, in any order. (The words are read to the subject clearly, slowly.)
2. Now I will call the same words again, you will listen to them and repeat them - both those that you have already called and those that you will remember now.
Instruction for adults. 1. Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you can remember. You can repeat words in any order.
2. Now I will read the same words to you again, and you must repeat them again - both those that you have already named and those that you missed the first time. The order of the words is not important.
The experiment is then repeated without instructions. Before the next 3–5 readings, the experimenter simply says, “One more time.” After repeating the words 56 times, the experimenter says to the subject: "In an hour, you will call me the same words again."
Interpretation of results. According to the received protocol, a graph is drawn up - the “memorization curve”.

According to the shape of the curve, conclusions can be drawn about the features of memorization. So, in healthy children, with each reproduction, the number of correctly named words increases, weakened children reproduce a smaller number, and may show stuck on “extra” words. A large number of "extra" words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with a normal memory usually reproduces correctly up to 9 or 10 words.
The memory curve may indicate a weakening of attention, a pronounced fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8–9 words, and then less and less each time (the curve on the graph decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates the instability of attention. The curve, which has the shape of a "plateau", indicates the emotional lethargy of the child, his lack of interest. The number of words retained and recalled an hour later is indicative of long-term memory.