Table 4
| First | task, 2 s | Second | task, 1 s | Third task, 0.5 s |
|||
| even | odd | even | odd | even | odd |
||
| 78-96 | 85-47 | 24-36 | 21-37 | 36-92 | 37-25 |
||
| 86-28 | 9341 | 2844 | 3543 | 24-28 | 45-89 |
||
| 54-34 | 29-57 | 34-82 | 47-35 | 42-36 | 39-27 |
||
| 52-82 | 33-69 | 36-78 | 49-55 | 2844 | 37-29 |
||
| 48-36 | 47 93 | 58-22 | 57-81 | 36-82 | 85-33 |
||
| 36-54 | 23-27 | 36-82 | 85-33 | 58-22 | 57-81 |
||
| 22-48 | 51-33 | 2844 | 37-29 | 36-78 | 49-55 |
||
| 3246 | 7543 | 42-36 | 39-27 | 34-82 | 47-35 |
||
| 54-32 | 23-85 | 24-38 | 45-89 | 2844 | 3543 |
||
| 28-36 | 21-25 | 36-92 | 37-25 | 24-36 | 21-37 |
||
274
2
^ STUDY METHODOLOGY
AND ASSESSMENTS OF FEATURES OF SENSATION
Feeling- these are the mental processes of reflecting individual properties of the real world, which directly affect the subject’s analyzers, existing independently of him
Sensation is the primary cognitive process through which a person receives elementary
information from the external and internal environment. Through sensations, a person learns about light, color, taste..., about the state of his internal organs. Each analyzer has certain types of sensations. A set of analyzers is called a sensor system. The sensitivity of analyzers can be characterized quantitatively by measuring absolute and differential thresholds. Absolute thresholds are divided into upper and lower.
^ Lower absolute threshold This is the smallest amount of stimulus that can cause a barely noticeable sensation.
Upper absolute threshold is called the maximum strength of the stimulus, at which a sensation adequate to the stimulus still occurs.
^ Differential threshold, or threshold of discrimination is called the smallest change in the stimulus that causes a barely noticeable difference in sensations.
^ 2.1. ABSOLUTE THRESHOLD OF VISUAL SENSATION
Equipment: Landolt ring.
Research procedure: Conducted with several people, in a room that is well lit and necessarily equally lit for all subjects.
^ Accounting for results: When observing, it is necessary to establish whether the subject is peering calmly or intensely at the object. When interviewing, find out when he stopped: having clearly seen the gap or just guessing.
Quantitative indicators are obtained by measuring the distance from which the subject first correctly saw the direction of the gap; for all subjects, it should change with each repeated experiment. The experiment is repeated 5 times.
^ Analysis of results: The method makes it possible to assess changes in the threshold of visual sensation in the subject as a result of fatigue and determine its difference in different individuals. The greater the distance from which the subject saw the direction of the break, the lower his absolute threshold of visual sensation and the higher the sensitivity. If the subject sees the ring rupture from a distance M = 5, i.e. at an angle of 1°, then
his visual acuity is 03 - 1, but if from a shorter distance, then it is determined by the Donders formula:
03 = M/5,
where M is the distance from which the subject saw the gap.
^ 2.2. ABSOLUTE THRESHOLD OF AUDITORY SENSATION
Equipment: Sound generator with headphones.
Research procedure: The experimenter, rotating the generator disk clockwise, amplifies the sound; turning it counterclockwise weakens it. The magnitude of the irritation gradually increases until that point; when the subject first perceives the sound, and then gradually decreases until the subject first stops hearing it.
^ Accounting for results: Observation is carried out over the behavior of the subject. During the interview, you need to find out whether he reacted confidently or not very confidently to the sound.
Quantitative indicators are compiled into a protocol (marking the “I HEAR” readings with a “+” sign and the “DON’T HEAR” readings with a “-” sign).
^ Analysis of results:
The absolute threshold of auditory sensation E is determined by the formula:
E = (E, + E 2)/2,
where E is the generator readings corresponding to the appearance of audibility when the sound increases, and E 2 - when it weakens.
^ 2.3. TACTIL SENSATION
Equipment: Aesthesiometer or caliper.
Research procedure: The experimenter touches To the hand of the esthesiometer being examined by the legs, without pressing on the skin, and first gradually separates them until the sensation of 2 touches appears, and then brings them together until the sensation of one touch appears.
Analysis of results carried out similarly to method 2.2.
^ STUDY METHODS
AND ASSESSMENT OF FEATURES OF PERCEPTION
Perception- this is the process of reflection in the human mind of things, objects and phenomena that directly affect the senses as a whole, and not of their individual aspects and qualities, as with sensation.
The basis for the classification of perception, as well as sensations, is the difference in the analyzers involved in perception.
In accordance with which analyzer plays the predominant role in perception, visual, auditory, tactile, kinesthetic, olfactory and gustatory perceptions are distinguished.
Different types of perception are rarely found in their pure form; they are usually combined, and as a result complex types of perceptions arise.
The basis of another type of classification of perceptions is the forms of existence of matter: space, time and movement.
In accordance with this classification, there are:
^ 3.1. “COMPASS” METHOD
The technique is intended to study the perception of spatial relationships and intelligence.
To conduct the examination, you must have special forms, pencils, a stopwatch and a demonstration poster.
The task is to determine the direction of the arrow in each of the 50 compasses shown on the form within a limited time.
Instruct them to sign the forms. Then the expert gives the command to start work and starts the stopwatch.
The examination results are processed using a key. The following indicators are determined:
total number of viewed compasses - arbitrary
activity (P);
task completion time (T);
number of errors - number of incorrectly marked
compasses (n);
280
Sample Demo Poster
key
281
| ^ Score scale | puppy performance | |||||||||
| Productivity. (number of compasses) | Less than 7 | 7-10 | 16-21 | 21-24 | 25-29 | 30-36 | 37-46 | 47-49 | 50 |
|
| Points | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
^ 3.2. “INSTRUMENT SCALE” METHOD
The technique is intended to study the visual perception of instrumental information and the ability to quickly and accurately assess it. To carry out, you need a special form, pencils, a stopwatch, and a demonstration poster (Fig. 1).
Fig. 1 Demonstration poster for the “INSTRUMENT SCALES” method
When processing the results, the number of errors and the task execution time in seconds are taken into account
^
Task completion time scoring scale
| Completed | ||||||||||
| task | 141 | 123- | 102- | 93- | 84- | 72- | 60- | 57- | 51- | 50 |
| nia, with | and > | 140 | 122 | 101 | 92 | 83 | 71 | 59 | 56 | And |
| Points | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
Instructions
owls indicating in the form of a dash one of the 8 cardinal directions (SW, N, NE, etc.). Task: determine in which direction of the world the arrow shown on each compass is directed. You have 10 minutes to complete the task. Answers are written in the form of the names of the cardinal directions (NW, SE, S,...) in 50 circles of the answer sheet, located in the same way as compasses on the demonstration poster. Rotating an individual task form to facilitate decision making is not permitted.
The assessment is carried out in points based on the number of correct answers in accordance with the table: 
The number of correct answers of the subject is found from the reference table containing the correct answers:
Instructions The subject is asked to perceive and remember the figure by touch (in the complete absence of visual contact with it). After 1 minute, removing it from the subject’s field of view, ask him to draw this figure on paper. Remove the sheet of paper with the sketch and invite the subject to now visually (within no more than 1 minute) perceive the figure and sketch it again on paper. Perform the described operations with each of the six figures.
Analysis and interpretation of results
The quality of the task is assessed in points (from 1 to 5) according to the degree of coincidence of each figure with its two sketches (with tactile and visual perception). Points are assigned in accordance with the scale presented in the table:
The comparison results are entered into the results table.
(KTV): 
where Nav.t., Ncp.3p. - respectively, the average score for tactile and visual perception.
More on the topic: Methodology for studying the perception of spatial relationships (“Compasses”):
- 11.7. METHODOLOGY FOR STUDYING SOCIAL AND PROFESSIONAL ORIENTATIONS OF GRADUATES OF GENERAL EDUCATION SCHOOLS
- METHODOLOGY FOR STUDYING SCHOOL MOTIVATION OF PRIMARY CLASS STUDENTS
- Stepanishchev A.T. Methods of teaching and studying history: Textbook, manual for students. higher schools, institutions: In 2 hours. Part 1., 2002
- Stepanishchev A.T. Methods of teaching and studying history: Textbook, manual for students. higher schools, institutions: At 2 p.m. 2., 2002
He talked about his admission to the flight institute: what tasks are given to applicants during the professional selection process and how to prepare for it.
Admission is divided into entrance tests. First the medical commission. If you pass it, go to the professional selection. If you pass it, your fate will be decided by the results of the Unified State Exam. If you fail one test, you will not be allowed to take the next one.
What is included in professional selection
1. Questionnaire
There are about 500 questions to test your character. For dishonest answers, the applicant rewrites the questionnaire; if dishonesty is repeated, he is removed from the selection process.
2. Landolt Ring technique
Performance. As we can see, two rings are crossed out below under the “Test” column (the psychologist will cross them out at his discretion). Our task is to cross out rings from the form with exactly the same arrangement of cuts, and cross them out in exactly the same way as indicated by the psychologist.
With the help of this task, voluntary attention is studied and the pace of psychomotor work, performance and resistance to monotonous work that requires constant concentration are assessed. The allotted time is 5 minutes.
3. Methodology “Instrument scales”
Performance. We have 9 ammeters with different scales and division values. Our task is to find out how much each ammeter shows. Let's look at the first of them, the top left. What do we see? The number is 5. From zero to it there are five divisions. This means that the price of one division is 1. From here we see that our ammeter shows 4. Moreover, if the arrow is to the left of zero, then before the ammeter reading you need to put a “minus” sign, and if to the right, then a “plus”. And so with all ammeters. Below the ammeters there are diagrams by which we summarize the readings of the ammeters.
4. Red-black table (RBC)
We find all the numbers in this way: “24 red - 1 black, 23 red - 2 black.” That is, red ones are for decreasing, black ones are for increasing. After each number there is a letter, after finding the number you need to write it down. In our case, we should get a series of letters EEMHOI and so on.
5. Methodology “Establishing patterns”
On the left before each line there are icons “:”, “+”, “?”, “*” and so on. These symbols indicate one or more words from those in this line. Your task is to find and underline these words. The allotted time is 8 minutes.
6. Methodology “Compasses”
It is necessary to determine the direction indicated by the arrow relative to the variable coordinate system. After the subject mentally determines the direction of the compass, he must write down the designation of this direction. The subject should be warned that the form must not be rotated. The allotted time is 5 minutes.
7. Dictation 1
A large number of words are dictated at a moderately fast pace. Your task is to write as quickly and as many words as possible. The more you write down, the better. They don’t look at literacy here, the main thing is quantity. That is, instead of “milk” you can write “malako”, instead of “author” - “aftar”, “here” - “stes”. And this will be true.
8. Dictation 2
The same words are dictated as in the first dictation, but they are read in reverse: not “milk”, but “about”. Your task is to write down as many words as possible. As you hear, so write. There is no need to turn the words back around.
9. Dictation 3
A sea of words is dictated at an incredibly fast pace. Your task is to write as many words as possible as quickly as possible. Almost all. There are two tests left.
10. Conversation
This is a normal conversation, a conversation. The subject is asked why he wanted to become a pilot, and so on. It is advisable to learn the names of famous pilots, astronauts, and civil aviation holidays.
11. Device “Entrant”
You need to press certain buttons when the lights come on.
If the applicant has successfully passed the professional selection, all he has to do is provide documents and Unified State Examination results in the Russian language, mathematics and physics. The requirements for military pilots are stricter than for civilians: they also need one hundred percent vision, correct color perception, blood pressure, body mass index, height in a standing and sitting position, and the length of legs and arms are also regulated.
Operating with spatial representations
METHODOLOGICAL SUPPORT. METHODS FOR ASSESSING PROFESSIONALLY IMPORTANT QUALITIES OF AVIATION SPECIALISTS
Methodology "Compasses"
To conduct research, it is extremely important to have a special form, pencil, stopwatch, chalkboard or auxiliary table. The auxiliary table is a demonstration drawing showing a compass. The form of the methodology shows compasses schematically (5 compasses on each of 10 lines), each compass has a designation of only one side of the world and an arrow pointing to some unmarked side of the world. Compasses are oriented in a variety of directions (“north” can be at the top, side, bottom, etc.). The subject must determine which side of the world the arrow on each compass points to, and write the answer under the compass in abbreviated form (N, E, S, 3, NE, SE, NW, SW). The subjects sign the forms and put them away.
The assistant hangs up a demonstration drawing. The experimenter gives the following instructions: “You are all familiar with the location of the cardinal directions on a compass or on a geographical map: at the top is north, opposite it, at the bottom is south, to the left of north is west, to the right is east; between north and east - northeast, between north and west - northwest, between south and east - southeast, between south and west - southwest (show in the demonstration drawing).
Now imagine that we have rotated the compass around its axis so that instead of northeast there is southwest. As you can see, the order of the cardinal directions has not changed.
On your forms (show) there are schematic images of compasses with arrows. Compasses are oriented not according to the map, but in a variety of ways, and on each compass only one of the above directions is indicated (N, S, E, 3, NW, NE, SW, SE). The compass needle can point to any of eight directions. Which one can be determined by comparing the position of the arrow with the direction given on the compass (disassemble five compasses according to the demonstration drawing: the first on your own, the rest with the help of the audience).
Your job is essentially to determine where the arrows on each compass are pointing and write the abbreviated answer underneath the compass.
It is not allowed to write the names of the cardinal directions on the forms and turn them. If you do not have time to completely solve all the tasks in 10 minutes of work, then at the experimenter’s command “Finish the work!” place a vertical line behind the last compass you viewed. If you finish work before 10 minutes, then raise your hand, I will tell you the time, which you need to write down on the form. At the command "Get ready!" take the form from the folder and a pencil, at the command “Start!” start work, at the command “Finish work!” put a vertical line and put the form under the folder. What questions do you have?
The experimenter answers the questions. The demonstration drawing is removed. The command to start work is given and the stopwatch starts. During the task, the experimenter and the assistant observe the subjects and, in cases of extreme importance, help by making a note about this in the protocol. After 10 minutes the command “Finish work!” is given.
