The IQ test uses exercises in arithmetic counting, handling logical series, the ability to complete a geometric figure, the ability to identify a fragment, memorizing facts, manipulating letters in words, memorizing technical drawings. After passing the test, you will see a graph with average values ​​for different ages and a mark on your IQ value, and you will also be able to find out the correct answers.

Logic, intuition and intelligence.

Many people think that the intellect is the same as the mind. Psychologists interpret intelligence more broadly. This is not only the ability to think logically, but also the ability to correctly assess the situation and find the right solutions. Intelligence is also the ability to adapt to life and not get lost when it throws up surprises. As for logic and intuition, these are faithful assistants of the intellect in solving various problems. And it is the intellect that determines what to give preference to. Use the test to check how well logic and intuition help you solve mental problems.

Are you an attentive person?

There are people who are always on the alert - almost nothing can surprise them, stun them, confuse them. Their complete opposite is scattered and inattentive people who get lost in the simplest situations. The proposed test is more of a game than a reason for serious conclusions, but still, maybe it will make you think about something. Answer "yes" or "no" to the following questions:

General verbal test

Verbal talent - possession of lexicographic skills - understanding the meaning of words and the ability to use them effectively. People with high level verbal skills often succeed in the professional field associated with the written word (writer, journalist, editor, critic), in teaching, in the legal industry, as well as actors, psychologists, translators and interviewers.

Eysenck test No. 1

Dr. Eysenck developed the IQ test in the middle of the 20th century. His tests give the most accurate IQ measurement. When tested on a typical modern intelligence test, about 50% of the population has an IQ between 90 and 110, with 25% below 90. (A score of 100 is the sample average). And only 14.5% of people have an IQ of 110 to 120, 7% - from 120 to 130, 3% - from 130 to 140. And no more than 0.5% of the population have an IQ of more than 140.

Think logically! Can you?

The concept of "logical", i.e. analytical, or deductive, can be used in relation to a person who is characterized by the ability to reason or the ability to build an orderly and convincing proof.

IQ Test #1 (Brain Explosion)

IQ (translated from English intelligence quotient) - the amount of intelligence (KI), intellectual art, mental alertness, the work of thought. In Russia, the term IQ has taken root - quantification the level of intelligence of a person relative to the average person of the same age. IQ tests determine thinking ability, not the level of knowledge ("erudition"). The IQ test uses exercises in arithmetic counting, handling logical series, the ability to complete a geometric figure, the ability to identify a fragment, memorizing facts, manipulating letters in words, memorizing technical drawings. Tests not only show your CI, but reveal your preferred way of thinking (logical, figurative, mathematical, verbal). The lower the score you get for one of the strategies, the more reserves are hidden in you. By identifying the gaps in your strategies, you can then train them and raise your CI.

Every year, life becomes more and more dynamic. The world is constantly changing and requires the same from its inhabitants. Modern man you need to constantly learn new things, develop your skills, so as not to be on the sidelines. The right choice of profession in such a situation plays a very important role.

The ability to understand in time in which area of ​​\u200b\u200bactivity a person will achieve the greatest success is one of the keys to a great future. That is why special ability tests are now in great demand.

Aptitude tests diagnose a person's level of general and special abilities. Such tests help to determine the individual's propensity for learning and the level of his success, to choose a profession in which a person will achieve maximum success.

All tests for identifying abilities can be divided into three types:

• determination of the level of intelligence
• determining the level of creativity
• special ability tests

The first two types of tests serve mainly to determine the current level of development of various abilities of a person and cannot predict in which areas in the future he can achieve success.

Such tests show the level of mental and emotional development here and now, but since personality tends to change, there is a third kind of test. It is designed to identify special abilities and is more narrowly focused. This testing predicts the success of a person in a particular type of activity, revealing his individual inclinations.

History of occurrence

The development of testing special abilities began in the wake of the development of psychological counseling.

Presentation: "Tests and different types of testing"

Psychologists were interested in knowing more about the capabilities of a particular individual, as well as areas where his skills would be most in demand. Tests were used almost everywhere: when entering technical, musical, medical and other educational institutions, as well as for counseling and distribution of working personnel. To identify the ability to learn has become no less important than to determine the general level of development of a person's intellect.

The basis for the creation of testing was the two-factor theory of Charles Spearman, published in 1904. Spearman wrote that any activity is based on some common principle, which is the common factor (G). This factor characterizes general intelligence. But along with it there is a specific factor S, which is characteristic of one specific activity. In the future, this theory was supplemented by scientists and turned into a multifactorial theory.

Compilation methodology

The essence of the methods of testing accessibility and propensity to learn is quite simple. For each group of abilities, certain blocks of questions are formed. These questions constitute a separate special test, which determines whether a person has an inclination for a certain type of activity, as well as the ability to learn it.

Since it takes a long time to complete multiple tests to identify the desired activity, so-called test batteries are now more common.

They help to conduct a general diagnosis of all human abilities, grouping questions into blocks in one test. Such testing allows you to measure a person's inclinations for various fields of activity and choose a profession.

Test batteries help to measure different features of the subject's intelligence, independent of each other, which together contribute to the implementation of a particular activity. For example, such a skill as driving a car can be useful in many technical areas, because. requires the right level of concentration.

Revealing the special abilities of a person

Special ability tests usually include the following blocks of questions:

• Verbal ability assessment - this block tests knowledge of the grammar of the language, the ability to understand analogies and follow detailed instructions. This block tests the literacy of the individual as a whole and his ability to perceive information.
• Numeric test - check basic knowledge mathematics and number sequences. This block may also include special questions with graphs and charts to test the ability to work with and interpret them.
• Abstract thinking is the ability to find hidden logic in the proposed tasks and, based on it, offer a solution. This block helps to understand how quickly a person learns new things, as well as his ability to learn in general.
• Test for the definition of spatial thinking - working with figures, visualization of objects. It is used quite rarely. For example, when testing London taxi drivers, who must not only drive a car well and quickly deliver a passenger to their final destination, but also have an idea in their head about the many objects of the city in order to be able to talk about them.
• Technical thinking - knowledge of the basics of physics and mechanics.

Periodically, there are suggestions to include tests for abilities that are of a supernatural nature (for example, clairvoyance), but they are rather coolly received by scientists. In, mainly due to the lack of experiments confirming the existence of paranormal abilities in humans. Therefore, the test for supernatural abilities is still extremely rarely carried out by professional researchers.

In general, all tests of special abilities can be divided into two large groups:

• tests for mental mobility - reveal the ability to learn, the ability to think abstractly, quickly and effectively solve emerging problems and think strategically;
• generalization tests - check the ability to focus on past experience and use it in future activities.

Effective or not?

The effectiveness of tests of special abilities is recognized by many psychodiagnostics.

Timely identification of a propensity to learn in a particular area helps to minimize possible psychological problems for the individual in the future. Testing helps a still emerging personality to determine the field of activity and not waste energy on inappropriate work, as well as help in professional self-determination.

The benefits of tests in the field of professional selection and professional counseling are undoubted.

Testing helps to identify the weaknesses of employees and understand the causes of inefficiency. But, despite this, psychodiagnostics continue to explore information about the validity and level of reliability of the results obtained during the tests, as well as improve the questions themselves and the methods of using the obtained indicators. Scientists are trying to understand the influence of different factors on test performance.

Despite all the achievements of the methodology, today tests of special abilities represent a wide field for analysis and study.

Boy Howard was constantly tormented by nightmares with terrible creatures and creepy stories. Not surprisingly, the matured Lovecraft began to write scary fantasy stories. Life did not indulge this man with joys, but he knew exactly what people were afraid of.

The role of the Minister of Economy in the activities of the state is enormous, the well-being and financial stability of the state within the country and on the ground largely depend on his professionalism. international level. Your financial situation depends mainly on your economic literacy.

In ancient times, the creation of wine was considered a divine providence, the drink was used in religious rituals, and good wines were the prerogative of the nobility. In the Middle Ages, alchemy contributed to the development of winemaking, and for quite a long time wine in Europe remained the main type of alcohol.

In most cases, intuition works in extreme situations, but we do not always trust our inner voice. They say that intuition can be developed and learned to use it purposefully. The sixth sense will help if you learn to trust yourself.

Only small children can be forgiven for not being able to listen to what they are told. When they are ready to understand the answers to their questions, they are sent to school. An adult must understand what is said, and for this it is necessary to learn to listen.

Thanks to the talent of persuasion, successful politicians reach leading positions, the heads of large enterprises achieve the loyalty of their subordinates, and business people easily attract investments and find reliable partners. The art of persuasion is a real talent that needs to be developed.

There is no need to blame others for misunderstanding if communication problems occur regularly. The art of a clear presentation of thoughts is not easy for everyone, often the connection between a logically completed thought and spoken words is difficult to guess.

You do not need to be a psychologist to understand that you cannot trust words recklessly. The desire to appear better or worse is inherent in most of us, and in order to read between the lines, you need to learn to understand what emotions and motivations drive a person.

Abilities are individual personality traits with which a person can become successful in certain activities. One can learn about abilities by observing the activities of a person - one who shows better results than others can be considered capable.

There are as many types of abilities as there are types of activities. There are two categories of abilities:

• General, which are characteristic of most activities (memory, attention, quick wit).
• Special, characteristic only for certain types of activity (for example, literary or musical).

Abilities are different from skills. Knowledge and skills are based on obtaining and fixing temporary settings in certain parts of the brain (knowledge of scientific laws or the ability to solve mathematical problems). At the heart of abilities are the features of personality traits that allow you to stand out in the performance of a certain job or activity. But it is wrong to consider abilities from knowledge separately. The connection here is obvious: in the presence of abilities, knowledge is assimilated by a person faster and easier. There is also a feedback: gaining knowledge develops a person's abilities. Abilities can develop only in the process of activity and with a certain orientation of the individual.

Methods diagnosing the level of development of general and special abilities that determine the success of training, professional activity and creativity. Dyslalia. Dysarthria. Rhinolalia. The Amthauer technique is one of the most popular intelligence tests. An abbreviated version was developed by A. N. Voronin and S. D. Biryukov. The technique is designed to assess the purposefulness of thinking - how much the subject is able to think, obeying the main task. The technique of memorizing ten words was proposed by A. R. Luria. It allows you to explore the processes of memory: memorization, preservation and reproduction. Understanding teenagers. Understanding pedagogical situations. Skill, grip. Moral attitudes. Achievement motivation. emotional stability. Image, self-presentation. Social psychologist. competence. verbal competence. Operational social competence. Ego competence. Communicative competence. Confidence. The stability of human relationships. Approval motivation (lie scale). Communicative and personal potential. The proposed version of “proofreading” is a modification of the well-known proofreading test by V.N. Amatuni, developed in the psychology laboratory of the Institute. V. M. Bekhtereva. Compared to the original methodology, the “alphabet” of symbols (numbers) is reduced in it: only 800 digits. ... Designed to measure the level of intellectual development regardless of the influence of factors environment(culture, education, etc.). It can be used for both individual and group examinations. The questionnaire is designed to assess the ability and control of arbitrary operation and manipulation of spatial representations. It is based on the procedure of self-assessment of the image - the representation and ability to manipulate this or that scene from life. It is used to determine the stability of the representation image in time and is the execution of a task for the representation of the movement of objects along a graduated segment. The methodology consists of 30 tasks to establish logical connections between words according to a given pattern. It is designed to assess the features of verbal (conceptual) thinking. Another option is Analogy. In the course of the story, the child's fantasy is assessed on the basis of: the speed of imagination processes, unusualness, originality of images, richness of fantasy, depth and elaboration (detailedness) of images. This technique is intended for children aged 3 to 4 years. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted on each part of this drawing. The technique is used to study the peculiarities of thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract. The technique is intended for psychodiagnostics of visual-effective thinking of children aged 4 to 5 years. Her task is to quickly and accurately cut out the figures drawn on it from paper. The six squares into which it is divided depict various figures. Using this technique, the dynamics of the learning process is determined. The child receives a task for several attempts to memorize and accurately reproduce a series of 12 words. The methodology evaluates theoretical mathematical ability. The subjects must find patterns of construction 7 number series and write the missing numbers. The technique is designed to assess the level of development of verbal intelligence in children 6-8 years old. The task of the child is to complete the sentence begun by the psychologist. All sentences are constructed in such a way that they can only end with a certain word. With the help of this technique, the amount of attention of the child is assessed. The technique is designed to determine the amount of short-term visual memory. Children receive pictures as stimuli. The technique is designed to assess the concentration of attention in children. Used in a battery with other attention tests. The study of lability, that is, the ability to switch attention, the ability to quickly move from solving one task to performing another, without making mistakes. Scale for assessing the level of development of the generalization operation. The technique allows to reveal the level of processes of generalization and abstraction. Assessment of the level of visual perception. This methodology is intended to assess logical thinking adult and adolescents. Subjects are offered to solve 18 logical-arithmetic problems. The technique is designed to determine the features of spatial thinking. The technique is usually used for the purpose of professional selection. This technique is intended for the psychodiagnostics of the thinking of children aged 3 to 4 years. This technique is designed to diagnose the level of development of visual-effective thinking. The method presented below determines the stock of words that are stored in the active memory of the child. An adult calls the child a word from the corresponding group and asks him to independently list other words belonging to the same group. The methodology is designed to assess vocabulary child and fluency of thinking. With the help of this technique, elementary figurative representations of the child about the world around and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are evaluated. With the help of the same technique, the child's ability to reason logically and grammatically correctly express his thoughts is determined. This version of the methodology is intended for children entering school. The child is offered any picture that depicts people and various items(for example, the one shown below). He is asked for 5 minutes to tell in as much detail as possible about what is shown and what is happening in this picture. The volume of visual memory is estimated. The level of development of conceptual thinking. The task of this technique is to determine the initial motivation for learning in children entering school, i.e. find out if they have an interest in learning. ... The technique is designed to assess a child's long-term memory. It is carried out individually. The child receives the task in 5 minutes to come up with a game and tell about it in detail, answering the questions of the experimenter. In this task, children are shown a drawing and explained that it depicts a labyrinth, the entrance to which is indicated by an arrow located at the top left, and the exit is indicated by an arrow located at the top right. Test in this technique is intended to assess the switching and distribution of the child's attention. The technique is designed to assess the level of development of cognitive representation in a child. Applied individually. The purpose of this technique is to assess the figurative-logical thinking of the child. The imagination of the child is evaluated. The technique is used to identify how the subject is able to understand complex logical relationships and highlight abstract connections. It is intended for subjects of adolescence, youth and adults. This technique belongs to the classical ones, used to master the processes of analysis and synthesis. It can be used to study the thinking of schoolchildren of any age. Purpose: study of operations of comparison, analysis and synthesis in the thinking of children and adolescents. Material: several pairs of words for comparison, printed on a piece of paper. Study of the level, purposefulness of thinking, the ability to understand and operate with the figurative meaning of the text, differentiation and purposefulness of judgments, the level of development of speech processes. This technique is for learning. This type memory appears and develops in children in ontogenesis one of the first. The formation of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type. The level of development of perception is assessed. The methodology is designed to assess readiness for learning. The child is presented with a series of drawings, each missing some essential detail. The purpose of this technique, based on Raven's progressive matrices, is to determine how much the child is able, keeping the images of what he saw in short-term and operative memory, to practically use them, solving visual problems. This technique is intended for children from 4 to 5 years. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. The technique is intended for an approximate assessment of the level of development of a child's technical thinking. Conducted individually, used in a battery with other tests. This technique is considered within the framework common test managerial abilities (OTUS), developed by domestic psychologists E.M.Borisova, G.P.Loginova, M.O.Mdivani. They identified three main blocks of professionally important qualities of leaders: intellectual (competence, analytical thinking), personal (leadership, resistance to frustrations, activity, business orientation) and dynamic (strength and lability of nervous processes). The technique is used to study RAM in those cases when it carries the main functional load. The program contains four methods aimed at identifying psychosocial maturity, the level of development analytical thinking and speech, as well as school-necessary functions in the form of the ability to arbitrary behavior. Learning the basic individual features problem solving: speed of solution, intellectual activity, expressed in purposeful finding of the most rational ways problem solving. Voluntary attention. Rigidity is inertia, inflexibility of thinking when it is necessary to switch to a new way of solving a problem. The inertia of thinking and the tendency associated with it to prefer the reproductive, to avoid situations in which it is necessary to look for new solutions. The activity of thinking. The technique allows to determine the pace of implementation of the indicative and operational components of thinking. The technique allows you to determine the variability of approaches, hypotheses, initial data, points of view, operations involved in the process mental activity . Can be used both individually and in a group. The amount of RAM. Social intelligence is a professionally important quality for professions of the "man-to-man" type and allows predicting the success of the activities of teachers, psychologists, psychotherapists, journalists, managers, lawyers, investigators, doctors, politicians, businessmen. Whether the imagination is rich. Preparatory stage of the study. Identification of indicators of upbringing. Search for methods for assessing the quality of upbringing. Preparation of diagnostic tools. Conducting research. Analysis and discussion of the research results. Regulation and correction of the educational process. Reflective-perceptual abilities. The ability to learn self-disclosure. dialogic approach. Designed for expert assessments of the teacher's activities. The method of differentiation of stimulus-objects by N.I. according to the criteria. The technique is designed to identify the ability of the subject to generalize, the level of his conceptual thinking. The ability to find common things in objects and various kinds of phenomena, the ability to express the found common in the form of a specific concept are among the most important methods for assessing the brightness (clarity) of representations by self-ranking. This technique is intended to assess visual-figurative thinking in a younger student. Here, visual-figurative thinking is understood as one that is associated with operating with various images and visual representations when solving problems. ... Psychodiagnostic technique is designed to assess short-term figurative memory. Can be used for different ages. The work is carried out individually. The technique is designed to determine the level of development of attention. Also "Red-black-blue tables" can be used to assess short-term memory. The technique is designed to identify the ability of the subject to generalize, the level of his conceptual thinking. The ability to find the common in objects and various kinds of phenomena, the ability to express the found common in the form of a specific concept are among the most important. The technique is designed to identify the ability of the subject to generalize, the level of his conceptual thinking. The ability to find the common in objects and various kinds of phenomena, the ability to express the found common in the form of a specific concept are among the most important. The technique is designed to identify the ability of the subject to generalize, the level of his conceptual thinking. The ability to find the common in objects and various kinds of phenomena, the ability to express the found common in the form of a specific concept are among the most important. The technique is designed to identify the ability of the subject to generalize, the level of his conceptual thinking. The ability to find the common in objects and various kinds of phenomena, the ability to express the found common in the form of a specific concept are among the most important. The technique is designed primarily to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result also has great importance the ability to generalize, the ability to highlight essential features, the volume of the subject's vocabulary. The technique is intended primarily to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the volume of the subject's vocabulary. The technique is intended primarily to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the volume of the subject's vocabulary. The technique is intended primarily to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the volume of the subject's vocabulary. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to identify essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to identify essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to identify essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to identify essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to identify essential features, the amount of words. The technique is intended mainly to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the amount of words. psychological test designed to diagnose analytical mathematical abilities. Analytical mathematical abilities are academic. That is, first of all, they allow a person to better assimilate educational material, in this case, mathematics. This psychological test is designed to diagnose analytical mathematical abilities. Analytical mathematical abilities are academic. That is, first of all, they allow a person to better assimilate educational material, in this case, mathematics. This psychological test is designed to diagnose analytical mathematical abilities. Analytical mathematical abilities are academic. That is, first of all, they allow a person to better assimilate educational material, in this case, mathematics. This psychological test is designed to diagnose analytical mathematical abilities. Analytical mathematical abilities are academic. That is, first of all, they allow a person to better assimilate educational material, in this case, mathematics. The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The technique is designed to study the ability to generalize and abstract, the ability to identify essential features. The level of general awareness of the subject is of great importance for the result. Therefore, this technique is a chorus. The technique is designed to study the ability to generalize and abstract, the ability to highlight essential features. The level of general awareness of the subject is of great importance for the result. Therefore, this technique is a chorus. The technique is designed to study the ability to generalize and abstract, the ability to highlight essential features. The level of general awareness of the subject is of great importance for the result. Therefore, this technique is a chorus. The technique is designed to study the ability to generalize and abstract, the ability to highlight essential features. The level of general awareness of the subject is of great importance for the result. Therefore, this technique is a chorus. This psychodiagnostic technique is designed to study the level of concentration and attention stability of the subject. This psychodiagnostic technique is designed to study the level of concentration and attention stability of the subject. This psychodiagnostic technique is designed to study the level of concentration and attention stability of the subject. This psychodiagnostic technique is designed to study the level of concentration and attention stability of the subject. Individual psychological characteristics that determine the success of an activity or a series of activities, not reducible to knowledge, skills and abilities, but causing the ease and speed of learning new ways and methods of activity (B.M. Teplov). If the number of points matches your age, then everything is in order. For those who prefer creative activity, it is desirable that the psychological age is not ahead of the passport one. Do you have significant creative potential that presents you with a wide range of possibilities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you. There are people who are always on the alert - nothing can surprise them, stun them, confuse them. Their opposite is scattered and inattentive people, lost in the simplest situations. What is your management style: directive, collegial or conniving. If you are a pedestrian, then this test is not for you. Otherwise, it will not hurt you to find out for yourself whether you are a good driver or not. The proposed test, compiled by a French psychologist, is at the same time an exercise that will allow parents to better understand the issues of raising boys and girls. Communication tendencies. organizational tendencies. It is designed to assess the productivity of non-verbal imagination. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics of visual-active thinking. This test will help assess both the level of fluency in visual-effective thinking and the amount of attention. ... ... ... This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. This test is designed to assess the level of development of visual-motor integration. The test refers to non-verbal psychodiagnostic methods for intellectual abilities. The level of development of visual-motor integration is one of the important characteristics. The test consists of nineteen tasks for the logic of judgments. Having two judgments and relying only on them, one should derive a third one, relying on the relationship of concepts to each other. This test is widely used in America to diagnose the entrepreneurial spirit. Questionnaire aimed at self-assessment of observation. "Who is looking for a treasure - rarely finds it. And who is not looking - never finds." It is persistent people who clearly see goals and stubbornly strive for them to achieve some kind of success in life. Is this perseverance enough for you? Unprofessional test to study the level of motivation for personal wealth. Designed for self-testing. Assessment of own entrepreneurial abilities. A short questionnaire consisting of twelve pairs of judgments. It will help to determine the level of rationality of a person. Alert and meticulous, or dreamy and distracted? Sometimes it's good to be a tough leader. Here, however, a sober assessment of the peculiarities of the style of one's leadership and one's character is necessary. To help you with this self-assessment, American management experts have developed a simple but useful test. It is based on the thesis that every leader has two types of mental resources: D-resources and B-resources. Are you a good diplomat? Do you lead the discussion in an authoritarian, overbearing and unceremonious way? Your behavior does not receive an unambiguous assessment in the team? The Caesar test is designed to diagnose the amount of RAM. RAM is designed to store working information for a certain, short time. In a given short period of time, a person performs certain actions or operations using the information stored in RAM. The main metric characteristic of RAM is its volume. The speed of mental operations, as well as their quality, depends on the amount of RAM. Within the framework of the diagnosed cognitive style (CI), first of all, the style features of thinking are evaluated, which are inextricably linked with the characteristics of perception and the personality as a whole. The Benton test is usually used in pathopsychological diagnostics for suspected organic brain damage, as well as for clarifying their severity. This test is a kind of achievement test, that is, it is built according to the type of task that has the correct answer. Assertiveness is the ability not to act to the detriment of anyone, respecting the rights of other people, but at the same time not allowing "to twist ropes out of oneself." This test will help evaluate your own ability to achieve well-being in life, prosperity. The test is intended for self-testing, but with certain reservations it can also be used in professional work psychologist. This test is designed to study the level of language flair of the subjects. This is not a Russian language test. Moreover, this is not a literature test. Linguistic flair means a clear understanding of the meaning of the words of Russian speech and possession of its various nuances. ... ... This test is designed to assess the level of intellectual development of persons aged 13 to 61 years. The test has 9 groups of tasks that allow you to determine the level of development of various components of intelligence. The test is designed to diagnose the level of development of "effective intelligence", that is, the general ability to solve practical intellectual problems. Most common intelligence tests have a "tendency" to diagnose "academic and" The test is designed to diagnose the level of development of "effective intelligence", that is, the general ability to solve practical intellectual problems. Most common intelligence tests have a "tendency" to diagnose "academic and" The test is designed to diagnosing the level of development of "effective intelligence", that is, the general ability to solve practical intellectual problems. The test is designed to diagnose the level of development of "effective intelligence", that is, the general ability to solve practical intellectual problems. Most common intelligence tests have a "tendency" to diagnose "academic and Short review used tests for attention and the methods incorporated in them. Measurement of the level of development of the operational and emotional-volitional components of communicative competence. school test mental development is designed to diagnose the mental development of adolescents - students in grades 6-8 (this corresponds to grades 7-9 in modern terms). STU consists of 6 subtests, each of which can include from 15 to 25 homogeneous tasks.

That's famous aptitude test. Reveals the presence of a person's creative, mental, intellectual, mathematical, analytical abilities. Ability to entrepreneurship, science, creativity.

Draw a square, triangle, circle, rectangle and zigzag on paper. Choose the figure that you liked the most and designate it as number 1. As number 2, designate the figure you least liked. Next, we will talk about figure number 1.

Square

You are a reasonable, hardworking and organized person, but sometimes, paying attention to the little things, you miss the most important thing. You are stubborn and persistent, sometimes it borders on stubbornness. It's hard to convince you of anything. You are quite erudite and do not miss the opportunity to show off your knowledge. You are patient. But often you are indecisive. Because of your frugality, many people consider you greedy. Work on the Internet is suitable for you.




Triangle

You are a leader who knows how to make decisions and is ready to be responsible for other people. You are selfish and love to be the center of attention. You are determined and intolerant of objections. You quickly grasp the main idea, but do not know how to listen to others. You love to compete and know how to win. You are self-confident, but tend to overestimate your own capabilities. You are very energetic and always strive for leadership. Leadership qualities will help you establish. Or open .




A circle

You tend to psychoanalysis. You know how to listen and understand other people. You are responsive and kind. You are ready to solve other people's problems and sometimes try to please everyone at once. In the meantime, you are correct. More than mathematics, you like history and literature. Your erudition and creativity will help you master such work on the Internet,.




Rectangle

You tend to doubt everything, including yourself. Your interests, opinions and assessments are constantly changing. It seems that you are constantly looking for yourself. At the same time, you are an inquisitive, inquisitive and courageous person. Over time, you can choose another, more stable shape: a square or a triangle. You could achieve success on the Internet in the financial field, for example, .




Zigzag

As for the second figure, it shows what type of character you do not like. It is difficult for you to communicate with people who have chosen these figures (show this test to your spouse). But still, we must show tolerance towards each other, because people are all different.