The psychological method "4 extra" is used in work with children of senior preschool or primary school age. It is aimed at studying the characteristics of the child’s thinking, helps to establish the level of development of logic, the ability to analyze and generalize, classify objects according to common features. Also, the child will have to explain to the psychologist testing him why he decided so.
The technique of "4 extra" includes several stages. The first has a visual form and is a series of pictures depicting four objects. Three of them are interconnected, for example, belong to the same species or have common features. The child must identify one extra object that does not fit into the group. The next stage of the study takes place in the form of a word game. In this version, only objects are called, without clarity. However, in addition to the fact that the child needs to correctly identify the excess object, he still has to explain why he thinks so.
In the article we will tell you in detail how the “4 odd” method is carried out with older preschool children when determining readiness for learning at school, how work is consistently performed, and what material is used. You will learn how to record and decrypt the results of children's answers.
Historical information
The method of eliminating 4 excess items was used back in the 50s. In the laboratory of the Institute of Psychiatry, cards were developed, copied and sent to clinical workers. Soviet psychologist Susanna Yakovlevna Rubinstein devoted a book to experimental techniques of pathopsychology. The stimulus material printed in it consists of 17 cards, but these days they are no longer used.
Time inexorably goes forward, and the pictures depicted ancient objects that irrevocably gone into the past. Many children simply could not find out what kind of object was painted. For example, a kerosene lamp or a cart, a radio or an old receiver. Even older preschoolers did not recognize ancient objects, naturally, they could not explain their purpose.
Therefore, the Rubinstein stimulus material in the “4 odd” method is outdated and it was decided to replace it with new tables, more modern. They are also used in work with deaf and dumb children. Let us consider in more detail what the test consists of, developed by Belopolskaya Natalia Lvovna.
Briefing before testing
The child is given a series of pictures and asked to carefully consider all the objects that are painted on them. Of the four images, you need to find one that does not fit (according to the child) in the group.
If the child finds it difficult, then a psychologist or other researcher may ask leading questions. This applies only to the first card, the child works independently on the rest.
Test material
Cards in the “4 extra” methodology are arranged in series, each of which is able to reveal the conceptual features of the child’s thinking. They are arranged in groups in order of complexity of the task. So, if in a first series in a picture a child must separate a fourth, larger size from three geometric figures of the same size, then we have to classify objects according to their belonging to the same community or having the same signs.
In the figure above, plants are located on the first table, and the cat should be called superfluous. In the second figure - you need to name an apple, as this is the only edible item on the card.
Verbal test
For younger students, the “4 extra” methodology is carried out in verbal form. 5 words are read aloud to the child, for example, a sofa, wardrobe, bed, ceiling, chair. He must listen carefully and determine that 4 words can be attributed to furniture, and the ceiling is superfluous, as this is part of the room.
The complication of the task is also carried out gradually. For example, from the following words - deep, high, low, small, light, only the latter means the color of the subject, the rest are signs of size.
Test results
The child is offered 17 tasks. All answers are recorded, and not only the correct determination of the excess object is recorded, but also how the child explained his choice. Sometimes a student may choose a wrong answer, too, but his explanation leads to a positive conclusion that his thinking is well developed. A non-standard answer gives the researcher an opportunity to conduct more in-depth testing.
Some children, on the contrary, simplify their choice by naming objects starting with a single letter or on the basis of a uniform shape. Such responses are based on weak, latent signs.
The results are divided into the following types, starting with good answers:
- correctly identified the excess object and explained its affiliation;
- at first he was mistaken, and then he was corrected;
- came up with his own explanation;
- explains in his own way, but through research;
- cannot see the difference, even using the help of an adult.
Bad answers suggest that the child has specific thinking, he does not know how to build generalizations on certain grounds.