Diagnostic tools for assessing levels of cognitive...

Diagnostic tools for assessing cognitive development levels

The modern psychodiagnostic toolkit, focused on revealing levels of cognitive development, styles of cognition and teaching, is very diverse. If originally psychodiagnostic tools were developed only for psychologists, then in modern education, intensive work is being done to create methods for all participants in the educational process.

Methods for diagnosing cognitive development of students for psychologists have traditionally been developed and continue to be developed quite intensively. Currently, the most popular among United States practical psychologists use: "Progressive matrices" J. Raven, D. Veksler test, R. Amthauer test, R. Kettell's non-verbal test, "Unusual use" test. J. Guilford, "A Brief Test of Creative Thinking" EP Torrens, numerous techniques aimed at determining the effectiveness of the functioning of individual cognitive functions.

Many publications are devoted to the consideration of these methods recently and this frees us from having to dwell in detail on their merits and demerits in detail. I note that most of the above methods are difficult to apply in practice because of their inefficiency. Their use requires serious preparation and a lot of time, all this makes them unsuitable for practical purposes. The tests of J. Raven and E. Torrens differ in this respect. They meet the basic requirements for diagnostic methods (validity, reliability, discrimination, etc.) and do not require a lot of time to spend in examining children and processing the results.

Danger of labeling tests

A. Anastasi notes that labeling some psychodiagnostic tools as performance tests & quot ;, and others as ability tests led to a number of typical errors in the use of test results. As an example, it leads a very common phenomenon - referring to the group of "lazy" poor pupils with high performance but tests of academic abilities or tests of intelligence. In fact, according to A. Anastasi's just statement, such intra-individual differences in test scores reflect the well-known fact that there are no two indicators of mental development that are rectilinearly correlated! friend friend. The fact in this case that the learning is "below your capabilities", or vice versa the fact of "super-achievements" can be more accurately formulated as a question of "over-forecasting" or underdrawing one test relative to the second.

The reasons for the errors in forecasting in such cases can be very different: the unreliability of the measuring instruments, the differences in the content coverage, the different effects of attitudes and motivational factors on the measures of achievement and abilities, and the impact of intermediate events such as illness or the passage of a corrective course.

Methods of diagnosing levels of cognitive development and styles of cognitive and educational activities of students for teachers qualitatively differ from those for psychologists. But in the domestic psycho-pedagogical science they are developed little. Without solving this problem, the "developing function", declared in all the textbooks of pedagogy, the learning process will remain a good wish.

Methods of diagnosing the cognitive abilities of a child for another group of participants in the educational process - parents - are developed mainly on the level of popular psychology. Professional pedagogical psychology seldom pays attention to this important problem. It should be noted that such attempts were made at different times and in different countries. Diagnostic techniques for parents became widely known: "the scale of mental development" A. Binet and T. Simon, "tests of mental endowments of infant ages" F. Kulman, "the method of assessing the child's physical intelligence" G. Doman and others

Methodological tools for the students were also developed and developed. Among the most popular is the method of the well-known English psychologist G.Yu. Eysenck - "check your IQ." However, it is obvious that many new diagnostic tools of this kind are required to solve modern educational problems.

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