Amthauer technique for children. Amthauer Intelligence Structure Test - marginal notes

R. Amthauer's Structure of Intelligence Test is classic group intelligence test. The overall result of the examination allows us to judge the level of mental development of students, and the success of individual subtests - about the individual structure of the psychometric intelligence of schoolchildren.

The test items consist of verbal and numerical material and pictures. The first require from subjects certain knowledge and skills to perform certain logical actions with verbal material (concepts, statements). The latter require a certain degree of development of mathematical and spatial thinking.

A team of authors consisting of M.K. Akimova, E.M. Borisova, V.T. Kozlova and G.P. Loginova, under the guidance of Doctor of Psychology K.M. Gurevich, translated and adapted the test for the Russian sample. The number of this sample was over 300 students from schools in Moscow and the Moscow region, as well as over 200 students from Orsha. The test is intended for schoolchildren in grades VIII-X (aged 13-16 years).

The psychometric characteristics of the test for the Russian sample are as follows: equivalence of parallel forms for the total score - 0.78; homogeneity - 0.92-0.97; test-retest reliability for the total score of form A = 0.73, form B = 0.69.

Validity coefficients when compared with school performance are 0.56 (Form A) and 0.52 (Form B). Significance level of the given coefficients p< 0,001.

The test consists of nine subtests, each of which is aimed at measuring different functions of intelligence. Six subtests diagnose the verbal sphere, two - spatial imagination, one - memory. In all groups of tasks, with the exception of subtests 4-6, closed-type tasks are used.

• "Logical selection": a study of inductive reasoning, the sense of language. The test subject's task is to complete the sentence with one of the given words.

The opposite of “loyalty” is:

and love; b) hatred; c) friendship; d) betrayal; d) enmity.

• “Classification”, determination of common features: study of the ability to abstract, generalize, and operate with verbal concepts. The tasks offer five words, four of which are united by a certain semantic connection, and one is superfluous. This word should be highlighted in the answer:

a) drawing; b) picture; c) graphics; d) sculpture; d) painting.

• “Analogies”: analysis of combinatorial abilities. The tasks offer three words; there is a certain connection between the first and second. After the third word there is a dash. From the five options attached to the task, you must choose a word that would be connected with the third in the same way as the first two.

Wood - planing, iron - ?

a) mint; b) bend; c) pour; d) grind; d) forge.

• “Generalizations”: assessing the ability to make judgments and generalize. The test taker must identify two words with a common concept.

Rain - snow_________________ .

• “Counting tasks”: assessing the level of development of practical mathematical thinking and the development of mathematical skills.

How many kilometers will a freight train travel in 7 hours if its speed is 40 km per hour?

• “Series of numbers”: analysis of inductive thinking, the ability to operate with numbers. The tasks require you to establish a number series rule and continue it.

6 9 12 15 18 21 24 …?

• “Selection of figures”: a study of spatial imagination, combinatorial abilities. The tasks contain geometric shapes divided into parts. When choosing an answer, you should find a card with a figure that corresponds to the divided parts.
• “Tasks with cubes”: the same thing is studied as in the 7th subtest. The tasks present images of cubes with differently marked faces. The cubes are rotated and turned over in space in a certain way, so that sometimes new faces unknown to the subject appear. It is necessary to determine which of the five sample cubes is shown in each picture.
• Tasks on the ability to focus attention and retain what has been learned in memory. It is suggested to remember a number of words that are combined in a table into certain categories, for example flowers: tulip, jasmine, gladiolus, carnation, iris; or animals: zebra, snake, bull, ferret, tiger. Memorization time - 3 minutes. Then the notebooks with the tasks are collected and the subjects are given sheets with questions of this type: the word began with the letter “b”: a) plants, b) tools, c) birds, d) works of art, e) animals.

The test has two equivalent forms - A and B. In a group study, subjects sitting next to each other work with different forms.

Notebooks A and B required for the test are used many times. Nothing can be entered into them. To record their answers, test takers are given answer sheets along with workbooks.

Test Guide

To conduct the test, each subject needs a notebook with the test, an answer form, a questionnaire for subtest 9; The psychologist needs a stopwatch. Before the test begins, the test books are checked to see if they contain any notes from a previous study. Any extraneous notes in notebooks must be eliminated.

Then the answer sheets are inserted into the notebooks. The form is placed between the title page and the 1st page of the test book. The notebooks are folded in such a way that forms A and B alternate. It is advisable to have spare notebooks with answer sheets. In accordance with the number of test notebooks, additional sheets are prepared for subtest 9.

The number of subjects depends on the testing conditions and should not exceed 20-30 people. Testing is recommended to be carried out during the 2nd-3rd lessons, when the subjects are not tired.

To conduct testing correctly, it is necessary to strictly follow the instructions, control the time for completing individual subtests, and not help subjects complete tasks.

The total time required to complete the entire test is approximately 90 minutes.

Subtest execution time:

1. subtest - b min; 6 subtest - 10 min.;
2. subtest - b min; 7 subtest - 7 min.;
3. subtest - 7 min.; 8 subtest - 9 min.;
4. subtest - 8 min.; 9 subtest - 3 min. (for memorization) and
5. subtest - 10 min.; 6 min. (for playback).

Before conducting the test, the psychologist explains the purpose of the test and creates an appropriate mood in the subjects. To do this, read the general instructions located on the second page of the test book. Next, the psychologist reads the explanations and examples for subtest 1. Test takers must follow the text in their notebook.

After reading the instructions and looking at the examples of subtest 1, the psychologist asks if there are any questions. To ensure that the testing conditions are always the same, when answering a question, the experimenter should simply read out the corresponding part of the instructions again or repeat the explanation of the example tasks.

Students are then instructed to turn the page and begin completing the first subtest. At this time, the psychologist should turn on the stopwatch (it is advisable to do this unnoticed by the subjects, so as not to create a feeling of tension in them).

After the time allotted for completing the first subtest has expired, the psychologist decisively, but not abruptly, interrupts the work of the subjects and begins to read the instructions for the next subtest.

During testing, it is necessary to control whether the subjects write down their answers in the right place and whether the pages of the notebooks are turned correctly.

Additional explanations for individual subtests

• After the time for subtest 1 has expired, you must say: “Apparently, you did not have time to complete all the tasks, but even if you completed half of the tasks correctly, this is already a good result.”
• In addition to the instructions, the examples for subtest 3 must be explained as follows: “The forest is to the tree, as the meadow is to ... (pause) grass”; and in the second example: “dark is to light as wet is to... (pause) dry.”
• When taking a subtest with arithmetic tasks, the question arises what to do if the answer consists of one number repeated twice, for example 66. In this case, it is necessary to advise students to check the task again, and if the answer is the same, then cross out the number 6 twice.

When conducting arithmetic tasks and tasks with number series, subjects are told that calculations can be written in the fields of the answer form.

• Experience shows that schoolchildren have difficulties understanding the instructions for visual subtests (7 and 8). Therefore, you should read the instructions slowly, especially the part where examples are discussed. In addition, you need to say: “In the next 20 tasks you must find the correct solution among 5 pictures, which, like in these examples, are indicated by the letters a, b, c, d, e. Example 07, which you will find in the first picture in the frame (the experimenter must wait until everyone is found), has the correct solution - the picture in the first line, indicated by the letter “a”.

Therefore, in the answer form in column 07, the letter “a” has been crossed out.” In the eighth subtest, it is necessary to warn that the solution process is similar to that in the previous subtest.

• It is necessary to collect notebooks before taking subtest 9 quickly and quietly. When handing out questionnaires with memory tasks, you need to make sure that the page with examples is at the top. During the entire time of performing the 9th subtest, subjects should not make any notes other than crossing out the corresponding letters (a, b, c, d, e).

After completing the survey, answer sheets and additional sheets must be collected at the same time.

Note. Subtest 9 addresses the test taker's ability to remember. It may be considered optional to include the results of this subtest in the assessment of students' mental development. Therefore, the study of the Amthauer test on a Russian sample was carried out without subtest 9. All test results given below are given without the points received for solving subtest 9. This subtest can be used separately to study the characteristics of students’ memory.

Processing test results

• For the convenience of calculating the points received by the test taker for each subtest, it is recommended to use templates (two for each of the forms, A and B: one for the front page, the other for the back page of the answer form), which can be easily prepared from tracing paper or thick white paper . The templates contain squares indicating correct solutions. If the template is made of opaque paper, squares indicating correct solutions are cut out. When the template is accurately aligned with the answer forms, the correct solutions fall into the squares (or slots). All that remains is to count the number of letters crossed out by the test subject that fall into these squares.
• Each of the subtests, with the exception of the fourth, has a 20-point scoring system. The number of correctly completed tasks is the primary indicator of success in completing subtests.
• In the fourth subtest, consisting of 16 tasks, each correctly completed task is scored 2 points. If the feature used by the test subject as the basis for the generalization is less significant and general than expected by the author of the test, then such a task is scored 1 point. If the feature that is the basis of the generalization is found incorrectly (or not found at all), then the task is scored 0 points. Thus, the maximum number of points that a subject can receive for solving the fourth subtest is 32, and the minimum is 0.

Since the difference between essential and non-essential features of concepts is often vague, a special table has been developed to evaluate the results of the fourth subtest (attached to the test materials). By comparing the test taker's answers with the example answers from the table, you can quite accurately calculate the primary score for completing the fourth subtest. Answers worth 2 points are given almost completely. Based on them, synonyms of the given concepts can also be assessed with 2 points.

The list of answers worth 1 point is less complete, since here the number of possible answers is more variable. Also, the list of answers worth 0 points cannot be complete. The table for assessing the results of the fourth subtest shows only the most common answers and those borderline between 1 point and 0. By logical analysis, focusing on the table, you can evaluate specific generalizations of the test takers.

4. The total score, which is an assessment of mental development according to the Amthauer test, is calculated by summing the points received by the subject for completing each of the 8 subtests. The maximum score on the Amthauer test is 172.

How do I interpret a student's overall test score?

1. The German and Slovak versions of the Amthauer test have statistical norms with which individual results are compared. While working with a Russian sample, psychologists discovered such significant differences in individual data, depending on the region, type of school, social environment and other factors, that they had to abandon the idea of ​​finding a single statistical test norm for our schoolchildren.

Some conditional boundaries in the results were empirically established, based on which the teacher and school psychologist can interpret the individual indicators of students.

Considering that schooling has a decisive influence on the mental development of adolescents, not age, but educational and age boundaries of development. This means that the mental development of 13-, 14-, 15-, and 16-year-old adolescents was assessed separately, but the development of eighth-, ninth-, and tenth-graders.

For VIII grade schoolchildren The boundaries of the test results are as follows:

high mental development- more than 110 points;

low mental development- less than 75 points.

For schoolchildren of IX grade these boundaries are:

high mental development- more than 125 points;

low mental development- less than 90 points.

For X grade schoolchildren these boundaries are as follows:

high mental development- more than 130 points;

low mental development- less than 95 points.

2. Both for each student and for groups of students, it is possible to analyze the relative success of performing different types of subtests.

In this case, useful information can be obtained by comparing the results of solving verbal (1,2,3,4), mathematical (5 and 6) and spatial (7, 8) subtests. In such an analysis, indicators must be presented in the form of relative values ​​- a percentage of an individual score to the maximum possible. This must be done because different blocks of tasks have different maximum possible points. For verbal subtests the maximum is 92 points, for mathematical and spatial subtests - 40 points each.

For example, a subject received 56 points on four verbal subtests, and the maximum number of points that can be scored on them is 92. Therefore, the percentage completion rate for verbal subtests will be equal to:

R willow =56/92×100= 60.9%.

In the same way it is calculated Rspace And Rmathematician
Conditionally possible options for the relative values ​​of each pair of compared task blocks can be presented as follows:

1)>2)=3)<

The first option means that schoolchildren have a predominance of one group of indicators (for example, verbal) over another (for example, spatial); the second option characterizes approximately equal indicators of both; the third - reveals a significantly better success of the subject in performing mathematical or spatial subtests compared to verbal ones.

Variants of certain combinations of indicators of the three blocks of tasks can be interpreted as a manifestation of different levels of development of verbal (conceptual), mathematical and spatial thinking. Differences in the levels of these forms of thinking can be found both in individual students and in different groups (classes). They depend on the severity of different inclinations and preferences among students, the influence of the social environment and extracurricular interests, the level of teaching of various disciplines, etc. However, in each specific case, knowledge of the relative development of verbal, mathematical and spatial thinking of the student should be used by the teacher for an individual approach to assessing educational activities of a teenager. If any indicator is reduced among the majority of students in the class, it is necessary to think about the level of teaching of individual disciplines, the relationship of individual teachers with the class, or other reasons for the identified peculiarities of mental development of schoolchildren.

It is also advisable to conduct a comparative analysis of the performance of individual subtests by each subject. To do this, you need to calculate the percentage of correctly completed tasks for each subtest separately and enter them in the appropriate column of the table on the answer form. Next, the results are graphically displayed on a grid located in the center of the upper part of the answer sheet. To do this, points corresponding to the percentage of correctly completed tasks for each subtest are plotted on the grid. After plotting the points, the graph is crossed out, reflecting the individual structure of the student’s mental development.

Study of the structure of personality intelligence.

Test Description

The intelligence test and at the same time the Amthauer career guidance test can be used for ages 12 years and older, but mainly up to 30-40 years old, since it is performed in limited time intervals. Definite superiority in results TSI may have in the same age group persons with higher education, better culture of thinking and greater speed of thought processes.

Test procedure

Before starting each subtest, test takers must first have a good understanding of the content of the examples.

A fixed time is allocated for each subtest:

Test instructions

In each subtest of the methodology, 16-20 tasks are given, during which it is important to thoroughly understand the meaning of the presented sample solutions and move on to the next tasks in time: perhaps they will be easier for you and you will generally gain a large amount of points.

It is very useful to recheck yourself if the time for working on a subtest has not yet expired. It is not at all necessary to strive to solve absolutely all tasks. You should not make any notes in the text of the methodology; all answers are written on special sheets (forms), where the last name, as well as the date and time of the start of work, are indicated.

If the instructions are clear, wait for the signal to start work.

Test material

Description of tasks in section 1 and sample solutions

Each of the tasks is an unfinished sentence that is missing one word. You need to choose from the list of words below the one that you think is most suitable to complete the sentence so that it acquires the correct meaning. If you find such a word, you need to put on the answer sheet next to the task number the letter behind which the found word stands among other answer options.

Sample 1.

Rabbit most similar to...
a) cat; b) squirrel; c) hare; d) fox; d) hedgehog.

If you find the correct answer, then the following is written on the answer sheet: 1c, meaning that " The rabbit is most similar to the hare».

Sample 2.

The opposite hope is…
a) sadness; b) anger; c) tenderness; d) despondency; d) despair.

The answer sheet states: 2d, meaning that " The opposite of hopeis despair" Naturally, there is no need to write down the resulting sentence on the answer sheet: you have very limited time. It’s better to check your answers again, and if you suddenly find another solution, then cross out the previous letter and put another one next to it.

Section 1. Tasks 1-20

1. The tree always has...
   a) leaves; b) fruits; c) kidneys; d) roots; d) shadow.
2. Comment is...
   a) law; 6) lecture; c) explanation; d) consequence; d) hint.
3. The opposite of betrayal is...
   and love; b) parasitism; c) cunning; d) cowardice; d) devotion.
4. Women... are taller than men.
   a) always; b) usually; c) often; d) never; d) sometimes.
5. Lunch cannot take place without...
   a) table; b) service; c) food; d) water; d) hunger.
6. The opposite activity of rest is...
   a) labor; b) care; c) fatigue; d) walk; d) training.
7. To trade you must have...
   a) store; b) money; c) counter; d) goods; d) scales.
8. When a dispute ends in mutual concession, it is called...
   a) the convention; b) a compromise; c) interchange; d) conspiracy; d) reconciliation.
9. A person who is bad at innovation is called...
   a) an anarchist; b) liberal; c) democrat; d) radical; d) conservative.
10. Sons... surpass fathers in life experience...
    a) never; b) often; c) rarely; d) usually; d) always.
11. At the same weight, the most protein contains...
    a) meat; b) eggs; c) fat; d) fish; d) bread.
12. The ratio of winnings and losses in the lottery makes it possible to determine...
    a) number of participants; b) profit; c) the price of one ticket; d) number of tickets; d) probability of winning.
13. Aunt... may be older than her niece.
    a) always; b) rarely; c) almost always; d) never; d) necessarily.
14. The statement that all people are honest...
    a) false; b) cunningly; c) absurd; d) true; d) not proven.
15. The height of a six year old child is approximately... see.
    a) 160; b) 60; c) 140; d) 110; e) 50.
16. Length of the match... cm.
    a) 4; b) 3; c) 2.5; d) 6; d) 5.
17. A statement that is not fully proven is called...
    a) ambiguous; b) paradoxical; c) hypothetical; d) confused; d) obvious.
18. To the north of all these cities is located…
    a) Novosibirsk; b) Murmansk; c) Krasnoyarsk; d) Irkutsk; d) Khabarovsk.
19. An offer does not exist without...
    a) verb; b) subject; c) appeals; d) points; e) words;
20. The distance between Moscow and Novosibirsk is approximately...km.
    a) 3000; b) 1000; c) 7000; d) 4800; e) 2100.

Description of tasks in section 2 and sample solutions

In this section, you are offered rows containing 5 words each; of all five words, four can be combined into one group according to a common meaning suitable for all these four words. The fifth word, which is superfluous in meaning, should be your answer to the task, which can otherwise be called: “Find the superfluous word that does not fit in meaning to the other four of the five named.” This extra word is indicated by the corresponding letter, which must be written next to the task number.

Sample 1.

1. a) table; b) chair; c) dove; d) sofa; d) closet.

Answer 1c, because " pigeon"does not refer to pieces of furniture, but that is the meaning of combining the words. The word “dove” is superfluous in meaning among the named words.

Sample 2.

2. a) go; b) rush; c) crawl; d) run; d) lie down.

Answer 2d, because " lie» does not refer to the designation of modes of transportation. The word “lie” is superfluous in meaning among the named words.

Section 2. Tasks 21-40

1. a) Write; b) chop; c) sew; d) read; d) bed.
2. a) Narrow; b) angular; c) short; d) tall; d) wide.
3. a) Bicycle; b) motorcycle; c) train; d) tram; d) bus.
4. a) West; b) course; c) direction; d) travel; d) north.
5. a) See; b) talk; c) touch; d) sniff; d) hear.
6. a) Lie down; b) rise up; c) sit down; d) lean against; d) stand up.
7. a) Circle; b) ellipse; c) arrow; d) arc; d) curve.
8. a) Kind; b) true; c) responsive; d) cowardly; d) honest.
9. a) Divide; b) release; c) bind; d) cut; d) distinguish.
10. a) Border; b) bridge; c) society; d) distance; d) marriage.
11. a) Curtain; b) shield; c) seine; d) filter; d) wall.
12. a) Sailor; b) carpenter; c) driver; d) cyclist e) hairdresser.
13. a) Clarinet; b) double bass; c) guitar; d) violin; d) harp.
14. a) Reflection; b) echo; c) activity; d) echo; d) imitation.
15. a) Study; b) planning; c) training; d) report; d) advertising.
16. a) Envy; b) stinginess; c) gluttony; d) stinginess; d) greed.
17. a) Reason; b) conclusion; c) decision; d) beginning; d) agreement.
18. a) Thin; b) thin; c) narrow; d) portly; d) short.
19. a) Neck; b) cork; c) leg; d) back; d) pen.
20. a) Foggy; b) frosty; c) windy; d) gloomy; d) rainy.

Description of tasks in section 3 and sample solutions

Section 3 contains tasks in which one word is missing in the second pair of words. The first pair of words is complete, consisting of two words interconnected in meaning; you need to understand the meaning of this relationship in order to, in accordance with it, select the missing word in the second pair from the five words given below.

Sample 1.

1. Forest: tree; meadow: ?
a) bush; b) pasture; c) grass; d) hay; d) path.

Answer 1c, since the mutual relation forests And trees has the same meaning as mutual relation meadows And herbs.

Sample 2.

2. Dark: light; wet: ?
a) rainy; b) raw; c) cloudy; d) wet; d) dry.

Answer 2d, since the mutual relation dark And light has the same contradictory meaning as mutual relationship wet And dry.

Section 3. Tasks 41-60

1. School: director; circle: ?
   a) chairman; b) member; c) leader; d) manager; d) visitor.
2. Clock: time; thermometer: ?
   a) device; b) measurement; c) mercury; d) warmth; d) temperature.
3. Search: find; reflect: ?
   a) remember; b) come to a conclusion; c) investigate; d) sing; d) remember.
4. Circle: ball; square: ?
   a) prism; b) rectangle; c) body; d) geometry; d) cube
5. Action: success; treatment: ?
   a) goods; b) labor; c) finishing; d) achievement; d) price.
6. Animal: goat; food: ?
   a) product; b) food; at lunch; d) bread; d) kitchen.
7. Hunger: thinness; labor: ?
   a) effort; b) fatigue; c) enthusiasm; d) fee; d) rest.
8. Moon: Earth; Earth: ?
   a) Mars; b) star; c) Sun; d) planet; d) air.
9. Scissors: cut; ornament: ?
   a) embroider; b) decorate; c) create; d) draw; d) saw out.
10. Car: motor; yacht: ?
    a) board; b) keel; c) feed; d) sail; d) mast.
11. Novel: prologue; opera: ?
    a) poster; b) program; c) libretto; d) overture; d) aria.
12. Spruce: oak; table: ?
    a) furniture; b) closet; c) tablecloth; d) wardrobe; d) headset.
13. Tongue: bitter; eye: ?
    a) vision; b) red; c) glasses; d) light; l) vigilant.
14. Food: salt; lecture: ?
    a) boredom; b) outline; c) humor; d) conversation; d) language.
15. Year: spring; life: ?
    a) joy; b) old age; c) birth; d) youth; d) study.
16. Solution: pain; over speed: ?
    a) distance; b) protocol; c) arrest; d) accident; e) air resistance.
17. Science: mathematics; edition: ?
    a) printing house; b) story; c) magazine; d) newspaper “Vesti”; d) editors.
18. Mountains: pass; river: ?
    a) boat; b) bridge; c) ford; d) ferry; d) shore.
19. Skin: touch; eye: ?
    a) lighting; b) vision; c) observation; d) look; d) embarrassment.
20. Sadness: mood; anger: ?
    a) sadness; b) rage; c) fear; d) affect; d) forgiveness.

Description of tasks in section 4 and sample solutions

The tasks in this section contain only two words, which are united by a common meaning. You should try to convey this general meaning in one, or at most two, words. This one word will be the answer to the task; it must be written down next to the task number.

Sample 1.

Wheat, oats – ?

Answer: cereals, since this word accurately conveys the general meaning of both words, uniting them with this common meaning.

Sample 2.

Bread butter - ?

Answer: food, since this word correctly expresses the general meaning of both named words.

Section 4. Tasks 61-76

1. Apple, strawberry – ?
2. Cigarette, coffee – ?
3. Clock, thermometer – ?
4. Nose, eyes - ?
5. Echo, mirror – ?
6. Picture, fable – ?
7. Loud quiet - ?
8. Seed, egg – ?
9. Coat of arms, flag – ?
10. Whale, pike – ?
11. Hunger, thirst - ?
12. Ant, aspen - ?
13. Knife, wire – ?
14. Above, below - ?
15. Blessing, curse -?
16. Praise, punishment - ?

Description of tasks in section 5 and sample solutions

This section contains simple problems that are essentially practical rather than arithmetic. Therefore, when solving them, you need to be careful about the practical meaning of your answers. This will allow you to check the correctness of your decision not only by the content of the calculations, but also by the necessity of these and not other calculations.

Sample 1.

The book costs 25 coins. How much do 3 books cost?

Answer: 75 (coins) since you really need to multiply here: 25 x 3.

Sample 2.

A boat floats down a river at a speed of 10 km/h, and the speed of this current is 4 km/h. What is the speed of the boat relative to the shore?

Answer: 14 km/h, since in this problem it is necessary to add the speed of the boat and the water current: 10 + 4 .

Section 5. Tasks 77-96

1. The boy had 100 coins, of which he spent 15. How many coins did he have left?
2. How many kilometers will a car travel in 9 hours if its speed is 70 km/h?
3. Fruit in 15 boxes weighs 280 kg, and each empty box weighs 3 kg. What is the net weight of the fruit?
4. A trench can be dug by 6 people in 72 hours. How many hours will it take 18 people to dig the same trench?
5. A pack of three ballpoint pens costs 5 coins. How many ballpoint pens can you buy with 60 coins?
6. A person runs 1.5 meters in a quarter of a second. How far will this person run in 10 seconds?
7. The tree is located 20 m north of the house, and the house is located 15 m north of the pond. What is the distance from the tree to the pond?
8. A piece of cloth 3.5 m long costs 70 coins. How much does 2.5 m of the same material cost?
9. Four workers will complete the task in 90 days. How many workers are needed to complete the same task in half a day?
10. A 48 cm long wire expands to 56 cm when heated. What will be the length of a 72 cm wire when heated?
11. In the workshop, 280 chairs are made in 8 hours. How many chairs will be made in this workshop in an hour and a half?
12. The alloy is composed of two parts silver and three parts tin. How many grams of tin are required to obtain 15 g of alloy?
13. One person earns 3 hundred coins a day, and another earns 5 hundred. Together they earn 120 hundred coins in half a month. How many hundred coins does the first of these two people earn in 15 days?
14. During the same time, the first weaving workshop produces 60 m of fabric, and the second - 40 m. How much fabric will the second workshop produce by the time the first has already produced 90 m of fabric?
15. A man paid an eighth of his money for postage stamps and three times as much for paper, leaving him with 8 coins.
16. There are 43 items packed into two boxes. The first box contained 9 more items than the second. How many items are in the first box?
17. A piece of cloth 60 m long was cut into two parts so that one of them was two-thirds of the other. What is the length of the larger piece of material?
18. The company exported three-quarters of its products, and sold a fifth of these products to its workers. What percentage of products remain in the company's warehouse?
19. Juice that fills 6/7 of the container costs 72 hundred coins. How many hundred coins is 1/2 the volume of the same container worth?
20. In one family, each daughter has an equal number of brothers and sisters, and each son has twice as many sisters as brothers. How many daughters are there in the family?

Description of tasks in Section 6 and sample solutions

In this section, each task is represented by a series of numbers located in a certain relationship with each other. It is necessary to continue the number series based on the peculiarity of this connection of numbers that you discovered.

Sample 1.

2, 4, 6, 8, 10, 12, 14…

Answer: 16 , since in this series of numbers the peculiarity of their connection with each other is the constant increase of each next number by 2 units.

Sample 2.

9, 7, 10, 8, 11, 9, 12…

Answer: 10 , since in this number series the peculiarity of the connection between numbers is that when moving from the first number to the second, you need to subtract 2 units, and when moving from the second number to the third, you need to add 3 units, etc.

Section 6. Tasks 97 –116

1. 6, 9, 12, 15, 18, 21, 24…
2. 16, 17, 19, 20, 22, 23, 25…
3. 19, 16, 22, 19, 25, 22, 28…
4. 17, 13, 18, 14, 19, 15, 20…
5. 4, 6, 12, 14, 28, 30, 60…
6. 26, 28, 25, 29, 24, 30, 23…
7. 29, 26, 13, 39, 36, 18, 54…
8. 21, 7, 9, 12, 6, 2, 4…
9. 5, 6, 4, 6, 7, 5, 7…
10. 17, 15, 18, 14, 19, 13, 20…
11. 279, 93, 90, 30, 27, 9, 6…
12. 4, 7, 8, 7, 10, 11, 10…
13. 9, 12, 16, 20, 25, 30, 36…
14. 5, 2, 6, 2, 8, 3, 15…
15. 15, 19, 22, 11, 15, 18, 9…
16. 8, 11, 16, 23, 32, 43, 56…
17. 9, 6, 18, 21, 7, 4, 12…
18. 7, 8, 10, 7, 11, 16, 10…
19. 15, 6, 18, 10, 30, 23, 69…
20. 3, 27, 36, 4, 13, 117, 126.. .

Description of tasks in section 7 and sample solutions

In each task you are presented with one figure, divided into several parts. These parts are given in no particular order. Mentally connect the parts, and find the figure that you get in the row of figures a), b), c), d), e).

Sample

Solution

Answer: A. By connecting parts of figures 01, we get figure “a”. When connecting parts 02, a “d” shape appears. Accordingly, from 03 we get “b”, from 04 – “g”.

Section 7. Tasks 117-136

At the moment, the images are in preparation (Editor).

Description of tasks in Section 8 and sample solutions

The first row of figures consists of five different cubes, designated by letters (“a”, “b”, “c”, “d”, “d”). The cubes are arranged so that out of six faces you see three of each cube. In each of the subsequent rows you are presented with one of these five cubes, rotated in a new way. Your task is to determine which of these five cubes corresponds to the cube given in the next task. Naturally, new icons may appear in inverted cubes.

Sample

At the moment, the images are in preparation (Editor).

For cube 01 the answer would be: A. Cube (01) represents the modified position of cube "a". The second cube (02) corresponds to cube “d”, the third (03) to cube “b”, (04) to “c”, (05) to “d”.

Section 8. Tasks 137-156

Section 9

To complete the tasks in this section, you will first need to learn a group of words. Then you will receive tasks that will help you find out how well you remember these words.

Once you are allowed to turn this page, try to remember as best you can the rows of words placed in the table.

To remember the words below you are given 3 minutes:

Description of tasks in section 9 and sample solutions

In each task you will be given the first letter of one of the words you have learned. You must remember what the word starting with this letter meant: flower, tool, bird , piece of art or animal. Remember that all memorized words begin with different letters, i.e. no initial letter is repeated.

Sample 1.

First letter - " f" From a group of words meaning:

1. flower,
2. tool,
3. bird,
4. piece of art,
5. animal,

starting with the letter " f"only begins violet, that is flower. Therefore, write the number on your answer sheet 1 .

Sample 2.

The first letter of the word is “z”. From a group of words meaning:

1. flower,
2. tool,
3. bird,
4. piece of art,
5. animal,

starting with the letter " h"the word begins" hare", that is animal. Therefore, the answer sheet will have: 5 .

Section 9. Tasks 157-176

Key to the test

• Subtest 1: " DP» ( addition of proposals): 1d, 2c, 3d, 4d, 5c, 6a, 7d, 8b, 9d, 10c, 11b, 12d, 13c, 14a, 15d, 16a, 17c, 18b, 19d, 20a.
• Subtest 2: " IP» ( word exclusion): 21d, 22b, 23a, 24d, 25b, 26d, 27c, 28d, 29d, 30d, 31d, 32d, 33a, 34c, 35d, 36c, 37a, 38d, 39b, 40d.
• Subtest 3: " An» ( analogies): 41c, 42d, 43b, 44d, 45c, 46d, 47b, 48c, 49b, 50g, 51g, 52b, 53b, 54c, 55g, 56d, 57c, 58c, 59b, 60g.
• Subtest 4: " About» ( generalization): 61 – fruits; 62 – stimulants; 63 – devices; 64 – sense organs; 65 – reflection; 66 – work of art; 67 – strength; 68 – embryos; 69 – symbols; 70 – aquatic animals: 71 – organic needs; 72 – living organisms; 73 – metal products; 74 – position in space; 75 – wishes (sanctions); 76 – educational measures.

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1 Choose one of the words that correctly completes this sentence: A boot always has...

2 Choose one of the words that correctly completes this sentence: In warm regions lives...

3 Choose one of the words that correctly completes this sentence: In a year... months (how many?)

4 Choose one of the words that correctly completes this sentence: The month of winter...

5 Choose one of the words that correctly completes this sentence: There is no one living in our country...

6 Choose one of the words that correctly completes this sentence: A father is older than his son...

7 Choose one of the words that correctly completes this sentence: Time of day...

8 Choose one of the words that correctly completes this sentence: Water always...

9 Choose one of the words that correctly completes this sentence: A tree always has...

10 Choose one of the words that correctly completes this sentence: City of Russia...

21 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word from five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Cucumber/vegetable = Dahlia/...

22 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word from five in this list that is connected with the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Teacher/student = Doctor/...

23 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word out of five in this list that is connected with the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Vegetable garden/carrots = Garden/...

24 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word from five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Flower/vase = Bird/...

25 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word out of five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Glove/hand = Boot/...

26 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word from five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Dark/light = Wet/...

27 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word from five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Clock/time = Thermometer/...

28 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word out of five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Car/motor = Boat/...

29 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word out of five in this list that is related to the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Chair/wooden = Needle/...

30 Here on the left is a pair of words that are in some connection with each other (for example: Forest/trees). On the right - one of the words before the line "/" (for example: library) and 5 words in the list (for example: garden, yard, city, theater, books). You need to choose one word out of five in this list that is connected with the word before the line (books) in the same way as it was done in the first pair of words (forest/trees) Table/tablecloth = Floor/...

31 These pairs of words can be called one word, for example: trousers, dress... - these are clothes. Choose this word. A broom, a shovel...

The test of the structure of intelligence was developed by the West German psychologist R. Amthauer (last edition carried out in 1973) to differentiate candidates for various types of training and activities in the practice of professional selection. This test (Amthauer Intelligens Structur Test, IST) is designed to measure the level of intellectual development of persons aged 13 to 61 years.

The test is composed of nine groups of tasks (subtests) aimed at studying the following components of verbal and nonverbal intelligence: vocabulary, ability to abstract, ability to generalize, mathematical abilities, combinatorial thinking, spatial imagination, ability to short-term memorize visual-figurative information.

In all groups of tasks, with the exception of subtests IV–VI, closed-type tasks are used.
I. Awareness (A) - research, sense of language, stock of simple knowledge, .
To successfully complete this subtest, a person must have the appropriate knowledge base. The updating of knowledge that occurs when solving certain problems is not just a reproductive act of memory (since it is necessary to update exactly the knowledge that is needed to solve a specific problem), but an act of correlating the conditions of the task and the information that can be used to solve it. solutions. The test subject's task is to complete the sentence with one of the given words. Number of tasks - 20. Completion time - 6 minutes.

II. Elimination of the superfluous (EL) - study of the ability to abstract, operate with verbal concepts, analytical and synthetic activity, the ability to compare objects and phenomena with each other. Solving the problems of this subtest begins with the process of comparing the proposed words denoting various objects. Comparison is considered not as a one-time act of establishing differences or similarities, but as one that includes operations of analysis, synthesis, abstraction and generalization. To successfully carry out analytical-synthetic activity, the subject must be able to identify a significant abstract feature by which words belong to a certain category. Through analysis, common and different features are identified, and then, as a result of the isolation of common features, a generalization of the compared objects is made. In each task, the subject is offered five words, four of which are united by a semantic connection, and one is superfluous. This word should be highlighted in the answer. The number of tasks is 20, their completion time is 6 minutes.

III. Search for analogies (SA) - study of the ability to endure, the ability to generalize, analysis of combinatorial abilities. R. Amthauer believes that this subtest should act as the main one in the process of professional counseling, since it determines the level of development of verbal and logical thinking. Based on the data of this subtest, one can judge the potential capabilities of the subject.

In each task, the subject is offered three words; there is a certain connection between the first and second. After the third word there is a dash. From the five answer options attached to the task, you must choose a word that would be connected with the third in the same way as the first two. Number of tasks - 20, execution time - 7 minutes.

IV. Definition of general (GO) - assessment of the ability to abstract. Based on its results, one can judge the level of formation of a system of scientific concepts in the subject. The results of this subtest are greatly influenced by the cultural level of the test taker’s microenvironment and the characteristics of schooling.

The test taker must designate two words with a common concept or phrase. Number of tasks - 16, execution time - 8 minutes. The score varies from 0 to 2 points depending on the level of generalization.

V. Arithmetic (AR) - assessment of the level of development of thinking: the ability to mathematical analysis and synthesis, logical inference, mathematical generalization.

The subtest consists of 20 arithmetic problems. Solution time - 10 min.

VI. Determination of patterns (OP) - analysis of inductive thinking, analytical-synthetic abilities, ability to operate with numbers. In 20 tasks you need to establish a pattern in the number series and continue it. Execution time - 10 min.

VII. Geometric addition (GA) - study of the ability to operate with two-dimensional images, spatial, combinatorial abilities.

The subject is presented with cards showing geometric figures divided into parts. When choosing an answer, you should find a card with a figure that corresponds to the one divided into parts. Number of tasks - 20. Completion time - 7 minutes.

VIII. Cubes (Spatial Imagination, SP) - indicators that are similar in nature to those measured by the VIIth subtest are examined. The difference is that in this case the subject works with three-dimensional images, and therefore, the implementation of this subtest places higher demands on the development of spatial thinking. Indirectly, this subtest determines the level of development of visual-effective thinking.

In each of the 20 tasks, a cube is presented in a certain position, changed in relation to a series of cubes designated by letters. It is necessary to identify this cube with one of the letters indicated. Solution time - 9 minutes.

IX. (Z). It consists of tasks aimed at diagnosing the level of development of verbal short-term memory, the ability to focus attention and retain what has been learned in memory. The subject must remember a number of words and find them among others proposed in the task. Words to remember are combined in the table into certain categories. In total, you are asked to memorize 25 words (memorization time for the table is 3 minutes). In addition, subjects are warned that in a series of five words where they need to find what they have memorized, this word must occupy the same ordinal place as in the table. Completion time for 20 tasks - 6 minutes.

In total, the subject is offered 176 tasks. The total examination time (without preparatory procedures and instructions to the subjects) is 90 minutes. When calculating “raw” grades (except for the IV subtest), each correct solution is scored 1 point. Primary scores for each subtest are converted into scale scores.

The test has fairly high reliability indicators.

The use of the Amthauer test of the structure of intelligence, or rather, knowledge of the degree of development of certain skills, allows you to optimize the process of psychological correction of intellectual skills, the processes of career guidance and selection, the interaction of the manager with the performer in the process of work.

Section 1. Tasks 1–20.
Each of the tasks is an unfinished sentence that is missing one word. You need to choose from the list of words below the one that you think is most suitable to complete the sentence so that it acquires the correct meaning. If you find such a word, you need to put on the answer sheet next to the task number the letter behind which the found word stands among other answer options.

1. ...does not apply to weather conditions
a) blizzard, b) storm, c) earthquake, d) hail, e) fog.
2. The opposite of lean would be...
a) cheap, b) greedy, c) wasteful, d) worthy,
d) rich.
3. The opposite of “never” is the word...
a) often, b) repeatedly; c) by chance, d) sometimes, d) always.
4. The shoe always has...
a) leather, b) hooks, c) laces, d) buckle, e) sole.
5. The opposite of loyalty is...
a) love, b) hatred, c) friendship, d) betrayal, e) enmity.
6. A person’s influence on others should depend on...
a) power, b) ability to persuade, c) position, d) reputation,
d) mind.
7. During the competition it is necessary...
a) judge, b) opponent, c) spectator, d) applause, e) victory.
8. A person who is skeptical about progress is...
a) democrat, b) radical, c) liberal, d) conservative,
d) an anarchist.
9. Uncle... can be older than his nephew
a) rarely, b) often, c) always, d) never, e) sometimes.
10. The horse always has...
a) stable, b) horseshoe, c) harness, d) hooves, e) mane.
11. Does not prevent accidents...
a) brake light, b) safety glasses, c) first aid kit, d) warning signal, e) barrier.
12. Of the cities listed, the southernmost is…
a) Orel, b) Irkutsk, c) Yalta, d) Tallinn, e) Chisinau.
13. Fathers are more experienced than sons...
a) always, b) usually, c) significantly, d) occasionally, k) unconditionally.
14. The height of a 10-year-old child is approximately...
a) 160 cm, b) 140 cm, c) 110 cm, d) 105 cm, e) 115 cm.
15. It has the highest calorie content with the same amount...
a) fish, b) meat, c) fat, d) cheese, e) vegetables.
16. Knowing the percentage of non-winning lottery tickets to winning ones, you can calculate...
a) number of winnings, b) state income, c) opportunity
winnings, d) number of participants, e) size of winnings.
17. A $100 bill is long
a) 17.5 cm, b) 20.5 cm, c) 19.5 cm, d) 11.5 cm, e) 7 cm.
18. A statement that has not been fully verified is called...
a) paradoxical, b) premature, c) ambiguous,
d) erroneous, e) hypothetical;
19. The distance between Kiev and Vladivostok is approximately... km.
a) 3000, b) 14000, c) 8000, d) 1200, e) 16000.
20. Consciously appropriating someone else’s thoughts and passing them off as one’s own is...
a) dummy, b) plagiarism, c) parody, d) compromise, e) compilation.

Section 2. Tasks 21–40.
In this section, you are offered rows containing 5 words each; out of all five words, four can be combined into one group according to the general meaning suitable for all these four words. The fifth word, which is superfluous in meaning, should be your answer to a task that could otherwise be called that. “Find an extra word that does not fit in meaning with the other four of the five named.” This extra word is indicated by the corresponding letter, which must be written next to the task number.

21. a) plan; b) there is; c) sew; d) saw; d) forge.
22. a) area; b) size; c) volume; d) duration;
d) width.
23. a) direction; b) east; c) riding; d) pole; d) south.
24. a) violin; b) trombone; c) clarinet; d) flute; d) saxophone.
25. a) run; b) stand; c) row; d) sledding; d) ride a horse.
26. a) drawing; b) picture; c) graphics; d) sculpture; d) painting.
27. a) circle; b) arrow; c) ellipse; d) arc; d) curve.
28. a) bus; b) tram; c) motorcycle; d) bicycle; d) train.
29. a) divorce; b) separation; c) passport; d) border; d) disunity.
30. a) oval; b) long; c) spicy; d) round; d) ribbed.
31. a) tie; b) connect; c) release; d) make a knot;
d) glue.
32. a) wavy; b) rough; c) smooth; d) uneven;
d) straight.
33. a) bridge; b) border; c) marriage; d) friendship; d) society.
34. a) plan; b) drill; c) grind; d) polish; d) iron.
35. a) stone; b) steel; c) silk; d) rubber; d) plastic.
36. a) compass; b) watch; c) arrow; d) polar star; d) course.
37. a) filter; b) tulle; c) lampshade; d) grate; d) network.
38. a) lightning; b) barrier; c) water tap; d) screwdriver;
d) corkscrew.
39. a) flickering; b) mirror; c) matte; d) rough;
d) shiny.
40. a) training; b) planning; c) teaching; d) decision;
d) recruitment.

Section 3. Tasks 41–60.
Section 3 contains tasks in which one word is missing in the second pair of words. The first pair of words is complete, consisting of two words interconnected in meaning; you need to understand the meaning of this relationship in order to, in accordance with it, select the missing word in the second pair from the five words given below.

41. Find: lose = remember: ...
a) save; b) refuse; c) forget; d) think; d) dream.
42. Doctor: surgeon = metallurgist: ...
a) open-hearth; b) cast iron; into the fire; d) steelmaker; d) melting.
43. Meeting: decision = reason: ...
a) negotiate; b) make a decision; c) discuss;
d) weigh; d) think about it.
44. Tram: rails = bus:…
a) wheels; b) body; c) tires; d) highway; d) speed.
45. Athlete: spikes = scientist:...
a) institute; b) research; c) work; d) study; d) microscope.
46. ​​Wood: planing = iron:…
a) mint; b) bend; c) pour; d) grind; d) forge.
47. Silver: gold = ring: ...
a) watch; b) ruby; c) precious stone; d) bracelet; d) platinum.
48. Blood: vein = water: ...
a) gateway; b) pipe; c) tap; d) rain; d) river.
49. Stairs: gangway = house: ...
a) elevator; b) yard; c) spiral staircase; d) tent; d) room.
50. Mountains: pass = river:…
a) ferry; b) bridge; c) ford; d) transportation; d) boat.
51. Flower: vase = bird...
a) nest; b) air; c) bush; d) tree; d) cell.
52. Food: spices = lecture:…
a) insult; b) speech; c) humor; d) appeal; d) plan.
53. Tongue: sour = nose: ...
a) smell; b) breathe; c) try; d) burnt; d) salty.
54. Coat: skirt = wool:…
a) fabric; b) sheep; c) silk; d) sweater; d) textiles.
55. Blindness: color = deafness:…
a) hearing; b) listening; c) tone; d) word; d) ear.
56. Need: invention = heat: ...
a) thirst; b) equator; c) ice; d) sun; d) cold.
57. Top of the mountain: air pressure = pitch: ...
a) tuning fork; b) soprano; c) children's choir; d) string length;
d) timbre.
58. Dachshund: greyhound = smoldering: ...
a) fireman; b) lantern; c) fire; d) match; d) forest fire.
59. Nerve: wires = pupil: ...
a) radiation; b) eye; c) vision; d) light; d) diaphragm.
60. Anger: affect = sad: ...
a) joy; b) anger; c) mood; d) rabies; d) pity.

Section 4. Tasks 61–76.
The tasks in this section contain only two words, which
united by a common meaning. You should try to convey this general meaning in one, or at most two, words. This one word will be the answer to the task; it must be written down next to the task number.

61. Rose - tulip...?
62. Eye - ear...?
63. Sugar is a diamond...?
64. Rain-snow...?
65. Postman - telephone...?
66. Camera - glasses...?
67. Stomach - intestines...?
68. Much - little...?
69. Egg - seed...?
70. Flag - cross...?
71. Violet is an elephant...?
72. Gas storage - briefcase...?
73. Beginning - end...?
74. Greed - generosity...?
75. Supply - demand...?
76. Ahead - below...?

Section 5. Tasks 77–96.
This section contains simple problems that are essentially practical rather than arithmetic. Therefore, when solving them, you need to be careful about the practical meaning of your answers. This will allow you to check the correctness of your decision not only by the content of the calculations, but also by the necessity of these and not other calculations.

77. The boy had 50 coins, of which he spent 15. How many coins did he have left?
78. How many kilometers will a freight train travel in 7 hours if its speed is 40 km/h?
79. 15 boxes of vegetables weigh 250 kg, and each empty box weighs 3 kg. What is the net weight of vegetables?
80. A trench can be dug by 7 people in 78 days. How many hours will it take 21 people to dig the same trench?
81. Three pencils cost 5 coins. How many pencils can you buy with 50 coins?
82. A man runs 1.75 m in a quarter of a second. How far will this person run in 10 seconds?
83. The gate is located 15 m south of the house, and the tree stands 15 m south of the gate. How many meters from the tree to the house?
84. A piece of cloth 4.5 m long costs 90 coins. How much does 2.5 m of the same material cost?
85. 7 workers complete a task in 6 days. How many workers are needed to complete the same task in half a day?
86. A wire 48 cm long when heated increases to
52 cm. What will be the length of a 72 cm wire when it is heated?
87. A workshop produces 304 fountain pens in 8 hours. How many fountain pens will be produced in half an hour?
88. The alloy is composed of two parts silver and three parts lead. How many grams of silver are required to produce 15 g of the alloy?
89. For an hour, worker A earns 3 rubles, and worker B earns 5 rubles.
bley. Together they earned 120 rubles? How many rubles did B earn?
90. During the same time, the first weaving workshop produces 60 m of fabric, and the second - 40 m. How much fabric will the first workshop produce by the time the second has already produced 60 m of fabric?
91. Mom went to the store. She spent a tenth of the money in a grocery store, and 4 times more in perfumery. She has 60 kopecks left. How much money did she have at the beginning?
92. 43 items are packed in two boxes. The first box included
9 items more than in the second. How many items are in the smaller box?
93. A strip of cloth 60 cm long was cut into two parts so that
one of them is two thirds of the other. What is the length of that piece
matter, which is smaller?
94. The enterprise exported three-quarters of its products, and sells four-fifths of the rest in its own country. What percentage of products remain in the company's warehouse?
95. Wine that fills 7/8 of the container costs 84 coins. How many coins are 1/2 the volume of the same container worth?
96. In one family, each daughter has an equal number of brothers and sisters, and each son has twice as many sisters as brothers. How many
in a family of sons?

Section 6. Tasks 97–116.
In this section, each task is represented by a series of numbers located in a certain relationship with each other. It is necessary to continue the number series based on the peculiarity of this connection of numbers that you discovered.

97. 6, 9, 12, 15, 18, 21, 24
98. 15, 16, 18, 19, 21, 22, 24
99. 19, 18, 22, 21, 25, 24, 28
100. 16, 12, 17, 13, 18, 14, 19
101. 2, 4, 8, 10, 20, 22, 44
102. 15, 13, 16, 12, 17, 11, 18
103. 25, 22, 11, 33, 30, 15, 45
104. 49, 51, 54, 27, 9, 11, 14
105. 2, 3, 1, 3, 4, 2, 4
106. 19, 17, 20, 16, 21, 15, 22
107. 94, 92, 46, 44, 22, 20, 10
108. 5, 8, 9, 8, 11, 12, 11
109. 12, 15, 19, 23, 28, 33, 39
110 7, 5, 10, 7, 21, 17, 68
111. 11, 15, 18, 9, 13, 16, 8
112. 3, 8, 15, 24, 35, 48, 63
113 4, 5, 7, 4, 8, 13, 7
114. 8, 5, 15, 18, 6, 3, 9
115 15, 6, 18, 10, 30, 23, 69
116 5, 35, 28, 4, 11, 77, 70

Section 7. Tasks 117–136.
In each task you are presented with one figure, divided into several parts. These parts are given in no particular order. Mentally connect the parts, and find the figure that you get in the row of figures a), b), c), d), e).

Section 8. Tasks 137–156.
The first row of figures consists of five different cubes, designated by letters (“a”, “b”, “c”, “d”, “e”). The cubes are arranged so that out of the six faces you see three of each cube. In each of the subsequent rows you are presented with one of these five cubes, rotated in a new way. Your task is to determine which of these five cubes corresponds to the cube given in the next task. Naturally, new icons may appear in inverted cubes.

Section 9. Tasks 157–177.
You are given three minutes to memorize the words below. Learn the words until you are told to finish.
Memorization table
Spruce, fern, St. John's wort, bird cherry, honeysuckle
Milling cutter, drill, hammer, vice, screw cutter
Drawing, engraving, icon, drama, epic
Heron, canary, nightingale, hoopoe, swallow
Beaver, zebra, donkey, hamster, jackal

Questions regarding the words received are on separate forms. You need to find words that occupy the same ordinal position as in the form you memorized.

Exercise
157. a) St. John's wort; b) hammer; c) heron; d) bird cherry; d) spruce.
158. a) icon; b) honeysuckle; c) parrot; d) plane; d) jackal.
159. a) hammer; b) canary; c) fern; d) watercolor; d) zebra.
160. a) scissors; b) donkey; c) bird cherry; d) hoopoe; d) drawing.
161. a) swallow; b) honeysuckle; c) already; d) drama; d) scissors.
162. a) spruce; b) hamster; c) feuilleton; d) scissors; d) parrot.
163. a) cutter; b) watercolor; c) pheasant; d) tulip; d) beaver.
164. a) drawing; b) screw cutter; c) beaver; d) swallow; d) fern.
165. a) screw cutter; b) nightingale; c) cloves; d) hamster; d) feuilleton.
166. a) watercolor; b) tulip; c) hammer; d) pike; d) thrush.
167. a) bird cherry; b) hamster; c) icon; d) pheasant; d) drill.
168. a) hamster; b) engraving; c) vice; d) canary; d) St. John's wort.
170. a) hammer; b) epic; c) donkey; d) honeysuckle; d) heron.
171. a) drill; b) beaver; c) drawing; d) tulip; d) swallow.
172. a) donkey; b) illustration; c) nightingale; d) vice; d) jasmine.
173. a) canary; b) fern; c) scissors; d) iris; d) hamster.
174. a) heron; b) feuilleton; c) cloves; d) cutter; d) pike.
175. a) beaver; b) bird cherry; c) swallow; d) drill; d) engraving.
176. a) pike; b) hammer; c) St. John's wort; d) spruce; d) icon.
177. a) fern; b) hamster; c) engraving; d) heron; d) screw cutter.

Processing test results

For matching answers with the key, the respondent is awarded one point. For Subtest 4, scores are calculated as follows:

Matching the key – 2 points.
Similar, but incomplete meaning of the word – 1 point.
A discrepancy with the key and a concept generally far from the meaning of the word – 0 points.

Interpretation of test results

Description of subtests

Subtest 1: “DP” (sentence addition): emergence of reasoning, common sense, emphasis on the concrete and practical, sense of reality, established independence of thinking.
Subtest 2: “IS” (word exclusion): sense of language, inductive speech thinking, accurate expression of verbal meanings, ability to feel, increased reactivity is manifested, which in adults relates to the verbal plane.
Subtest 3: “An” (analogies): ability to combine, mobility and inconstancy of thinking, understanding of relationships, thoroughness of thinking, satisfaction with approximate solutions.
Subtest 4: “About” (generalization): the ability to abstract, the formation of concepts, mental education, the ability to competently express and formalize the content of one’s thoughts.
Subtest 5: “AZ” (arithmetic problems): practical thinking, ability to quickly solve formalized problems.
Subtest 6: “ChR” (number series): theoretical, inductive thinking, computational abilities, desire for orderliness, proportionality of relationships, a certain tempo and rhythm.
Subtest 7: “PV” (spatial): ability to solve geometric problems, richness of spatial concepts, constructive practical abilities, visual and effective thinking.
Subtest 8: “PO” (spatial generalization): the ability not only to operate with spatial images, but also to generalize their relationships. Developed analytical and synthetic thinking, constructive theoretical and practical abilities.
Subtest 9: “Pm” (memory, abilities): high ability to memorize, preserve under conditions of interference and logically, meaningfully reproduce. Good concentration.

When interpreting test results, individual subtests are combined into several complexes:

1. A set of verbal subtests (subtests 1-4), which assumes a general ability to operate with words as signals and symbols.

With high results in this complex, verbal intelligence predominates, there is a general orientation towards social sciences and the study of foreign languages. Practical thinking is verbal.

2. A set of mathematical subtests (5, 6), which assumes abilities in the field of practical mathematics and programming.

Equally high results on both subtests indicate “mathematical giftedness.” If this is complemented by high performance in the third complex, then perhaps the correct choice of profession should be related to the natural sciences and related practical activities.

3. A set of constructive subtests (7, 8), which assumes developed constructive abilities of a theoretical and practical nature.

Equally high results on the subtests of this complex are a good basis not only for natural technology, but also for general science. If education is not continued, then the desire for modeling at the level of concrete and visual thinking, for a pronounced practical orientation of the intellect, for the development of manual skills and manual abilities will prevail.

4. Complexes of theoretical (2, 4) and practical plans of abilities (1, 3). Performance on these tests should be compared in pairs in order to make a more definitive conclusion about possible preparation and success in learning.

Experience with TSI shows that despite the rather large volume of this technique and the duration of both the work of the subjects (about 90 minutes) and the work of the psychologist (about 30 minutes, with a consultation for each subject), in general the results are very reliable, confirmable and essential for the overall assessment of personality.