JPRS ID: 9534 USSR REPORT LIFE SCIENCES BIOMEDICAL AND BEHAVIORAL SCIENCES PSYCHOPHYSIOLOGICAL SCREENING OF MILITARY SPECIALISTS A METHODOLOGICAL HANDBOOK ED. BY Z.I. RIMANOVA

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JPRS L/9534
9 February 1981
- USSR Report
LIFE SCIENCES
~ BIOMEDICAL AND BEHAVIORAI SCIENCES
(FOUO 2/81)
Psychophysiological Screening of Military Specialists
A Methodological Handbook
Ed. by Zh. I. Rimanova
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JPRS L/9534
9 February 1981
- USSR REPORT
LIFE SCIENCES
BIOMEDICAL AND BEHAVIORAL SCIENCES
- (FOVO 2/sl)
- PSYCHOPHYSIOLOGICAL SCREENING OF MILITARY SPECIALISTS
A METHODOLOG I C4L HO.NDBOOK
Moscow PSIKHOEIZIOLnGICHESKIY OTBOR VOYENNYKH SPETSIALISTOV: METODI-
CHESKOYE POSOBIYE in Russian 1973 signed to press 18 May 73 pp 1-206
[Book edited by Zh. I. Rimanova, Voyennoye Izdatel'stvo Ministerstva
Oborony SSSR (Military Publishing Aouse of the USSR Ministry of
Defense) UDC: 355)
CONTEAITS
Annotation 1
Introduction 2
Chapter 1. Psychophysiological Requirements for Military Specialists 7
Main principles of psychophysiological analysis of the work of
military specialists 7
Psychophysiological distinctions of the work of military
speci.alists and classification thereof 8
Personality structure of military specialists. Classification
of personality structure 11
General description of inethods for psychophysiological analysis
of the work of military specialists 17
Procedures for substantiation of professional requirements 32
Chapter 2. Psychophysiological Examination Methods 35
General description of inethods of psychophysiological examination 35
Main requirements for psychophysiological examinztion methods 35
Pcrception
1. Compasses 42
2. Instrument dials 44
3. Blocks 46
4. Reflex to time 48
- a- [III r USSR - 21a 5&T FOUO]
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Memory
5. Visual memory
6. Retaining brief texts
7~ Operational memory--I
8. Operational memory--Il
~ 9. Operational and Unconscious Visual Memory
- 10. Memory for numbers
11. D-ials
12. Long-term and operational memory
Attention
13. Retrieving numbers �
14. Retrieving numbers with switching of attention
15. Retrieving numbers with switching of attention and
- simultaneous delivery of sigztals
16. Cancellation test with rings
17, Cancellation test with letters
18. Addition with attention switching
IQ. Addition and subtraction with atrention switching
- 20. COIIVOI'' - - ' I lT"'S [maze]
21. Arranging numbers
Though t
_ 22. Establishing patterns
23, Combinatoty abili;.ies
24. Criticism in associ.ative thinking
, 25. Logic of thinking
26. Composing phrases
27. Exclusion of concepts
28. Relating phrases to proverbs
29. Syllogisms ~
30. Tests involving use of matrix principle
Ma[rix instrument
- Maze
Determi.ning divisibility of numbers
Detecting and counting specified signals
Psychomotor functions
31. Coordinometer
32. Re-,!tion to moving object
� 33~ Tapping test
34. Tremometry
35. Movement by command
36. Ball-throwing test
Physiological distinctions of highcr nervous activity in man
37. Use of "Temp" instrument to test lability of nervous
processes
38. Use of KSF instrument for complex testing of tracking
and operational memory
39. Conversations
- 40. Observation during psycliophysiological examination
C}iapter 3. Criteria for Evaluating Effectiveness of Training
and Professional Performance of Specialists
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49
50
53
55
56
59
60
63
66
69
70
73
75
78
83
85
87
88
91
93
95
96
98
99
101
102
102
104
106
107
109
111
112
113
114
116
117
120
123
129
132
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Chapter 4. Mathematics Involved in Determining Professional Fitness 139
Determination of inforinativeness of testing methods 139
Setting up evaluation tables 144
Ust of evaluation tables (classification and projecting stage) 145
Chapter 5. Organization of Psychophysiological Examination 150
Preparatory measures for examination 150
Conducting a psychophysiological examination 152
Responsibilit~es of itidividLals conducting psychophysiological
examinations 156
Chapter 6. Formation of Conclusion 158
Appendix: Psychological Examination Chart 162
Bibliography 165
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PUBLICATION DATA
A
F.nglish title . Psychophysiological Screening of
Military Specialists: A Methodological
Handbook
Russian title . Psikhofiziologicheskiy otbor voyennykh
spetsialistov: metodicheskoye posobiye
Editor . Zh. I. Rimanova
Publishing ncu.,o . Voyennoye Izdatel'stvo Ministerstva
Oborony SSSR
Place of publication . Moscow
Date of publication . 1973
Signed to press . ig May 1973
_ Copies . Not given
COPYRIGHT . Ministerstvo Oborony SSSR, 1973
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UDC: 355
ANNOTATION
The purpose of this handbook is to provide practical aid to physicians,
psychologists and engineering psychologists in developing and implement-
ing measures for psychophysiological screening of various specialists
for the USSR Armed Forces. It can also be recommended for all officers
concerned with this matter.
The following participated in preparing this handbook: V. A. Bodrov and
V. I. Medvedev, doctors of inedical sciences; T. T. Dzhamgarov, doctor of
psychological sciences; G. M. Zarakovskiy, candidate of inedical sciences;
and A. A. Genkin, candidate of biological sciences.
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INTROI)UC'I'IUN
The problem of assuring highly efficient performance by military specialists
in the system of control of military technology is solved in three ways:
adaptation of machines to man, rationalization of teaching and training
uf specialists and psychophysiological screening of personnel.
Psychuj.;iy^?nlogical screening is a system of ineasures directed toward
identifying indi.-c,jals 4,o conform, in their psychophysiological traits and
prufessional abilities, with the requirements of specific specialties,
i.e., the best suitabie for training and subsequent efficient performance
of their work. Such screening not only increases the efficiency of spe-
- cialists in the system of controlling military equipment, but reduces
significantly the time requi?ed to instruct and train them, and lowers
the drop-out rate among persot:n~,l.
I'roCessional abi.lity?-efers to the structure of rather stable personality
traits which, however, change under the influence of a number of biological
and social factors, that determine the success of training, advancement of
knowledge and ski?_ls, and performance of specific work tasks. The aptitudes
- [abilities] for a given occupation are determined by the requirements that
this occupation makes of the personality. Of course, studies of personality
traits should be directed toward determination of structural correlation
thereof, i.e., the studies must not be reduced to isolated evaluation of
some ind.ividual trait, but should provide for determination of the stat e of
each trair in close relation to other personality traits.
However, determination of abilities and aptitudes does not yet mean that
they will be successfully expressed in the course of training or professional
performance.
Several opposite traits (for example, aptitude for calculations and laziness)
may be present in a person, and development of the required abilities
and aptitudes does not necessarily occur. For this reason, along with the
task of detecting abilities, psychophysiological screening also has the
purpose of predicting an individual's capacity to develop the demonstrated
trai.ts. If this process is overlooked, it could lead to a situation, in
a number of cases, where the specialist's abilities do not coincide with
the actual effectiveness of his training and subsequent work.
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'Cllus, the problem of screening araounts, in the first place, to determina-
- tion of the r.equirements made of an individual by a specific form of
work and abilities on which the specialist's successful performance
depends, and, in the second place, to determination of test methods that
woulr2 permit evaluation of these abilities and possibility of further
.
development ttiereof.
In developa.ng ttie system of psychophysiological screening, one should, first
of all, define the military specialties for which the screening is to be
performed. The need for screening arises for the following reasons:
ttie success of specialist training depends largely on professionally
signif.icant psychophysiological traits, while inadequate development of
lhese traits in a specific group of trainees is the cause of their poor
ecarning achievement and dismissal from the educational institution; when
there is dr.astic differentiation between good and poor specialists, with
regard to effectiveness of their professional performance (for example,
number and nature of erroneous actions, speed of performance of work opera-
tions, etc.), and this differentiatioii is Lased on differences in state,
degree of development of specific psychophysiological traits in representa-
= tives of these groups.
In those cases when errors in the work of specialists, which are determined
by the distinctions of the state of their psychophysiological traits, are
insignificant and do nor lower appreciably tne combat efficiency of the
equipment, it is not expedient to conduct the screening. Screening will
:ilso be oE little help when specialists, whatever their qualifications, make
many mistakes or cannot master work with the given combat equipment. In
this case, improved efficiency of using combat equipment [technology] may
be achieved either by changing the nature and duration of training, or by
- changing the informational structure of operating (controlling] the
equipment.
- Development and implementation of screening measures referable to military
- specialists stiould take irto consideration the principles determining the
content and order of implementation of these measures. The first principle
we should mention is complexity of professional screening. This means that
in professional screening of military specialists there must be provisions
for rating the suitability of draftees and graduates according to a set
of indicators (physical, psychological, physiological, 3ocial and others).
In other words, professional screening must be systemic and include compre-
hensive examination of the personality.
, At the present time, screening has been developed and is being used on
military personnel according to medical indicators, education, physical
conditioning, social and moral-political indicators.
Psycfloptiysiological screening, which is an element of professional screening,
differs substantially from the above-listed forms of screening. Its main
objective is to detect individuals who conform with the requirements of a
specific specialty in their professionai abilities and individual psycho-
' physiological traits.
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Determination of the criteria of professional fitness [suitackility] is one
of the difficulties of psychophysiological screening. These criteria cannot
be strictly definitive, they should change under the influence of a number
of cunditions, in particular, the parameters of the control systems and
- structure of the work process determined by them, conditions of work, time
a1l.owed for and distinctions of the teaching and train:�ng process, and,
final.ly, socioecor.omic limitations of screening. Hence, the need to
ciivide the enti.re group being screened into three: individuals who are
defLnitely fit, conditionally fit and un�it.
'l'he unconditionslly fit include individuals who will succeed in learning a
specLfic specia]ty with the existing ways and means of instructing and
trai.ning, and will perform their professional duties efficiently using
the available forms of combat equipment.
The conditionally fit must refer to two categories of individuals. Qne of
them cunsists of those who will cope with their duties, but there could be
mistakes in tlieir work due to some changes in present factors. ThESe mis-
takes will iowet rh^ overall efficiency of the functional system only
negligibly. The other caLegory refers to individuals who require a
longcr time and change in mode and structure of instruction and training.
Of course, use thereof to perform professional duties will deFend on a
number of general conditions, for example, correlation between required
number of specialists and ma,.,,)ower resources from which the screening is
Performed.
'I'}ie unfit group refers to all indiv?duals whose instruction in a specific
ocrupation is minimally productive, while work in the specialty could
definitely lower the ovr~all efficiency of the functional system, even
if the modes and structure of instruction and training are altered.
The second principle is that of active selection. At the present time,
ttiere is a tendency toward narrowing ttie group of selected individuals
by increcising requirements expected of them. This is the easiest route,
but it is not the best.
- 'I'he pussibiliry of expanding the group of screened individuals ensues from
tlie principle of active selection, which makes it necessary to use the
results ot psychophysiological examination, not only to settle the
questiozi of fitness of candidates for a specifi-c activity, but to elicit
the required chanbe, adaptation of design of equipment with which man
interacts to tiis psychophysiologicai aoilities, as well as for rational
aiitomation of a number of work operations, develapment of physiologically
and psychol.ogically justiFied systems for teaching specialists and
optLmi�r.ation of training modes, introduction of nonspecific agents (phar-
- nacological, physical and others) to enhance the stability of man's psycho-
ptiysiological functions and maintain them on a certain optimum level.
In other words, one should construct the system of psychophysiological screen-
ing as an integral part of other means of improving the efficiency of
mil.itary specialists,
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The third principle is the principle of differentiated forecasting. It must
be conceded r.hat, as a rule, d2velopment of ineasures for screening for
specific specialties is not entirely purposeful. The number of occuFations,
- fur which specialists have to be selected, is large; with each year, more
and more new occupations are appearing; within each of them control system8
- are being constantly refined and, consequently, the nature of the work is
changing. At the same time, some occupation s have an analogous functional
; strlicture of operations, and the performance distinctions that characterize
them make identical requirements of the main psychophysiological traits
_ of an individual.
For this reason, development of procedures and crit eria of screening for
groups of specialists, established on the principle of similarity of the
main elements in the structure of work or professionally important per-
sonality traits, is the most promising.
This principle does not rule out the possibility and, in a number of cases,
necessity of developing measures to screen candidat es for specific special-
ties as well.
The fourth principle is the dynamism of screening. This means that the
screening system must consist of a set of successive measures that have
the goal of continuous accumulation of information about the state and
distinctions of development of p.r:ofessional personality traits. This in-
formation is needed to define the forecast of learning achievement and
work performance of specialists, on the one hand, and to settle the ques-
tion of placement of specialisrs after graduating f rom the educational
institution, desirability of use thereof, assignmen t to new positions,
involvement in servicing new control systems, etc., on the other hand.
- This principle must be implemented by means of periodic p sychophys io logical
examination of specialists and gathering inf ormation about their personality
- [raits manifested in different personal and occupational situations, at
- different stages of instruction and work.
At the time of *_he call up, when dEtermining whethe r it is expedient to
send the draftees to some military educational institution, it is imperative
to screen them in order to determine fitness for tr aining in some specific
specialty.
Upon graduating from the educational institution, one should screen the
graduates to issue recommendations for fillin g a specific position,
referral �or work in a specific system of military technology.
Ttie scope and form of psycho physiological screening must change at each
stage. At the first stage, examination of questionnaires, references,
holding talks and group psychophysiological testing with the use of a
limited number of inethods requiring the use of forms play the dominant role;
at the second stage this applies to individual and group testing with the
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use of forma and instrument methods, as well as the method of conversation
and observation; at the third stage, this applies to the use of individual
methods, including simulating 3nd modeling of the process and conditions
- of future work, as well as conversation, abservation and generalization
of the dif ferent personality traits of the serviceman.
The scope of the examination depends on the time scheduled for screening
and number of people examined, and it is specially set in each individual
case.
The fifth principle is the principle of dynamism of criteria. At the
present time there is a tendency toward orientation in military personnel
screening on parameters that, in the opinion of examiners, must assure
excellent performance of functional duties by specialists. However,
there i.s n o doubt that it is senseless to demand excellent work and
always flawless work performance of everyaze. For this reason, it can
be assumed that it will be useful, in a number of cases, to conduct
screening by the average or even bottom criterion, rather than the top
one, i.e., ;.o d=~ermine the possible extent of decline of combat eft'iciency
that may occur due to expaiision of the circle of enlisted specialists.
However, a t the presetit time it is difficult to implement this principle.
i
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J
_ CHAPTER 1. PSYCHOPHYSIOLOGICAL REQUIRIIKENTS FOR MILITARY SPECIALISTS
Main Principles of Psychophysifolog{c?1 Analysis of the Work of Milita--y
Specialists
The psychophysiological requirements for military apecialists should ensue
from the distinctions of their work, those that are common to all and
those that are specific and referable to only some groups. The psycho-
physiological distinctions are demonstrated by means of analysis of work
(combat) performance, which is the result and immediate manifestation of
- a number of inental and physiological processes. For this reason, psycho-.!!;
physiological analysis always implies multidimensional (according to a t
number of criteria or signs) description of a given activity of the
_ personality.
Use of quantitative evaluations and clearcut determination of the level of
analytical examination of a work process constitute a:i important pre-
- requisite.
On the pragmatic level, there is examination of the work cycle as a
whole, for example a flight to intercept a target, a torpedo attack.
The operational level implies separation of the work cycle into separate
operations and suboperations. For ex~nple, the work of a pilot when
f lying to intercept a target is made up of four main operations of first
order: gaining altitudP, accelerating the aircraft, making a turn, aiming
and firing a rocket. The last operation contains secondary operations:
turning on the gunsight, detecting the target marker, holding the marker
' in the sighting zone, etc.
There may also be operations of third, fourth or higher orders.
The psychophysiological level reflects the fact that analysis is carried out
to the degree of demonstration of inental or physiological processes that
are directly involved in performance of work operations.
In this Handbook, we are offering methods for the psychophysiological level
_ of analysis. The main factors that must be borne in mind a*-e as follows:
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1. General descriptior. of work activities; its purpose, place of the object
in the system of control of military equipment, organization of flow of in-
format.ion, principal data pertaining to construction of the object.
2. Hygienic and yocial aspects of working conditions.
3. Psychophysiological structure of the work process and intensity thereof.
4. Characteristics of work and rest schedule.
In solving problems of psychophysiological elements, the chief element is
knowledge of the psychophysiological structure of the work process and its
intensity, since expressly this enables us to determine which psycho-
physiological traits are of the most importance to eff icient performance
of a specific type nf professional work.
Analysis of the work process should result in filling out a chart of the
psych(.;"ysiological (ergonomic) classification of the specialty (profession),
including deterLa: -on conformity of the psychophysiological distinc-
tions of the work to personality traits.
Psychophysiological Distinctions of the Work of Military Specialists and
Classification Thereof
The elements of work structure that characterize the distinctions of informa-
tion processing by a person, as ;;ell as specific and nonspecif ic tension,
are of the greatest importance to tl:e tasks of psychophysiological screening.
With regard to tension c~:iteria, a distinction is made between the following
groups: specialties involving the optimum tension, those with extreme and
superextreme tension.
Extreme tension is related to conditions that require mobilizaLion of
"buffer" reserves of the body, and superextreme tension is related to
conditions that require mobilization of "emergency" reserves (immediate
threat to tif e, responsibility for subordinate group under combat condi-
tions, etc,).
Extreme or superextreme tension is inherent in all military svecialties.
Accord ingly, all military specialists must have a number of positive traits
contained in the group of activational personality features. The degree of
development of these traits must be taken into consideration rahen recommend-
_ ing a candidai_e to a group of specialties with extreme (for example, radar
station operators, staff officers, artillerymen) or superextreme (for
example, pilots, scouts, submarine commanders, tankmen) tension.
Table 1 lists the classification of specialties according to the criterion
of distinctive features oi information processing during the work process.
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According to this classification, operator specialties are referable to the
operator and operative classes, with the exception of subclass 3--games.
We list below the differential (having the greatest weight) signs for these
groups of specialties, for which this Handbook was prepared.
The physical specialties refer to those that make high demands of the
individual's physical condition and certain physiological functions. There
are minimal psychophysiological requirements, so that it is not expedient to
_ pertorm screening.
The informational specialties are characterized by the existence of an inter-
mediate system between a person and the object of work. As compared to
heuristic specialties, administrative ones involve relatively few creative
thinking operations.
Operator specialties differ from operative ones in that there is a low-
ranking intermediate system and greater weight of reproductive, transforming
opera[ions. Operative specialties, however, are characterized by productive
transforming upe~~�-~^^s, i.e., such personality traits as logical abstract
thinking, ability to generalize and concretize, etc., are important to them.
- The further hierarchic description of specialties is based on singling out
some common psychophysiological feature of the profession and corresponding
- personality trait.
The classification shown in Table . should be considered tentative, to
orient the researcher in selecting methods and permit determination of
the principal nature of ineasures for vocational guidance and screening.
The large number of various specialists needed in the USSR Armed Forces
makes it extremely difficult and often ev--n unnecessary to elaborate
screening methods for each concrete sort of specialty, since the psycho-
physiological structure of work is the same in many specialties. For this
reason, it is deemed possible to work out methods for the screening for
only groups of occupations, so that subsequent differentiation into sorts
of specialties is made with the least number of inethods and withit-L a very
short time. Fnr ^xample, examination of an individual's capacity for
rapid change in stereotype reactions, to switch from one form of activity
to another, makes it possible to classify the entire screened contingent
intended for operator work into two groups already at the stage of primary
vocational guidance: one would be recommended for training in the special-
[ies contained in the stereotype subcla6s and the other, the nonstereotype
- one. This phase of screening will no longer have to be done at educational
centers or schaols, so that special attention will be given to demonstration
of distinctions of operational [active?] memory and attention, from the
features of which one can refer conscripts to specific educational groups.
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Peraonality Structure of Militsry Specialists. Classification of
Elementa in Personality Structure
In order to disclose the psychophysiological essence of each element of
the work process isolated as a result of analysis of work activity, we
must have a clear idea about the structuxal aggregate of peraonality
_ traits, conten[ and hierarchic relations thereofo
- Proceeding from the thesis of personality structure as an aggregate of
socially and biologically determined personality traits, Table 2 shows
the classification of elements (properties, processes, forms and types
of implementation thereof, function) of personality structure of military
~ specialists. It is expedient to put them into two major categories, in
accordance with the concepts adopted in Soviet psychology. The first
category, "Operational personality distinctions," refers to traits that
implement primarily processes of information processing, i.e., its
perception, processing and motor influence on some system (perception,
memory, thinking, etc.). The second category, "Activational personality
distinctions," refers to traits that cause a certain level of function
of the process ofinformation processing by an individual (traits of
orientation of personality, attention, etc.).
During screening, it is important to take into consideration as well the
state of an integral distinction of personality structure= such as its
characterological traits which, like abiiities, constitute a certain
individual aggregate of special personality traits.
In view of the fact that psychophysiological screening iF based on examina-
tion of the state of certain personality traits in different individuals,
each of these traits must be characterized by certain indicators, which
disclose the distinctions of their manifestation when performing specific
assignments (methods).
We list below the main rating parameters of elements of personality struc-
ture, which make it possible to describe quantitatively and qualitatively
the state of the personality traits under study.
1. Sensation. The physiological characteristics of sensation are: threshold,
absolute thresholds (top, bottom, range), differential thresholds.
2, Perception. The quantitative characteristics of perception are:
speed, accuracy.
3. Memory. The quantitative characteristics of inemory are: scope, speed
of retention and reproduction, accuracy of reproduction and duration of
retention.
4. Thinking. The quantitative characteristics of thinking are: speed and
accuracy of thinking processes, novelty of creative activity.
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Table 2. Classification of elements in personality structure of military
apecialist
Hierarchic coordiaate-
criteria (L)
1
2
3
4
5
6
7
1
1
1
1
1
2
3
4
2
1
1
L
2
3
2
3
4
S
6
2
1
2
3
4
3
1
2
3
4
5
6
7
4
S
Elements of personality structure
Operational personality features
Psychophysiological traits
Sensation properties
Sensation threshold
Intensity
Frequency
Spatial distance
Duration of stimulation
Perception
Spatial perception
Perception of extended properties of objects
Shape perception
Size perception
Volume perception
Perception of texture of objects
Perception of distance between objects
?erception of distance between objects and
observer (depth perception)
Perc-~ption of position of objects in space
Perception of spatial position of person
("oneself") in relation to surrounding objects
Time perception
Perception of sequence of phenomena
Perception of duration of phenomena
Perception of rate (speed) of alternation of
different processes
Perception of rhythm of complex phenomena or
processes
Perception of motion (spatial movements of
ob,jects)
Perception of nature of movement (bending,
unbending, etc.)
Perception of form of movement (rectilinear,
curvilinear)
Amplitliuc ot movement (full, partial)
Direction of movement (to the right, left, etc.)
Duration of movement (brief, long)
Speed of movement (rapid, slow)
Acceleration of movement (uniform, accelerating,
etc.)
Perception of simple images
Perception of complex images (integral perception)
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a
Table 2. (continued)
1
2
3
4
5
6
7
Elements of ersonalit structure ~
3
T
Memory
1
Duration of retenti-on of matexia].
Short-term memory
2
Long-term memory
2
Types of inemory
1
Graphic - image memory
2
Verbal-logical (meaning-xelated) me.morY
3
Emotional memory (memory for feelings)
3
Madality of inemory
1
Auditory memory
2
Visual memory
3
Motor memory
4
Combined memory
4
principal memory processes
1
Memorizing
2
Reproduction
1
Recollection ["vospominaniye"J
2
Recall ["pripominaniye"]
3
Recognition
4
Forgetting
S
Operational memory
4
Thinking
1
Types of thinking
1
Graphic-efiective thinking
2
Abstract-logical thinkina
3
Imaged thinking ,
2
Forms of thinking (nature of transformation of
information
1
Reproductive thinking
1
Grouping thought processes
2
Counting thought processes
2
Productive thinking
1
Deductions
1
Conceptions
2
Judgments
3
Concepts
4
Programs
2
Heuristics
3
Thinking operations
1
Comparison
2
Abstraction
3
Generalization
4
Concretization
5
Psychomotor aspects
1
Types of actions
1
Motor type
2
Verbal type
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Tahle 2. (continued)
1
2
3
4
S
6
7
EL.ments of personality structure
2
Complexity of action
1
Simple static action
2
Simple dynamic action
3
Complex coordinated action
2
Activational personality features
1
Dominance
1
Personality orientation
1
Personality needs
1
Material needs
2
Spiritual needs
1
Need to work (military wark)
2
Need for public [social] activity
3
Need to acquire military knowledge
4
Need for creativity
5
Need for socialization
~ .
Interests
1
Individual interests
1
Material interests
2
Spiritual interests
2
Public interests
1
;
Material interests
2
Spiritual interests
3
Wocld outlook
4
Motives
1
Motives of self-protection (preservation)
1
Personal danger
2
Alimentary disturbances
3
Pain, coi3, heat
2
Motives of protection (preservation) of specie:
1
Responsibility for others (subordinates, crew
members, etc.)
2
Domestic relations and feelings
3
Motives attributable to social environment
1
Responsibility for reaching work (combat) goal:
2
Novelty of impressions
3
Cognition
4
Communication
S
Moral-ethical motives
6
Achievcment of personal goals (promotion,
advancement of military qualifications, etc.)
7
Achievement of public [social] goals
2
Attention
1
Types of attention
1
Voluntary attention
2
Involuntary attention
2
Conative [volitional] personality traits
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n
Table 2. (continued)
1
2
3
4
S
6
7
Elements of ersonalit structure
1
Conscious activity (goal-orientation, initia-
tive, decisiveness, vigor)
2
Stability (persistence, patience, endurance)
3
Organization (compliance, discipline, self-
control, confidence)
3
Emotional and sensory personality elements
1
Feelings
1
Moral feelings (happiness in work, sense of
duty, sense of friendship and camaraderie,
conscience, shame, pride)
2
Intellectual feelings (inquisitiveness,
curiosity, amazement, bewildermerLt, doubt,
sense of novelty, fear of novelty)
3
Esthetic feelings (sense of beauty= ugliness,
coarseness, grandeur, inferiority, baseness,
tragedy, comical)
2
Emotions
1
Main emotional states
1
Pleasure
2
Displeasure
3
Excitement
1
Mobilizing excitement
2
Disorganizing excitement
4
Calming
S
Tension
6
Anxious anticipation
7
Confusion
8
Fright ["ispug"]
9
Fear ["strakh")
10
Panic
4
Typologically determined personality aspects
1
Types of higher nervous activity
1
Properties of nervous processes
1
Force of nervous processes in relation to
exc i.tation
2
Force of nervous processes in relation to
inhibition
3
Equilibrium of nervous processes
4
Lability of nervous processes
2
Temperament
1
Choleric temperament
2
Sanguine temperament
3
Phlegmatic temperament
4
Melancholic temperament
S
Occupation-determined personality aspects
1
Professional training [preparedness]
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Table 2. (continued)
1 2 3 4 5 6 7 Elements of nersonalitv structure
1
Knowledge(in military and applied disciplines)
2
Aptitude [ability]
_
3
Skills (practical-military)
-
1
Motor skills
2
Sensory skills
3
Thinking skills
2
Experience in professional work
-
1
Psychomotor activity
2
Intellectual activity
-
3
Technical activity
4
Literary activity
S
Musical activfty
6
Organizing activity
7
Athletic activity
8
Military and applied activity
- 5. Psychomotor aspect. Biomechanical characteristics of movement: force,
endurance (muscular), pace (frequency of repetition of the same movements)--
maximum and required; specd,
route (trajectory of movement)--f orm of move-
ment, direction of movement,
volume (amplitude) of movement; rhythm,
accuracy and stability.
6. Orientation of personality. Degree of orientation: level (deep,
superficial); breadth (meaningfulness--broad, narrow); intensi ty (mild--
contemplative, strong--nrompting initiative and creative activity);
stability, effectiveness.
7. Attention. Properties of attention: scope, distribution, intensity,
stability, concentration, flexibility.
8. Will. Properties of will: strength, stability.
9. Feelings. Properties of feelings: stability, effectivenes s, strength,
br. eadth .
10. Emotions. Nature of influencP of emotions: sthenic, asthenic. Dura-
tion of manifestation: stable, unstable.
11. Types of higher nervous activity. State of excitatory and inhibitory
processes: force, equilibrium, lability.
12. Temperament. Characteristics for demonstration of temper ament: level
of activity and efficiency, distinctive features of communicat iveness or
social contact, flexibility or ease of adjustment to changing conditions,
level of emotional tonus and lability.
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13. Profesaional training: Scope, level (depth).
Appropriate methods must be used to obtain objective and full enough informa-
ti6n about the different personality traits (or combinations thereof). One
can examine various manifestations of a given trait (for example, visual or
auditory memory, the process of reproduction or time of retention), as well
as different forms of correlation between a given trait and others (for
example, memory as related to distinctions of perception, attention, emo-
tional stability), depending on the nature of the task (its content and
form of presentation). For this reason, when examining personality traits
the investigator must have at his disposal a large and diversified assort-
ment of inethodological procedures, from which those required to solve
special, concrete problems are chosen.
General Descriptian of Methods for Psychophysiological Analysis of the
Work of Military Specialists
The main methods of obtaining information that is required for psychophy-
siological analysis of the work of military apecialists are as follows:
extraction of information from records; engineering psychological inspec-
tion of equipment; observation of work process and aFecialist's behavior;
conversation with specialist; self-accounting during the work process;
questionnaires and expert evaluation; recording and measuring different
parameters of the work process; analysis of mistakes in the specialist's
work; algorithmic analysis of work; measurement of parameters of environ-
mental f actors; experimentation.
Extraction of information from records: From the standpoint of psychophysio-
logical analysis of work, records can be divided into three groups: a) those
characterizing the content and organization of work, arrangement of control
system, distinctions of the environment; b) records reflecting the results
- of work; c) records characterizing the personality distinctions of military
specialists.
~ The records referable to the first group (a) include descriptions of
technological ob,jects, instructions, manuals on operation and combat use,
standards on combat preparations [or training], etc. Examination of these
documents helps one learn about thesubstance of professional work,
arrangement of the work place, organization of interaction between special-
ists and between the specialist and equipment.
At first, one singles out the most important operations (those related to
a shortage of time, emergencies, etc.) on different sublevels, and a
tentative evaluation is made of the psychophysiological substance of
performance thereof by specialists.
In order to obtain information about the modes of specialist work, one
must find answers to the following questions:
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1. Distribution [schedule] of different forms of work and recreation
in the course of the day.
2. Duration of duty (watch) shifts and intervals between them.
3. Characteristics of the mode of performance of the main operations:
a) continuous servicing of systems; b) mode of operational readiness;
c) mode of continuous monitoring of instrwments and system as a whole;
d) mode of sporadic operation of system under emergency conditions,
operational support, etc.
The standard-setting documents are used for approximate evaluation of
the degree of specific tension involved in performing the work (accord-
ing to required speed of work, accuracy of operations, etc.).
The records referable to the second group (b) include logs of training
progress, copies of educational combat problems, records of study
progress, etc. This material is one of the sources of data used to
analyze erzur:, :n rhe work of specialists (pp 25-27). In addition, it
can give inf ormation to evaluate personality traits and level of pro-
fessional proficiency of concrete individuals. From this point of view,
it is interesting to analyze the individual records of a number of
specialists (flying and diving "books" [log$], etc.), as well as medical
records. However, it must borne in mind that such records may also
contain information that is iot reliable enough.
- The records referable to the third group (c) refer to certif ication of
- officers, service, party-political and medical records; submisston of
name for assignment to a post, etc.
Engineering psychological inspection oi equipment: The study of the
distinctive feaCures of equipment and arrangement of combat posts and
work places of control consoles makes it possible to gain additional
information about the distinctive features of performance of individual
work operations, complexity thereof, existence of adverse factors that
make the performance of these operations more difficult, logical structure
of actions hv the specialist, etc. The data obtained in the course of
' the engineering psychological examination also help identify the factor
on which the efficiency of specialist work depends: some flaws in the
equipment and arrangement of systems or individual distinctions that
determine the degree of success of professional performance of specielists.
- The methods of engineering psycholugical and physiological-hygienic
evaluation of work places and control consoles of specialists referable
- to the operator category are described in [29].*
Observation of work process and specialist's behavior: One can construct
the characteristics of the channels of flow of information and time
characteristics of work, evaluate the distinctions of information directed
_ to the specialist, as well as the load on and functional distinctions of
different systems of the body on the basis of observation of the work
*Numbers in square brackets refer to bibliography.
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process. Observation of the behavior of a specialist, with either high or
low qualifications, during th e work period p ermits evaluation of the
degree of difficulty and inten sity of the work process.
While observfng the work process, answers must be obtained to the followl.ng
questions:
1. Characteristics of channe ls of information flow:
1) number of information channels
2) dynamics of information f law in time (unidirectional, alternating,
combined).
2. Time characteristics of work:
1) continuous (limited time, anticipation mode)
2) diecrete (limited time, anticipation)
3. Characteristics of data (information and orders [commands]) directed to
the specialist:
1) orders:
a) content of main orders directed to specialist while performing
different raork operations
b) route and nature of orders (from whom and how transmitted:
direct verbal [oral] order, telephonP ["voice pipe"], by transla-
tion, light signals)
c) exemplary [or approximate] classification of information (orders):
information upon receipt of which there must be an immediate
action; information that must be retained for a specific period
of time, then processed; information that has to be passed on
d) physical force of order (volume at receiving point)
e) quantitative characteristics o.f orders over the main stages
of the woxk process (overall quantity and per unit time)
2) charact2ristics of audio information:
a) brief description of information channels (source, whether there
are intermediate poin ts)
b) characteristics of inf ormation (physical force, frequency of
delivery over given channel, time of individual signals and
intervals between them, simultaneous delivery thereof )
c) characteristics of different channels of audio information
(relative load on channels, possibility and f requency of simul-
taneous delivery of information over two or more channels)
d) interferences in transmission of inf or_mation over a given channel
(noise--intensity and nature thereof, mistakes in transmission
element; discernability--technical and individual--of speech)
3) characteristics of photic (visual) information:
a) brief description of information channels
b) quantitative and qualitative characreristics of information (in-
tensity and color of lights, contrast in relation to background,
duration of signals and intervals between them; frequency of
delivery of information)
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c) characteristics of different channels of delivery of visual
information (relative load on channels, uossibility and frequency
of simultaneous delivery of information over two or more channels)
d) interference in transmission of information over a given channel,
possible errors.
4. Data on function of analyzers:
1) which analyzer (analyzers) is the leading one (most loaded or import-
and to implementatlon of work process)
2) some distinctions of conditions under which analyzers function:
a) characteristics of si gnals according to force (maximum range,
average valuea of abso lute force)
b) characteristics of diff erential thresholds (minimum difference in
intensity of sound or light that must be perceived)
c) noise stability (are there difficulties in perceiving signals or
orders a,gainst the background of "noise," and of which precisely;
at which intensities of useful signal and "noise" they are
perceived)
d) charact-Y{-�ics of required mobility (lability) of a given analyzer
(number of signals, maximum and minimum, delivered per unit time;
simultaneousness of signal delivery)
3) characteristics of dynamics of involvezent of different analyzers in
work, tension thereof at different times and throughout the work
process:
a) time of continuous ouservation of instruments and perception of
signals
b) mode of analyzer function i.n the case of periodic observation
4) characteristics of interaction between the set of analyzers (fre-
quency of shifting from one analyzer to another; simultaneous, uni-
directional and multidirectional analyzer function)
5. Data concerning function of skeletomuscular system:
1) posture during work and active rest
2) nature and frequency of changing position during different manipula-
tions, the most typical position for a specific type of activity
3) nature of work movements of the hands (direction of movement, ampli-
tude, ;ice, force anplied)
4) poaition of the head, nature of its movement
5) data on speed and degree of muscular fatigue and impairment of
coardination
6) energy expended during work (intensity).
6. Data on function of rhe central nervous system:
1) characteristics of immediate [operational] and long-term memory:
a) number of data (information) that must be retained for short and
long periods of time while perf orming work operations
b) form of retention of inf ormation (nentally, making a note, marking
an instrument, etc.)
c) nature of material to be retained (digital, graphic, logical-
verbal, etc.)
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2) characteristics of processes involved in analyzing information and
making decieions '
a) procedur^.s and devices used to analyze and synthesize incoming
information and to make decisions (tables, diagrams, formulas,
calculators, deductive operations, etc.)
b) characteristics of principal methods of information processing
(decision making): automatic react-ions of choice, tracking, etc.;
_ thinking aperations: logical, arithmetic, creative
3) characteristics of parameters of speed, accuracy and reliability
of performance of aark operatfons
a) predominant type of set in performance (oriented toward speed,
accuracy, reliability or different combinations of these
parameters)
b) significance of these parameters to efficient performance by
the specislist
c) permisaible quantitative fluctuations of these parameters
d) characteristics of these parameters ciurinb performance of main
operations: time between delivery of signal and reaction; time
spent on different elements of an operation to prepare for a
decision (in the most common and most diff icult situations)
e) characteris tics of errors (they are analyzed on pp 25-27).
7. Conative and emotional tension:
1) will situations arise (and if so how often) that require great will
power (working under adverse environmental conditions, in the
preaence of distractions in the presence of danger, etc. )
2) causea and degree of emotional tension (situations involving danger,
accidents [emergencies],high degree of responsibility, shortage or
"surplus" of time or information, increasing flow of inforaation, etc.) -
- It is desirable to conduct observations of the work process following a
graph-chart of the algo:ithm for performance of the most important
operationa (pp 27-31).
In order to study the flow of communications, it is convenient to use
forms for recording the delivery of reports (Figure 1), which can then
be used to prepare charts reflecting the load on channels Of verbal
communication (Figure 2).
- Observation of the behavior of a specialist during work yields information
about the specific and nonspecific intensity of work, on the one hand,
and level of professional proficiency and personality traits of specific
individuals, on the other. It is desirable to supplement observation
with instrument methods of evaluating changes in physiological systems
and mental. status.
The plan of observations ensues from the list of personality trait. The
psychologist who is conducting the observation must have experience in
perceiving and evaluating signS in an individual that most people do not
notice, for example, skin color on the neck, "behavior" of the hands
[l, 9, 22].
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rvn Vrrlt,ltw ubt UNLY
Wor
time,
min
Speda
Cap- opera-
tain tor
H
Helm
man
ydro-
acrnst.
epec.
Seni~
assi
Navi-
gator
'
chin
operat.
To
all
I
2
--1
-
~
~
1
~

Figure 1. Form for recording route of communications
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:,;R,~ ~n: 'e'-r.,.. .
~.N.... .��y~~`:..a, ."-'~'.s
a
. 1~,' 1 ~V~f~. <
.L. �`'~~~~�'i'r'�~:i;..vM.~~~'.
r.~.� ~b
~ .:s..=: :
 ' V' � .
.Y:i ' :1^ .
�\.'i\Y~if. ' '~i....4J~_
!''N�~,~ y iJ~n:~
.g~ " :!.G~~,~.�l'.1t.' _
. � .
. _ ;''~.~.:..r� :
. ~ ~ � J ~..'.la.~ . . . ~ .
Figure 2. Diagram of load on channels of verbal communication
Key:
a) navigator f) senior assistant
b) senior machine operator g) special operator
c) cargo mate ["tryumnyy"?, damage control man?] h) hydroacoustics
d) mechanic specialist
e) helmsman i) captain
It is of special importance to demonstrate emotional tension during
observation. To evaluate it, we can recommend a set of signs that are
listed tn the description of inethods of conducting talks with specialists
and observing them.
Conversation with specialist: This talk can have two goals: in the first
place, to obtain information about work in addition to what was learned by
studying records and observing the work process; in the second place, to
gain information about the subjective reflection in the specialist of
some work operation or other (for example, to determine the actual
operative units of signal perception).
In order to achieve the first goal, one must distinguish the specialist's
= biased attitude toward evaluting thz work in his specialty or another
specialist, about whom he is asked. To reach the second goal, one must
bear in mind that many work operations and elements thereof are either not
reflected in consciousness, or are reflected in a distorted foxm.
To reduce the probability of obtaining false information in the course of
conversations, one must adhere to certain rules.
The talk can be conducted in the form of free conversation between two
- interlocutors or as an interrogation, depeAding on the purpose of the study
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r*ux ur'r�lclAL u5E UNLY
and time available to the experiinenter. But. in both cases, the success of
the talk depends largely on the experimenter_'s tactfulness, his ability
to gain the favor of his interlocutor and el.icit a natural [easy], frank
conversation. There are several procedures ~hat are helpful in rspidly
eatablishing a rather free comrersation tone. :�o: PxamUle, the experi-
mentercan learn beforehand about the interests and fancies of his future
interlocutor through individuals who know him or frum his records. And
it is expressly with such interests that the conversation should begin.
In the course of the talk, one should try not to write anything down, but
to remember what is said. One should adh^re +-o some plan (an example of
which as applied to the study of personality trai.ts is given in Chapter 2)
in order to remember better and not overlook important questions. The
plan for the talk may vary, depending on its specific objective [13, 281.
One must be convinced of the interlocutor's sincerity. One of the pro-
cedures for checking the accuracy of information is to repeat the same
quest~.,n, hilt in a different form and not right away, but after a
certain time, wi�~
o v ai
~c r - - ~ m a
I ,
~n o 4J
rn ril
o~o
4-J a~ ~
r-b o a
� v ~ 4J
u
O `3 ~G[~s
4J
o 4-1 c0
U] rl
w~d b0 ~ 3 T
~ ~ ~ ~ .a ~ 41
r.
m
~ � C C 0 ~
a, ~
~ cl.
4-4
1~
~ rfj
~ ~ ~ La N
2 N b
~ ~
~
~ n ~
N
4 u L'i cd c~d 0 ~a
w 41
- . ~
~ ^
aa~~w
~ H o
+ I N i 1 N ~ ~ c~
- O t 0 4 fs+ N
~ 1 t N W O
~ U ~ ~ ~
t~ ~ 0 3 (1 u~
^ + 1 0 (L)
~ ` p, S4 N M
~o--qt O r. N +-i V ~
~ O cn ~rl *rl 41
y ~ 4*- ~ U~rl N tA " (Q W
-rl v q a) r-I ~
O ~ 0 LJ
� ~ n ~
_ ~ W x U ~mU
- ~ ~
_ 65
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- - -a i LyL11Li V VL V1\LL
DO NOT DEPRESS!
~ 3
. AW
97
� i
Figure 10. Diagram of "Combination of signals and keys"
Key :
Fl white 3) green K) red
The subject's and exp~rimenter's consoles are placed next to one another
on the same or different tables, both panels facing the subject. After
the order to "Get ready" tiie order to "Start!" is given, with concurrent
depression of the button on T_;Ie aurom.~*_ic unit of the experimenter's
console. Upon completion of .3 cycle, the experimenter enters in the log
the counter readings: mistakes, Lotal reaction time, number of signals
counted and parameters of physiolo�ical reactions.
To obtain an integral s,:ore for the quality of performance, the parameters
(number of errors, number of signals counted, mean reaction time) are
converted to grades on a 10-point scale, which is established for each
group of subjects after statistical processing of data for the entire
- group. The threshold of the scale is determined in accordance with the
requirements made of a given group of specialists. The standard is the
result obtained from testing individuals in the same occupation who
cope well with their work. When making an expert conclusion, one should
take into co-sderation the degree of nervous and mental tension, which
is determined by the subject's autonomic reactions.
Attention
13. Retrieving Numbers
This method is intended to check the distribution of attention.
Two types of form-tables (No 1 and 2), the Psychological Examination Chart
(see Appendix, 3 and 4), pencils and a stopwatch are needed.
This method can be used for group testing.
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ta
S
31
27
3-7
40
34
23
1
20
19
16
32
13
33
~
6
8
2S
9
t2
26
36
28
39
It consists of determining which
numbers are missing in the table
and striking them out on the Psy-
chological Examination Chart.
First form No 1(Figure 11) is used
for 1.5 min, then form No 2
(Figure 12) for 4 min.
Instructions to subjects: "Take
form No 1. Find section 3 of the
Psychological Examination Chart,
where a series of numbers is given
from 1 to 40. The task is to cancel
in this series the numbers that are
Figure 11. missing on the form. Let us try to
Form No 1: identifying missing numbers start the problem together. We look
in ascending order from 1 to 40 for the number on the form. We
found it. This means that no mark
is to be made on the Psychological Examination Chart. We look for the num-
ber 2. We found it. We also make no marks. We look for the number 3. It
is not on the form. In this case we strike out the 3" (demonstrates on the
blackfioard) "on the Psychological Examination Chart, etc. Are there any
questions?" (questions are answered). "The test lasts one and a half min-
utes. Get ready! Start!" (concurrently the stopwatch is started).
lo
1 a
42
14
Sr
27
a,
69
~6
57
ag
613
1
13
3~
t
40
21
S9
?4
FS
35
45
66
8
34
?Z
Si
6
1
;3
41
63
?
50
a
39
23
60
:d
55
36
Figure 12. Form No 2: identifying missing numbers in ascending order
from 1 to 70.
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The order to "Stop working" is given after 1.5 min.
The next task is explained: "Now you will perform exactly the same task
but on Form No 2, retrieving numbers from 1 to 70. The missing numbers
- must be crossed out in section 4 of the Psychological Examinat'.on Chart.
Are there any questions?" (qLeSLions are answered). "The time allowed
for this test is 4 minutes. Get ready! Start!"
After 4 min, the order to "Stop working" is given.
The results are checked against a"key." Determination is made of the .
number of correctly and incorrectly cancelled numbers. Then the number
of mistakes is subtractedfrom the niumber of correctly cancelled numbers,
and the difference is scored using Tables 15 and 16.
Table 15. Scoring for Form No 1
Correcr,.- , i
'
N
'.)-10
1l-I'1
13- -1 i
!S -1G
17--18
lSl
20
can e~ed
num~ers less
mistakes
Score
I
3
!
~
4
~
3
Fi !
I
i
~
K I

t
Table 16. Scoring for Form No 2

I
I
'
Correctly canceled
~
IU
11
1:
13
la
15
`
lli IOver
numbers less

mistakes
1 I
I
Score
I
1
I
?
I
3
i
41
i
5
(
6 1
7~
ri
I
For example, if the subject correctly found 14 numbers and made 2 mistakes
on Form No 1, his score is 14 - 2= 12, which corresponds to 4 points.
Qne score for the best parameter is derived from the results of both tests.
For example, if che subject received a grade of 4 for Form No 1 and 5 for
, Form No 2, his score is 5.
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14. Retrieving Numbers With Switching of Attention
This method* is intended for testing the ability to distribute and switch
attention.
For this test, one needs forms for number retrieval (Figure 13), the
Psychological Examination Chart (see Appendix, 6), demonstration chart
on which specimens of the number retrieval f orms and a sample of writing
answers to the test are illustrated, a blackboard, chalk and stopwatch.
The task can also be performed with a general chart-form, as well as by
writing the answers on blank sheets of paper.
9-r
Iq-n
9-M
IZ-M
IG�E
24-s
23�4
1-K
19�A
15�r.
8-r
1-~
18-T
14-�
13-w
6-C
2-n
10-e
25-r

. / .i
i.i~
if-K
2-r
24�4
23-4
5--a
12-6
21-H
20-6
17-v
11-P
22-A
19-r
3-C
13-m
,
7,
7- x
16-x
6-*1
22-n
14-u
8�tj
4-3
/
i ii /

7'3
I'L'
20 ~N
a',a
S'N
1B'0
Z1'Y
Figure 13. Form for "Retrieving numbers with s�:ritching of attention"
test
- This method can be used for group testing.
In essence it involves retrieval of numbers from a table containing 25 red**
and 24 black numbers in random order. There is a symbol, some letter,
next to each number. The subjects must retrieve in ascending order the
red numbers (from 1 to 25) and, alternately, in descending order the
black numbers (from 24 to 1),-writing the letter symbols of these numbers
- in the bottom part of the form or on the Psychological Examination Chart.
*As modified by V. L. Marishchuk, I. V. Sysoyev and I. I. Petroshevskiy.
**On the form (Figure 13), the red numbers are in crosshatched boxes.
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rvcx vrrlvlrw uJL VNLI
Instructions to subjects: "You must find on the form red and black numbers
alternately: red ones from 1 to 25 in ascendir.g order, black ones from 24
to 1 in descending order. Find the numbers as follows: red 1 and black 24,
_ then red 2 and black 23, red 3 and black 22, etc."
Numbers have to be found, but only the letters next to the numbers must be
written down. These letters must be written strictly in order, after
finding them in the squares of rectangle A of the Psychological Examination
Chart, section 6."
"To make the work easier for you, on each new line of rectangle A(section
- 6), the first two boxes contain the numbers that should follow in order
if you liave done everything correctly. If you discover a mistake when
you move to a new line, do not pay attention to it, and continue to fill
, that line, starting with the numbers written at the beginning of the
new line."*
"Are there any questions" (questions are answered). "You will have 5
minutes to :,:ork in."
"Get ready! Start!" (the stopwatch is started at the same time).
After 5 min the order to "Stop working" is given.
The results are checked agai�,5t the following key:
Ku - ['d~ - ~11 - ~lY Ili H (::A
3T - uP l'E l:[7 - F'il - M111
O \
- TjK -61I-H3--nC-LO - BO I'
DeterminaLion is made of the number of correctly entered letters and
mistakes. 'iiie performance is scored using Table 17.
15. Retrieving Numbers With Switching of Attention and
Simultaneaus Delive*_'y of Signals
This method is intended for testing the ability to distribute and switch
attention.
Forms (Figure 14), the Psychological Examination Chart (see Appendix, 6),
demonstration chart, chalkboard, chalk and stopwatch are needed for the test.
~ *If the problem is written on a blank sheet of paper, the letters are
arranged in a column.
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Table 17. Scoring the results of test on "Retrieving numbers with switching
of attention and simultaneous delivery of signals"
Score (in points) with the following
Numbers number of mistakes
scanned
0 I1 ( ~1 J I f ~ I I I. I I l ~ 3 4 S 6 f 7 9 10 l. li li li 70 " t
49
9
9
8
8
7
7
7
f;
ti
6
6
5
5
41
.1
~
48
y
8
8
8
7
7
G
G
l;
t,
5
4
4
4
46
9
8
8
7
7
6
G
f
G
5
5
5
4
a
3
<
as
8
8
7
7
G
r,
r,
s
S
;
;
4
4
4
3
:
42
8
7
7
7
6
6
6
5
5
5
5
4
4
3
3
:
-10
8
T
T
6
6
6
5
S
5
5
4
4
�1
3
3
~
38
7
T
6
6
6
5
5
5
5
-1
a
a
3
;1
3
:
34;
7
7
6
fi
5
5
5
5
-1
4
4
3
3
3
3
:
31
7
6
6
5
5
5
5
4
4
4
-1
3
3
3
2
:
33
6
6
u
5
j
S
-I
4

�1
3
3
3
2

:
3t)
6
6
5
5
3
4
4
4
3
3
3
3

2
2
'
28
6
5
5
5
4
4
4
3
3
3
3
3
2
2
2
:
'Lfi
6
5
5
4
4
4
3
3
3
3
3
2
3
2
^
'
24
5
5
4
4
4
3
3
3
3
3
2
2
2
2
2
22
5
4
4
4
3
3
3
3
3
2
2
2
2
2
1
20
4
4
4
3
3
3
3
2
2
2
I

2
2
1
18
4
4
3
3
3
3
2
n

2
2
2
1
1
1 G
4
3
3
3
3
2
�

2
2
�
'l
1
1
1
14
4
3
3
3
2
2
2
2
2
2
2
2
(
t
1
12
3
3
3
2
2
Z
2
3
2
1
t
1
1
1
1
10
3
3
2
2
2
2
2
2
t
I
1
1
1
1
l
8
3
2
2
2
2
2
1
1
1
1
t
1
t
i
l
6
2
2
2
2
l
1
1
1
~ l
1
1
1
I
t
~ (
i
i
;
i
~
2
i
i
i
i
i
i
~i
+i
i
i
~
This test consists of having the subjects find numbers on a table (as in
the "Retrievingnumbers with switching of attention" test) and simultaneously
listen to a series of numbers played on a tape (or read aloud).
The following instructions are given to the subjects: "This task is just the
same as the preceding one, only you must do additional work at the same
time, you must count the number of zeros in the numbers that will be read
to you."
~ "There is a mandatory stipulation for this task, you must perform it better
than the preceding one. You must enlist all your strength and demonstrate
that you have high volitional [conative] traits and emotional stability.
The number of zeros you will count must be then written down to the right
of rectangle B(Appendix, 6) on the Psychological Examination Chart. You
will put a circle around this number. Are there any questions? You have
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�'v1% VL'1'Ll+it1U UJf: VL\L1
~ 5 minutes for this problem. Get ready! Start!" The stopwatch is started
and delivery (reading) of numbers (one every 2 s) begins.
J The order to "Stop" is given after 5 min.
~
�

,
;-y
Q-e
!5�B
8-w

~ ~c

r ti
:
!i,%'/
~ /
fa- W
18-n
2�--;
1-3
3-V
19 -m
t7-3
7-
~
2� x
1t-T
t0-C
23�M
8 - M r
10-A
, .
, / ~ ~
~/.i
i ~ .
"i % ~ � '
17 ~
14* ^
6- p
20-n
13~ ~
23-w

,

c.
.;-;t
22

.�-,j
LZ'V
Z~'' �
�~.A
24"E
�
/i//.

~ ,

~i � i
~ : ,
ti
18'C t
Figure 14. Form for "Retrieving numbers with switching of attention
and siaultaneous delivery of signals" test
The results are checked against the following key:
130 - V:1 - P[) - iK,l l 1 ~
hH -aB-117I-\Lt-HT-Wh- 3C-IiiK
cN, -(Da -no-~u.-oll -M�-eE -b
Determination is made of the number of ccrrectly written letters and mis-
takes. The scoring is done using Table 17 with the following change: if
the error made in counting zeros does not exceed t2, 1 is added to the
number of letters. In the rest of the cases, the results of counting the
zeros are not taken into consideration.
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16. Cancellation Test With Rings
This method* is used to test attention (intensity, stability), visual per-
ception of space, as well as to determine the speed with which information
is transferred in the visual analyzer and the visual-motor system.
For this test, tables (Figure 15), pencils, stopwatch and blackboard or
ancillary table to explain the task are needed. The table consists of
- rings, each of which is broken at one of eight possible points. Guided
by a watch dial, the position of the break can be defined as a break at
1, 3, 5, 6; 9, 11 and 12 o'clock. The table consists of 1024 rings
(32 rings on each of 32 lines), with 128 rings with each of the break
- positions.
- uCoJnnGGUoUGCOCc1UnoJGOJGoGoccoCu
GGJoCUUoJACCAGCC3C4n7GGAnJCOC77G
. GOC~'~~O~~CC~G~C ~JJ~JGAC~QGOUJC~~~nC+U
nnoCUonGoOnGCUoJoAA77AUVo()la3C UGC
O4oUGJCCCoOAnGGCGOU3JCOCJC`JCoUo3
AACOoJ7oGnoUCoo77oooG0000030OJGCr
GO%COGJOn7GUCO7JGJJ3oGC+oAooAnO77
GOO7GACJC'GOOC'nOJU7OQO00000000000
C'OOUOCC`O'JGOUOCOJi)pUUOCCUGGCOOCUO
noGGC`oJC JooUGUCJUJJo.7QOCOUJUOUJtD
nC`oGo7GGCU7C0o4CCGC'JG30CA70000CG
0onJCl1oGQJooAAnGAGooGo00UGJCo0o0
oocuuoccocuoooccoooooucaeooooooo
oucOOcOUGoOOOncoGOOOuocccoocooco
oooocoanooeoooucooooeuoconoonooo
ccoooococoeoveoooooooOOOraOOoOoO
CU40AOOOCvGOAOOJUDOCG00000000000
GGG 033UOUC)0U0J0fan30JC'00U0O3U0U0C
CU7U7UUUCCC'07CUoQUoGCGACnJGn7Coo
GJ7ooGAGoG0o47GC77JUoGoConCGCCOo
COCOODO4C)CCC OOJO4CaCUUJUJ7OGOG OCJ
onJnO[)JJC)G7GC0 oGACGJQCUJnUOQCGoG
J^GnOCUJCCCO03000CU7JOoGJoOGGoUo
~ GOC7OGUOOOGUUO7COOG7OoCCJJocooOC
CJC GGC UonCU7CGcCooUUoonoo4'JJC'cCG
CoJoo4oUUGC a 00000C00700030000000
GUUJOGno7UGUOUof�CUUGnOU7UJCoUUO
U7GoGC oC7oooCUAUGUGrJJUCGJnoCJUJn
UG DC 3J')U00UOConJCQ77JCOUC3J00C`0J
CJUnUoGo7nooo7UUOCon7CUGnGCOODO(J
n DO7GJ')OOCJC7OCOUC'OJDUno7C CGO oC'G
GGr.o;)o ;)U GnD OOJCCOOnGoCo7CoGCUcUJ
Figure 15. Form for "Cancellation Test With Rings"
The subjects are asked to strike out rings where the break is in a specified
_ position as they examine the table. Each subject is told how ?.ong he took
to do this task after he has finished.
*Developed by A. A. Genkin, V. I. Medvedev and M. P. Shek; modified by
V. A. Bodrov.
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Instructions to subjects: "On the tables that you just signed, there is
a set of rings with a break in one of eight positions" (the positions of
' the breaks are explained on the blackboard or ancillary table). "You
- must examine each line, from left to right as you do when reading, and
strike out the rings with a break at 'll o'clock (showing how to do this).
"When ordered to 'Draw a line' you must make a verticai line at the p7.ace
you had reached when this order was given" (showing how to do this) "and
then continue working without additional orders. As soon as you have
looked over the table, raise your hand, and you will be told the time,
for example, 8 minutes and 45 seconds, that you should write down on the
reverse side of the paper. You must work as fast as poss:.ble, but at the
same time try not to miss a single ring that should be crossed out. Are
there any questions?" (questions are answered). "When ordered to 'Start'
turn the table right side up and bebin to work."
' The experimenter issues the order to "Start!" and starts the stopwatch.
The assistant starts his stopwatch at the same time. The order to "Draw
a line" is given at the end of every minute. While performing this task,
the experi:-_nrP*- and assistant observe the subjects, record the results
and inform each one who _aises his hand how long he spent on the problem.
The results are checked by means of a stencil made of transparent x-ray
film, which has slots over the places of the circles with breaks at
"11 o'clock."
- The number of ri-:gs scanned pez minute is determined, and the stencil
is used to determine the number of rings that were not crossed out or
crossed out in error. A line skipped when scanning the table is graded
as one mistake.
- The main parameters characterizing the efficiency of performing this
test are: performance time, number of mistakes, mean difference in
output, rate of information transfer.
The parameter of inean difference in productivity is calculated with the
- following formula:
x _ (P1-P2) + (P2-P3) + (P-1-Pm)
m-1
where P is the number of rings scanned per min (P1 is the lst min, Pz is
the 2d min, etc.) and m is the value of the last (complete) minute of work.
Calculation of rate of information transfer is made with the following
formula:
S_ 0.5436 ' 1024 - 2.807 ' n bits/s
T
where n is the number of mistakes (rings skipped or cancelled in error) and
T is the time of test performance, s.
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17. Cancellation Test With Letters
_ This method permits testing the stability of attention during prolonged
monotonous work, the rate of inental processes, degree of fatigability of
attention during work, effects of interference and predominant set on
speed or meticulousness of work.
This method is used f or group and individual testing.
The proper forms (see portion of "CanceJ_lation table" form [illustrated on
the next page]), pencils, tape recorder with tape of audio interference
and a stopwatch (in the case of group testing, a Ulackboard and chalk as
well) are needed for this test.
The test consists of having subjects strike out some letters and underline
others as specified by the experimenter, altering the mode of work each
minute, for a specific period of time and with utmost speed and accuracy.
Before starting the test, three lines of letters are shown on the black-
board, among w hich there must be several 0's and K's separately and next
to one another. The subjects sign Lhe forms and put them in the folders.
The following instructions are given: "There are letters in random order
on the form. Your task is to scan each line of letters from left to
right, as you do in reading, and strike out the letter 0, and underline
the letter K. If there are two 0's or two K's next to one another,
each of them must be crossed out or underlined with a separate line.
- This is the first mode of worke"
"In the second mode, everything has to be done in reverse: the 0's must be
underlined and the K's crossed out."
. "You will use both modes, depending on instructions. When given the
, order to 'Draw line, first mode,' put a vertical line at the spot you
were scanning at that moment, and after this line work by the first mode:
strike out 0's and underline K's. When told to 'Draw line, second mode,'
trace a vertical line at your place and work in the s2cond mode after
this line: underline 0's and strike out K's."
"We shall start working in the first mode" (with the help of the subjects
the required letters are crossed out and underlined on the first line
and beginning of the second line). Now we are instructed to 'Draw line,
second mode!' Draw a vertical line this way" (illustrated on blackboard),
_ "and work in the second mode "(with the help of the subjects the proper
letters are crossed out and underlined in the second line and start of
the third). "When instructed to 'Draw line, first mode,' you will draw
another vertical line and work in the second mode after it" (this is shown
on blackboard).
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CANCELLATION TABLE
Sumame
catawr}' Tw6utp cNib T;+c6iupcoernTA6cup5I un.Ixzs r;+:6wpq
3tuoKcaiebirrh:6wpcHabirt:fc6tupun.i,zxpsx3q(~aoarruic-NtBL-rA
xatlxc6uspancrwnTb1pw6tW6wpun.1 xr;Kw6wocDbieHaA6wncu
H.+itA5wp~iuurn.lrlxpTr3u(Prox34MTx:6mppneHatitBarpA6wp
r)K6pxsdrocsaI�:tc6wpun.'iK7KT?i{6UI!G7KT1103314)11T%{(6WCm pH
exa;iT)t:6wpcwsbr.X3y4)un 1Kaw6awpRarv A3pK6ucexai:hapUa
r3wcpn .iK:i.%inritxKax.%lbiaemA2tRaabt:tBGA3%iuWxaR}'rxwe:i+ac.1
pW6iBiK1HP\t$1,p6DKy61tbiE16HLUHBHT'1iSII 1b1A8Vb;HDRIipEilICA%i
AbJ3BpB6CCT@-1 M36 131id4K+3C1IeM 10HK8L[Ia pblA6iec-OTOCa vflBe:II3
b[H861HW96EpHAbifEHOCOT.NiJI6BCHWVnf3tIIo.13AiKbT1.1IT1H11lZHii+
,14)1t13aE' Qe1B I118 K6.IiiC3Ti001lZH:18A A 61I11 H P;IOT N1: i B 1liPt t:i iKB1e H
73Ce6.7fII12AHPHpBqBmt~HfC\f0'f0f1y8AHa63iiCnOTeW a BW6Am.l
rbrB:xew3Rp>tcTB6EtAbianxcuTe6HpliAwr3wc~KuibnA;Kainfzwxp
11% hJc:;,-,;;ll1l11)bi463H6E1t1(II3K?(C'feB1i1'Bft:IHli].%1AeTHIiEflX'biF:M ifi
A n:: %i[I! W lOTifChiNRw3N(~ lI1b6 KBI1A16eI'PIi3Bbl:1ii{6 .%iilOTeBfii' Z.% c n
H86o 65bi qa1ua u1}�HR}-apwbi Kxm)cer6oRw:KocrcIo%iHraya~i Ntno
~1pr.M cxmb+uW oT6eopHpshM nAacewxpBRwbi diuaw1;sb.1 cuo6
x:nArpepsaasbim6e:+ecouNtnsdrayb+bi3biKB.ie6sHbipAa6uo:ir
U x6W amanW wwxlxxrpeuexcuxuiapAa}i eeu1oK npryeK >cnw
xr,w%t.%tunewiipaKain~t,: a;AttrwWTuTOat6Bra}�3rnr::aerr>ien~bi
'4xwxW4)e>cKaceyrHAaUM SoTOneaRa}�;~IAx.mnoce6ra}-WS1(5ao T
apprpx3blAhi(1!e>(OC011J::1BHt3Hf6i2pKByB110CCIiIliliC[1m 11IB)'blbi!
Ayparrow,n6p cuti6bepspb+pEA w�TU%K apL+ws1) Rw.iNi:;:esarxe.l
6n3636eyicexsxh -aV3q)mbfieuuiiioe6aar}f Ff vxc.\tbepHa.Zexc-,WJ
HB.T 3p.1 rwdrs9 S(o 0 674M MacoTesHraVNbreatTNt.inp6R63eti itulwP
3.11t0Hra}�a3rairescuTat,,lNpa$3~we;IuleA}irH}�a;}cRautNt;Kdx.V:c
4H(~H1pHAbi 5ieV611IleilCHCii{OCO1ICIOCTeWlil.tlTHii(HI'biANiaC~[2A}'6
pHpb+(p dKqeH~ceTe6H\ I asdRabcuteu�mbcpaixeA xbi arpjt b6M ;K p
C34(o B(PifUM SCN'HABaHBI!lOTeGBHfBHv6na.euobi A r3 pa6;z.i pu ece3
E6 H1ie6H1[INpBA:IR.W.KaeQeBBTdPb1h0}K3fOTe6 BaCA84%tiiCCpHAp
yAT6L'IabKIllA HPHpE1ti0!S1tC3%i(PBQCH5i}�aRyx66uiput6eW xKx:.1 tg
Me "..:"Hn p3AB,164) 6 bT3C10C1110LLHPHii}:fteRN'bi3HlllaeliiKOiKpSheRO
ew WmsA6a6.nbAK NOCOe6oepHaaabi 3d(b Bbempeen;ic11 yaRSH}�a3
Apa(p M1ap)chcmeAY5Fi6oTeh:HysAap0+c0TewH(~a}�aRBpe:icspe6
Nnz~cnrurysA rre4) Hb8mhc6itotewii aN�6abi RGaacaf oow Hbl ayUp
bjpeperHyaptixM+coeHrasyinswoTOUCr ::penos.zn.zispaa.lcm
n.zerpHA}�N:6bM!{E(5 e{llI1B0?i(HIlI8AII3AtPOTObeFii'8y Bi{{P~�fisd) B0
.awxrp}'OeAH3AHRBbB,aOC6OC31I11(1}K@Wbi(I1'2adP000T.71T611CHWII6
a pR3AslWCbfiif(OWeH}'aAVWAB(~ 13 h%liiC0100TC'WWaf r C0L1C.'iH3r.,
".Tf the order to 'Draw a line' is given at a moment when you just finished
scanning a line,. put the vertical line at the end of this line" (this is
shown on the blackboard after the second line) "and start working in
the specified mode on the next line."
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"You should work as rapidly as possible, and your score is based on the
number of letters and lines you have scanned. But the main thing is
not tc make a singl e mistake, i.e., not to miss a single 0 or K and
to underline or str ike them out correctly. When you come to the end of
the page, turn the f orm over and continue working on the other side."
"While you are work ing, we shall add interference--you will be prompted
correctly and incor rectly by a tape recording. Try not to pay attention
Co it, continue work ing just as well and follow my orders only."
"When instructed to 'Get ready,' open the folders and take your pencils
(gens). When instructed to 'Start,' begin to work. Are there any
quPStions?" (quesL?o ns are answered).
~ Then the order to " G et Ready! Start in the first mode" is given and the
stopwatch started. At the end of each minute, the order is given to
- "Draw line, mod e." The subjects work for 10 min, 5 min in one mode
and 5 in another, .ilternately. For the first 5 min there is no inter-
ference. At the end of the 5th min, the order to "Draw line, second mode"
. is given and the tape is turned on.
Lnterference is del ivered through the tape recorder (and loudspeakers
connected to it fo r unif orm volume of sound), and it consists of the
following.
During the first minute there is irregular alternation of orders: "Strike
out 0's, underline K's," "Underline O's, strike out K's."
In the second minu t e there is alternation of the orders: "Strike out OTS,
underline 0's," "St rike out K's, underline K's."
Third minute, �epe t ition of the following: "First mode, strike out 0,
underline K," "Firs t mode, underline 0, strike out K."
Fourth minute, rep e tition of i:he following: "Seconu mode, strike out 0,
underline K," "Second mode, underline 0, strike out K."
Fifth minute, rand om alternation of: "First mode, strike out 0, underline
= K," "First mode, underline 0, strike out K," etc.
- During tre time the real orders are given, the interference is removed
- by turning the "volume" knob. At the end of the 19th min, the order is
given to "Draw lin e, end of work! Place forms in folder."
- The tests are checked against a key form, at the end of each line of which
the number of 0's and K's is indicatied, and these letters are lightly
shadeds The numbe r of scanned letters (productivity) and mistakes (skips
or inccrrectly mar ked letters) is countzd over S min of work with inter-
~ ference and the to t al Lor 10 min. One can form an opinion about the speed
of the subject's mental processes from his output; one can determine whether
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t�vtx vrrtl.lHL uJG VIVLY
the set is predominantly oriented toward speed or accuracy from the ratio
of output to number of mistakes. A change in quality of work under the
influence of interference is indicative of the degree of imperviousness
to noise of attention.
Table 18. Guide for scoring test results
Output with consideration of ' Score
_ penalry for mistakes I
Less than ippp
l
I 000-1 ?Q4
2
1201- I 350
3
13S1-i500
4
l 5O 1-1700
5
1701- I 850
b
1851-2Ut10
T
2011-2 I 50
8
Ntore than 2150
9
As a guide for scoring *_he ~ost results, one can use the scale of scores
listec.i in Table 18, which is hased on output, i.e., number of letters
scanned in 10 min. One deducts LO symbols for each mistake (skipped or
- incorrectly marked letter). If an entire line is skipped, it is not
included in total output and, in addition, 60 letters (triple mistake)
are subtracted from the :esult.
When assessing imperviousness to interierence of attention, one shou ld
proceed from the fact that, when working in the presence of interference,
productivity diminishes by an average of 40-50 symbols, while the
number of mistakes increases by 1.
The following variants of this test can be used: performance of the same
task withou` i::terference; working in one mode for 10 min, i.e., str iking
out 2-3 letters as designated by the experimenter, with minute time marks;
striking out 2-3 differenr_ letters each ninute (when instructed by the
- experimenter).
The appropriate instructions are given and data processed in accordance
with the modification used.
18. Addition With Attention Switching
This method* makes it possible to examine some distinctions af thinking,
operational memory and attention.
*Ueveloped by E. Kraepelin and modified by S. Gellershtevn.
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It can be used for group and individual testing.
For this test, one needs standard sheets of paper (typewriter paper),
pencils and a stopwatch; for group testing, one also needs a blackboard
and chalk.
The test consists of having the subjects add one-digit numbers by two
alternating methods, changing the method every minute, as rapidly as
possible. Before starting, they must be acquainted with the two methods.
The subjects sign the forms, i.e., blanic sheets of paper, at the top. They
are th.en instructed as follows: "Your task is to add two one-digit numbers,
which you will prepare yourselves in accordance with certain rules. Now
I will show you how this is done. Let us take two numbers, for example,
1and 5. We will write them one under the other, like this:
- 5"(experimenter writes on the blackboard). "Then we add them mentally.
We will write the sum next to the top number" (writes it), "and under it
the top number of the preceding pair, like this: 5 1'
- "We add the numbers obtained again and write the sum at the top and
the top number of the preceding pair at the bottom: 6. The next sum will
be a two-digit number--13. In such cases, we write down only numbers up
to 9 and discard the digits in the 10's place. We write down the
units digit (3) at the top as the first addend and the top addend
of the pz�eceding pair, 7, at the bf:~ztom" (the demonstration is continued,
calling attention to the combination where one of the addends is a zero.
It is desirable for the subjects to prompt the experimenter as to what
number will be obtained and where they are to be written down).
"You have come r_o i.,e end of a line. Go to the next one. You may not
rewrite the last pair of numbers. On the new line you write at the top
the sum (discarding, of course, digits in the 10's place, and at the
bottom the preceding L~op addend" (showing it).
Having gone through several more additions and checking from the answers
of the subjects that they have understood the procedure, the experimenter
- says: "Now try to work on your own, as rapidly and accurately as possible.
Write an 8 a!-, the top and 3 at the bottom. Add them like I have shown
you." The experimenter then starts the stopwatch and the subjects work
_ for 1 min. In this time, the experimenter and assistant must make sure
that all of the subjects are adding correctly. After the order to "Stop
_ working," they must see that everyone stops working iuYmediately and put
down the pencils.
After this, the second method of addition must be explained: "What you
have just done will be arbitrarily called the first method. I sh311 now
explain the second one. Let us take two numbers, for example, 1 and 5,
and the si,m will be 6. We wiil not write it next to the top number, as
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rva urrlt,lrw uZ)G UnLz
b y the first method, but next to the bottom one, like this: 5 6, and
at the top we w ill right the bottom addend of the preceding pair, like
this: 5 6'~~
The experiment demonstrates the second method, without hurrying and ex-
p laining his actions. He again calls attention to the combination with
a zero. Then he says: "Try to work on your own now: work as rapidly
and accurately as you can. Write a 4 at the top and 5 at the bottom.
Add them by the second method. Start!"
The experimenter allows the subjects 1 minute for this work. He checks
to see that everyone is working correctly. Then he says: What you
j ust did was onlyfor practice.* I shall explain the main task now."
"I will give you two numbers and you will begin by adding them by the
first method: write the sum at the top and top addend at the bottom.
When _`structe d to 'Draw line, second method,' you will draw a vertical
line and contirLc:= -'.2 w^-k, using the second method: the sum to be
- written at the bottom and preceding bottom addend at the top. You may
- not rewrite th e.last 'L-Nair of numbers beyond the line, the addition must
be mental, and after the line you must write numbers by the second method.
- When instructed to 'Draw 1-1_ne, first method,' you will again draw a
line and chang e methods. Th s will be done several times. I will show
you how" (the experimenter deiqenstrates on the blackboard, again calling
attention on how to move f rom one line to another). "You should work
as rapidly as possible, but without making mistakes. If you encounter
some difficulty, do not get nervous, but try to find the mistake and
continue working. Are chere any questions?" (questions are answered).
"Write a 7 at the top and 8 at the b otcom and start working by the first
method."
The experimenter starts the stopwatch and at the end of the first minute
says: "Draw line, second method," at the end of the second minute: "Draw
line, first me thod," etc. It is important not to mix up the instructions.
The last or~,r is given at the end of the lOth minute: "Draw line.
Enough." During the experiment, the assistant and experimenter observe
the subjects and, if neceGsary, help some of them, recording this in
their log. If, as a result of making a mistake, someone writes the
following series: ~ he should bz ir~mediately given any two one-digit
numbers, one of which is odd.
The following are recommended as necessary pairs of numbers for the main
test: 8 and 7, 5 and 9, 2 and 3, 9 and 2, 5 and 3, 5 and 8, 9 and 9, 6 and
9, 9 and 4, which would yield repetition of a series after 60 additions,
*When doing the,practice exercises, the subjects should not know that
this was for practi,~e.
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if no mistakes are made. However, for easier processing, it is more desir-
able to give the same numbers.
The results are analyzed with the use of a key; in processing the data
one takes into consideration the speed and accuracy of work. Determination
is made of the number of additions per minute (output) and number of
mistakes.
Key for scoring the test results:
First method
a) 1'3'':, 72 9 1 0 1 1 2 35 1 4 33i 0 ; 7;
;i i't 3': 1 7 21 0 11 2 35~ 3i 15 't 13 i t1 7 7
1
17 ~ i:i~ I11 0 k7 i'? i.~~.i i it : 7 3 01 3t~ ~ i
17 ~5 331'.s D'; .4 7$2 i'.J~~ i Iit ; .1 0 :1 3~. ~
b) I ti1,3~.1 1 31; I
7 1 il; 39 2 t 3 1 i
c) 2 0 ~ '2 ! 6 i1 r, f, o ~0 ; t ti ; tl i 1~2
~ t� 2 0 _ 2 j ti 6 (i 0 `l 1 6 I ~1 1 1 ~
d 2 ( 1 ~ } �
1 I
Second method
a) 5 1t , 730.335�:+37 _ ~1 1 l .2 3
t~731 1:;35 t'.~3'_'1 7 ~ l 0 1 12 33I
37 '77 3 I 7,6 ; �
4 } 1 I l 1 1 1 7 !
b) :i I 3 a i t- t
'1 l ~ 7 I ti ! �
C) 4 li I) ti li 2 ` 0 ti '1 4 t
d) 2.; >
S,R4 ?ii
It is more convenient to write down the results on two lines. For example:
1 min
3 min
5
min
7 min
9 min
18
20
23
24
21
221
16
I
21
23
22
24
21
2 min
4 min
6
min
8 min
10 min
The output is 221 in 10 min.
Mistakes in switching--3.
Mistakes in addition--1.
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rvn vrrlVlrw UJG v1VLY
On the top line one writes the number additions per minute by the first
method and on the bottom one, by the second method. The practice results
are entered to the left of the vertical line. Separate indication is
- made of the number of mistakes referable to switching over, addition and
total additions in 10 min.
Productivity in excess of 20 additions per min is considered high, 10-20
is considered average, under 19 low, and the latter is indicative of
difficulties in performing the work.
When analyzing the mistakes, one must take into consideration their nature.
In essence, one encounters two groups of mistakes: so-called switching
mistakes, which are related to operational memory, and addition mistakes
due to distraction of attention. The first group of mistakes includes the
following: independent (without being so instructed) switching to another
work method, partial switching when one of the addends is found by one
, method and the second by the other. The second group of mistakes refers
to incorrect addition of numbers and substitution of random numbers in
the place u: t:z required ones. There should not usually be more than 2-3
switching mistakes.
A tentative rating scale for the results obtained after processing the
findings on a group of youag men 18 to 21 years of age, who had graduated
from secondary school and w~-e very concerned with obtaining high scores,
is listed in Table 19.
Table 19. Tentative rating scale for the "Addition with attention
switching" test
Output (additions Score
in 10 minutes)
More than 276
9
- 251-275
8
226-250
7
201-225
6
176-200
5
151-175
4
126-150
3
101-125
2
Less than 100
1
The score is not altered by 1-2 mistakes referable to switching, 3-5 mis-
takes lower it by 1 point, more than 5 lower it by 2 points. T~ao different
mistakes in addition are equated with one mistake in switching over. The
evenness of work in different methods and comparison to practice results
may alter the score by 1 point.
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19. Addition and Subtraction With Attention Switching _
This test,* which is a modification of the "Addition with attention
switching" test using a form, permits evaluation of inental efficiency,
stability and flexibility of attention, as well as the distinctions of
development and readjustment of inental skills related to computing work.
The method consists ot the fact that the subject is asked to add and
subtract two adjacPnt one-digit numbers by two alternating methods.
For this test, forms, pencils, two stopwatches, blackboard or ancillary
table are required.
The experimenter asks the subjects to sign the reverse side of the forms,
then explains t!:e task for tiiem: "Your task is to add and subtract two
adjacent numbers (first and second, second and third, third and fourth,
etc.) in two alternating ways. For example" (illustrating on the black-
board), " your table begins with the following series of numbers:
2 S 4 7 3 1, etc."
Using the first method, you must mentally add two adjacent numbers and
write the sum above the second number, while the absolute difference
between these numbers (without consideration of the sign) under the
same number, i.e.,2+ S= 7. The number 7 is written over the 5, and the
2- S= 3 under the 5; S+ 4= 9, which we write above the number 4,
~ while 5- 4= 1 is written under the 4, etc."
"If atwo-digit number is obtained as a result of addition, we write down
only the units diQiL and discard the 10's digit; for example,
4+ 7= 11, we write down 1; 7+ 3= 10, we write down 0."**
"We should ultimately obtain the following in our example:"
7 9 1 0 4
2547 31, etc.
3 1 3 4 2
"I call your attention to the fact that the last number on the first line
must be worked with the first number of the second line, the results
being written above and under the second number of this pair."
Upon completing the explanation and demonstration of the task using the
~ first method and making sure that the subjects have understood the problem,
the experimenter says: "Now try to work independently, as fast and as
accurately as you can. Get ready. Start!" (turns on the stopwatch).
They stop working after 1 minute and the experimenter answers questions.
*Developed by V. A. Bodrov and V. V. Kolbatiov.
**Translator's note: Source p 102 ends at this puint, p 103 is missing,
and translation resumes on source p 104 immediately after the
Howtver, text appears to be cohesive and this is probably a pagination
error.
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- rvm urrlVl&t, u5G V1VLT

Then the second method is explained: "With the second method, you must
also mentally determinethe sum and absolute difference between two ad-
jacent numbers, but this time, unlike the first method, the sum must be
written at the bottom instead of the top, and the difference between these
J numbers at the top, instead of the bottom. In other words, the procedure
for writing down the results of addition and subtraction must be the
opposite of the first method. I shall illustrate this with an example"
- (demonstrates on the blackboard, again calling attention to the pro-
cedure to follow when a two-digit number is obtained and when moving
to the next line):
2 4 6 1 2 5
3 5 1 7 6 4 9, etc.
8 6 8 3 0 3
"Now try to do a prob'Lem on your own. Start on a new line. Get ready!
Start!" (starts stopwatch).
They stop worki::~ .1-te7 1_ minute. The experimenter answers questions,
- then says: "What you just did was only for practice. Now I shall explain
the main tas:c. When I give the order, you will start on the problem on
a fresh form by the first method: write the sum at the top and difference
' at the bottom. When instructed to 'Draw a line, second method,' you will
draw a vertical line and ccr-tinue working using the second method: you
will write the sum at the boctom and the difference at the top. When
changing to another method, you must take one number before the vertical
line and the other after this liney then add and subtract them. When
instructed to 'Draw line, first method,' you wi.ll again draw a line
and change methods. 1'i,is will be repeated several times. I will show
you how to do it" (demonstrates an example on the blackboard, explaining
his actions):
1 9 0 9 7 1 4 6 7 3 6 7 1 3 2 6
47 2816 73925 1u5842, etc.
3 5 6 7 5 3 0 2 1 7 4 5 1 3 4 2
' lst method 2d method lst method
"You should work as rapidly as you can, but mainly without making mistakes.
When instructed to 'Draw line, stop working,' draw a line, put your pen-
cils down and turn the forms over. Are there any questions?" (questions
are answered). "Get ready. Start working by the first method." The experi-
menter and assistant set the stopwatches simultaneously with this order.
~ At the end of the first minute, the assistant says: "Draw line, second
method," at the end of the second minute he says "Draw line, first method,"
~ etc. At the end of the lOth minute, the order to "Draw line, stop
working" is given.
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While performin g the task, the experimenter and assistant observe the
subjects and, if necessary, help some of them, making a record of this
in their log. Before starting the test, the examples are erased from
the board and the ancillary table is removed.
Output and mean difference in output are evaluated in the same manner
as for the preceding test.
A"key" form is used to grade accuracy of the work. It gives the sequence
of pairs of numbers that should be obtained when the problems are correctly
done by the fir st and second methods. Determination is made of the
number of mistakes in addition, subtraction and switching over, as well
as total number of mistakes and relative frequency of incorrect answers
(ratio of numbe r of mistakes to output per 10 min of work).
20. Convo luted Lines [Maze]
This method permits testing of concentration and stability of attention.
Forms (Figure 16), pencils and a stopwatch are required.
!
Z
3
4
S
6
7
8
9
!0
n
12
A
/4
IS
16
n
/s
19
ZO
21
22
23
24
ZS
Figure 16. Form for "Convoluted lines" test
85
FOR OFFICIAL USE ONLY
!
2
3
4
5
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7
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9
JO
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15
is
n
18
/9
20
2/
22
23
24
25
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Vv.l. Vlf1l.1NL uac, V1VLl[
There are 25 lines on this form, each of which starts on the left margin
and ends on the right. The start and end of each line are assigned a
sequential number. The lines intersect one another numerous times.
The test consists of visually tracking the course of each line and deter-
mining the number at which it ends.
The subjects sign the forms. Then they are instructed as follows: "There
- are 25 convoluted lines on the fonn. You must visually track the course
of each line and determine where it ends. There is a number at the begin-
ning and end of each line. The numbers are written in the right and lef t
margins. You will start tracking a line with a number on the left and
end with a number on the right. Each line must end at the right margin
of the form, it cannot return to the left margin. Each line intersects
other lines many times on its path; remember that if two lines meet,
they will definitely bisect one another, no matter what the angle of
encounter is."
"In case yuu a~~- -qble to determine where a line ends (its end is
questionable to you or you tracked it back to the left margin), track it
once more and, if yoii made a mistake again, move on to the next line.
The lines should be scanned in numerical order, for the numbers located
in the left margin. Writr your answer (the number at the place where
the line ends, in the right margin of the form) opposite the number in
the left margin, where you s:arted scanning. I repeat, you must perform
this task only visually, withoui. using your finger or pencil as an aid.
Are there any questions?" (questions are answered). "Get ready! Start!"
(stopwatch is started).
After 10 min the subjects are ir.structed to "Stop woricing!" The experi-
menter checks that all of the subjects have put their pencils down and
r_itrn the forms over.
In processing the results, detezmination is made of the number of lines
scanned and number of mistakes. A key is used to detect incorrect
, answeres; it shows pairs of numbers corresponding to the beginning and
end of each tine:
1-22; 2--1; 3-4; 4-23; 5--6; 6-13; 7- 21;
8-14; 9-3; 10� -4; i l-11; 12-2; 13-10;
14-15; 15--19; 16--12; 17-16; 18-9; 19-7;
20--25; 21-24; 22-17; 13--20; 24--18; 25--5.
The following are taken iiito consideration in analyzing the results of
the tests: number of lines scanned in 10 min (output), as well as number
86
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of mistakes and relative incidence or' incorrect answers (ratio of second
parameter to first).
21. Arranging Numbers
This method is used to test functions of distribution and flexibility of
attention. A form (figure 17), pencils, stopwatch and blackboard or
ancillary table are required.
?4
47
95
32
69
68
49
51
25
TI
88
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a
58
30
93
26
t0
Figure 17. Form for ".Arranging numbers" test

In this test, the subjects must arrange in ascending order in the boxes
of the right square of th e form the numbers written in random order in
the 25 boxes pf the left square, and they must do this within 2 min.
The subjects sign the form. Then the following instructions are given:
"You will perform this task on the f orm, which has two squares" (shows
form). "In the left square, there are one- and two-digit numbers in
random order in the 25 boxes. In the right square there are 25 empty
boxes. When I instruct you to 'Start working,' you must copy the numbers
from the left square to the right one, in strictly ascending order, start-
ing with the lowest. You must fill the x�ight square line by line: first
the five boxes (from left to right) on the first line, then the five
boxes on the second line, etc. No marks may be made in the left square.
If you discover that you skipped some number, do not cross anything out,
- but write it in the next empty box and put a circle around it. You are
allowed 2 minutes for this test. In this time, you must arrange the
largest amount of numbersr but without mistakes. Are there any questions?"
(questions are answered). "Get ready! Start working!" (simultaneously
the stopwatch is set).
The order to "Stop working" is given after 2 min. It is imperative to
check that all of the subjects stop working when so ordered and put
their pencils down.
87
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rux ur'r'lc:iAL U5E UNLY
The results of the tests are checked against a"key" (Figure 18). The
numbers entered in the right square are counted (productivity) and so are
mistakes, i.e., skipped numbers (including the mistakes discovered by the
subjects and circled by them). Determination is made of the relative in-
cidence of incorrect answers (ratio of mistakes to total written numbers).
Thought
22. Establishing Patterns
This methcd is intended for examination of some of the distinctive
features of the thought process (activity, sharpness [intelligence, quick-
wittedness]) and operational memory.
Figure 18.
Key for scoring test results
Forms, pencils, stopwatch, black-
board or ancillary table to explain
the task are needed.
The form (see sample form on
pages 90-91) consists of sets
of 5-letter (first 5 lines) and 8-
letter (next 20 lines) words,
there being 5 words on each line.
There is a set of conventional
symbols at the beginning of each
line.
For the test, the subject must
find and underline the words in
which the sequence of the letters
corresponds to the sequence of
the conventional svmbols at the beginning of the line. The task has to
be performed in 1J min.
When instructed by the experimenter, the subjects sign the forms. Then
the following instructions are given: "There are 25 lines on the form,
with 5 diffPrent words on each line. At the beginning of the line there
are conventional symbols, 0:, etc. The order of these symhols cor-
responds to the order of letters in one or several words in the same line.
Your task is to find the words on each line where the arrangement of the
letters corresponds to the arrangement of the symbols, then underline them.
How should this be done?"
"The conventional symbols designate Che order of letters in a word. If all
the letters in a word are different, then the symbols designating this word
must also be all different. If there are repeated letters in a word, then
the symbols for these letters must also be repeated. For example, in the
word 'KAHAT' [cable, cord], the second and fourth letters are the same,
while the first, third and fifth are different. This means that if this
word is written in conventional symbols, it should correspond to the
88
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following combination: X 0? 0+ or 0? x, etc." (illustrating on the
blackboard). "I repeat, the conventional symbols do not correspond to any
specific letters, but merely reflect their order in a word. Let us
assume that we have the first line of the example form"* (points to
it on the blackboard).
"Which words should we underline? On this line, we should underline the
word KYTIAK, since in the set of conventional symbols the first and fifth
symbols are the same, while the second, third and fourth are different.
You should not underline the word PA,AAP,because, although the first
and fifth letters are the same in this word, the second and fourth are
also the same, while the stipulation is that they should be different."
"One should analyze the arrangement of the symbols attentively, since there
could be three identical symbols in the problem, or two pairs of the
same symbols, etc."
"In such a complicated combination as shown on line 23 of the sample,
we underline the word AHTPAUHT , since it conforms with the stipula-
tion: the first and f ifth letters (A), as well as third and eighth (T)
are the same. We do not underline the word APTEOAKT because, although
the third and eighth letters (T) are the same, the f irst and fifth are
not" (illustrates on the blackboard).
"In the combination shown on line 25 of the sample, we underline the
word 3AKA311HK, since its first and fifth letters (3), second and fourth
(A), third and eighth (K) are the same, while the rest of the letters are
different, which corresponds to the arrangement of the conventional sym-
bols: first and fi.fth (X), second and fourth (0), third and eighth
while the rest are different and
"Your task is to find and underline on each line the words in which the
order of letters is the same as shown by the conventional symbols at the
beginning of the same line. There may be one, two, three, four or five
such words on a line. You may not write anything on the form, only under-
line the word-answers. If you happen to und erline the wrong word, cross
out the line."
"Now we shall practice on the first lines of words consisting of five
letters, then you will start the test, you will start with line No 6.
You will have 10 minutes to work in. Try to work rapidly, but mainly
be accurate. When instructed to 'Stop working,' put a vertical line
after the tast word you read when this instruction was given. Do not
try to get an extra word, you might make a mistake in your haste. Are
there any questions?" (questions are answered).
*Translator's note: In this section translations of test words are not
f urnished, since they are irrelevant to the point made, merely
illustrating frequency of letters.
89
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subjects practice (on the
first five lines of the form).
The experimenter answers any
questions that come up during
the practice. The samples are
erased from the blackboard,
and the ancillary table is
removed. Then the appropriate
instructions are given and
the stopwatch is started.
While they are working, the ex-
perimenter and assistant ob-
serve the subjects and, if
necessary, help some of them,
recording this in their log.
The ord er to "Stop! Draw a
vertical line after the last
word you looked at, put down
your pencils and turn the
forms over" is given af tP.r
10 min.
The results of this test are
scored using a"key" form, on
which all of the correct
answers are given. When pro-
cessing the results, deter-
mination is made of the number
of incorrect answers (words
that were not underlined or
underlined in error), number of
words analyzed in 10 min
(output) and relative magnitu3e
of incorrect answers (ratio of
inistakes to outgut).
23. Combinatory Ability
This method* permits testing of
operational thinking, speed
of operating with symbolic
information and determination
of associations by checking
different combinations.
*Modified and tested by T. T. Dzhamgarov, V. L. Marishchuk and Yu. K.
Dem'yanenko.
91
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92
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APPROVED FOR RELEASE: 2007102/08: CIA-RDP82-00850R000300080017-2
Forms (Figure 19), a blackboard and stopwatch are needed for this test.
~ The essence of this test is that the subjects are asked to find syllables
vn the forms and write them in accordance with specified number symbols,and
then, using the found syllables,.assemble words in a specified order
under conditions of a time limit.
Instructions to the subjects: "Take the forms. This problem is performed
in two stages. First the necessary syllables are found and written down, `
then words are constructed from these syllables."
"Find the figure under No 1 on the forms. In the middle of the diagram,
outside the boxes, there are four digits, 9222. In the code, which
is given at the top of the form, each digit (number in the numerator)
corresponds to a syllable (syllables in denominator). These two letters
are written successively in the vertically arranged boxes. In this case,
we write the letters PY in the top box, since they correspond to thP
digit 9 of the code, and in the other boxes write AM, which correspond
to the code number 2."
"When all the letters are written in the appropriate boxes, move on to
the second stage of the problem, which consists of the following. Selecting
one letter from each syllable, starting at the top, you must �orm a word
that has meaning from four letters. You may not change the order of the
pairs. You write the word you found in the empty box that is to the
- right of the written syllables. In the example discussed, this word is
PAMA" [frame in Russian].
"You proceed in the same manner with all of the subsequent problems. Are
' there any questions? You will have 7 minutes to work in. Get ready!
Start!"
- The order to "Stop working" is given af ter 7 min.
In processing the results, a previously prepared "key" form is used to
determine the number of correctly written words and mistakes. Scoring
in points is performed using Table 20.
24. Criticism in Associative Thinking
This test is used to examine associative thinking and criticism in thinking
while operating with rather complex verbal material, and it is designed
for individuals with secondary education.
Forms, pencils, demonstration chart, blackboard, chalk and a stopwatch
are required for this test.
The test can be used for examining groups of subjects.
93
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Table 20. Scoring test results with "Combinatory ability" method
Number of
Sco
re with i
ndicated number
of mistakes
correctl.v
written
words
jl
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1)
9
S
7 i
6
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5
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27
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7
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4
3 3 .i I 2
25
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8
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3
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The essence of this test consists of terforming deduction operations on
the basis of associative thinking, with elements of critical analysis (in
the presence of debatable associations).
Instructions to subjects: "Take the forms. You see 6 pairs of words
in the box at tiie top, this is the code. Each pair of words in the code
is some logical association and is numbered. At the bottom are 20 pairs
of words, and next to each pair there are 6 numbers. These pairs of words
are also logically related. For each pair of words in this group of 20,
you must choose the pair of words from the code that is closest in associ-
ation. In order to determine which pair of words from the code you
selected, circle the number correspc^ding to the number of that pair."
"For example, let us consider the first pair of words" (showing them on
chart): "fright--flight. How can this pair be analyzed? Fright is the
cause and flight is the effect. Let us see what this corresponds to in
the code. Apparently, poisoning--death (poisoning is the cause of
death and death is the effect af poisoning). This means that we shall
cj_rcle the number 5 next to the first pair of words, i.e., the number of
the pair of words we selected from the code. Then, let us look at the
94
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next pair of words: ph ysics--science, etc. Are there any questions?"
(questions are answered). "Time allowed for this test is 7 miniites. Get
, ready! Start!"
- Form for "Criticism of associative thinking" test
Code
F'right--flight 1 2 3 4 5 6
Physics--science 1 2 3 4 S 6
Correct--true
1
2
3
4
5
6
Row--garden
1
2
3
4
5
6
Pair--two
1
2
3
4
5
6
Alert--listless
1
2
3
4
5
5
Country--city
1
2
3
4
5
6
Praise--abuse
1
2
3
4
5
6
Table 21. Scorine test results
1. Sheep--herd ~I
2. Raspberry--berry
3. Sea--ocean
4. Light--darkness
5. Poisoning--death
6. Foe--enemy
Revenge--arson
1
2
3
4
5
6
Ten--number
1
2
3
4
5
6
Cry--howl
1
2
3
4
5
6
Chapter--novel
1
2
3
4
5
6
Calm--movement
1
2
3
4
5
6
Courage--heroism
1
2
3
4
5
6
Coolness--frost
1
2
3
4
5
6
Betrayal--distrust
1
2
3
4
5
6
Night stand--dresser
1
2
3
4
5
6
Correct answers
6 or less
7
8-9
10-11
12-14
15-16
17
18
19 or more
Score
1
2
3
4
5
6
7
8
9
The test results are processed using a"key," and the score is derived from
Table 21.
25. Logic of Thinlcing
This test is designed to examine distinctions of thinking, and in parti-
cular to detect mistakes in logical thinking.
Forms and pencils are required for the tests. It can be used for oroup
testing.
It consists of performing simple deductive operations to determine the most
logical association between several concepts.
Table 22. Scorin test results
Correct answers 11 12 13 14 15-16 17 18 19 20
Score 1 2 3 4 5 6 7 S 9
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Form f or "Logic of Thinking" test
1. Garden (plants, gardener, dog, fence, soil).
2. River (bank, fish, fisherman, slime, water).
3. City (car, building, crowd, street, bicyclist).
4. Barn (haystack, horse, roof, cattle, walls).
5. Cube (angles, drawing, side, stone, wood).
6. Division (class, dividend, pencil, divisor, paper).
7. Ring (diameter, diamond, weight, shape [roundness], stamp).
8. Reading (eyes, book, picture, type [printing], word).
9. Newspaper (truth, supplement, telegram, paper, editor).
10. Game (cards, players, fines, punishments, rules).
11. War (airplane, cannony battle, guns, soldiers).
12. Book (illustrations, war, papPr, love, text).
13. Singing (ringing, art, voice, applause, melody).
14. Earthquake (fire, death, earth tremors, noise, flood).
15. Library (city, books, lecture, music, readers).
16. Forest (leaf, apple tree, hunter, tree, wolf).
l;. Spnrt (medal, orchestra, contest, victory, stadium).
18. Hospital kuuil(A_:-, garden, physician, radio, patients).
19. Love (roses, feeling, person, city, nature).
20. Patriotism (city, friends, homeland, family, person).
Instructions to subjects: `ake the forms. On each line there is one
word (before the parentheses) t;,ped in boldface and five words in paren-
theses. Your task is to underline only two of the five words given in
parentheses, which are the most reiated to the first word outside the
parentheses. Choose two words that designate objects, without which the
concept designated by the first word could not exist. For example, look
at the first line on your form. The -urd before the parentheses is
`Garden.' There can be a garden without a gardener or dog, or fence, but
it cannot be without soil and plants. Therefore, on the first line the
words 'plants' and 'soil' are underlined."
"Are there any questions?" (questions are answered). "You will have 3
minutes to work in. Get ready! Start!"
The order to "Stop working" is given after 3 min.
The test results are processed using a"key." with which the number of
correct answeres is determined, and the score i3 derived from Table 22.
26. Composing Phrases
This method* is used to examine the distinctions of thinki.ng (functions of
analysis, distraction and synthesis).
*Proposed by A. N. Rybakov and P. A. Rudik.
96
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It can be used for either individual or group testing.
Forms, penci.ls and a stopwatch are required for this test.
The subjects are asked to compose and write down, within 5 min, logically
and grammatically correct phrases from the set of words listed, without
altering the case or verb endings of these words.
Form for "Composing phrases" test
No
Surname, name, patroiiymic
Example: Three all have sides triangles.
1. Per the clock minute day one loses
Class, department
Date
Answer: Al1 triangles have
threz sides
2. Diminishes joy and friendship sorrow enhances
3. By the war people the economy devasted Soviet national restored the _
4. A rose a nightingale it is near the crow when often thinks
5. Very meaning customs often deep beautiful are old and have_
6. Several the temperature is than ambient piants higher some degrees
level of the
7. Important exceptianally agriculture is use of to electricity.
8. First volcanic number in and Japan earthquakes is place eruptions in
of
Instructions to the subjects: "Several phrases, the words of which are
scrambled, are given to you in the form. You must rearrange the words
so as to obtain a grammatically correct phrase, which you will write on
the same form. You may not change word endings. You need only to
change the places of the words. You are allowed 5 minutes for the entire
test. Start only when so instructed by me."
"Letus discuss an example. The following set of words is given: 'Three all
_ have sides triangles.' The answer is: 'All triangles have three sides.'
Are there any questions? Get ready! Start!"
The order to "Stop working" is given after 5 min.
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- The answers are checked again-,t a"key" form with correctly composed phrases.
_ The number of correct phrases composed within the aliowed time is an indi-
cator of comprehension. In evaluating the results, one must take into
coYtsideration the subjects' nationality and their proficiency in Russian.
Key-form for "Composing phrases" test
1. Per the clock minute day one loses.
The clock loses one minute per day.
2. Diminishes joy and friendship sorrow enhances.
Friendship diminishes sorrow and enhances joy.
3. By the war people the economy devasted Soviet national restored the.
The Soviet people restored the national economy devasted by the war.
4. A rose a nightingale it is near the crow when often thinks.
The crow often thinks it is a nightingale when near a rose.
5. Very meaning custom;, Often deep beautiful are old and have.
_ Old customs are very beautiful and often have deep meaning.
6. Several the temperature is than ambient plants higher some degrees
level of the.
'�he temperature of some )lants is several degrees higher than the
ambient level.
7. Important exceptionally agriculture is use of to electricity.
- Use of electricity is exceptionally impartant to agriculture.
8. First volcanic numL-ar in and Japan earthquakes is place eruptions in
of.
Japan is in first place in number of volcanic eruptionG and earthquakes.
27. Exclusion of Concepts
This method* is used to test thinking (abstraction and generalization
- functions).
_ It can be used for either individual or group te:7'Zing.
Forms with a series of conceptions, prepared in advance, pencils and a
stopwatch are required.
The essence of this test consists of having the subject analyze 8 lines of
words within 3 min to pick up the general, generic concept that is in
common to all the words on that line, as well as to exclude a superflu-
ous concept that is not suitable in meaning. For example, for the
*Proposed by B. V. Zeygarnik.
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words "paper, ruler, pencil, glass, ink," the generic concept Wri.11 be
"writing equipment." The word "glass" is superfluous in this series.
It should be underlined.
After the subjects have signed the forms, they are instructed as follows:
"On the forms that you just signed there are seven lines of words. You
must find a more general, generic concept for each line of words, that
would unite in meaning the rest of the words on that line. If thcze is
an irrelevant word on that line, which cannot be included with the others
with regard to generic concept, that word should be underlined. For
example, trze following word s are given" (he discusses the example we
discussed above). "Is that clear? You are allowed 3 minutes to do this
test. Attention, star.t!"
_ A"key�1 is used to score the test results.
Incorrectly underliued words or"irrelevant" concepts that are not under-
lined are indicators of inadequate development of abstraction and
generalization. The number of such mistakes characterizes the degree of
underdevelopment of abstrac tion and generalization.
Sample of form for "Exclusion of concepts" test
Paper, ruler, pencil, glass, ink.
Bitter, hot, sour, sweet, salt.
Shovel, log, ax, saw, file.
Mother, son, girl, uncle, father.
Clock, harometer, stopwatch, thermometer, airplane.
Fair, honest, kind, brave, untruthful, noble.
Elm, pine, oak, maple, birch [trees].
Key for scoring the test results
Paper, ruler, pencil, lg ass, ink (writing equipment).
Bitter, hot, sour, sweet, salt (gustatory sensations).
Shovel, lo~, ax, saw, file (work tools).
Mother, son, girl, uncle, father (relatives).
Clock barometer, stopwatch, thermometer, airplane (measuring
instruments)
Fair, honest, kind, brave, untruthful, noble (positive moral
traits)
Elm, pine, oak, maple birch (foliate trees).
28. Relating Phrases to Proverbs
This test is used to examine thinking (abstraction and generalization).
It is used for individual and group testing.
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Forms, pencils and a stopwatch are need for this test.
The test consists of the following. Five proverbs and 10 phrases are
wriCten on the forms. Five of these phrases convey the meaning of the
proverbs, while the five others have an entirely different meaning that
has no bearing on the content of the proverbs. The phrases that convey
the meaning of the proverbs are composed of words that are not encountered
in the proverbs. The "irrelevant" phrases, however, do contain words
that are found'in the proverbs. The task is to f ind and underline those
of the 10 phrases that convey the point of the proverbs. This test is
to be performed in 2 min.
Instructions to subjects: There are 5 proverbs and 10 phrases on your
form. Underline the phrases that convey the point of the proverbs. You
must work as follows: Xead the first proverb, then find and underline the
phrase that conveys its meaning. Then analyze the other proverbs in turn.
You are given 2 minutes for this test. Do you understand? Start!"
Samr-,-- of :-rm for "Relating phrases to proverbs" test
Proverbs:
1. Strike while the iron is hot.
2. Don't bite off more than you can chew.
3. T.:There there's ~ moke there's fire.
4. All that glittEcs is not gold.
5. An awl cannot be h'dden in a paper bag [Murder will out].
Phrase~
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3 :
Hot iron is easier to work on th3n cold iron.
Do not put off a job~
Do not tackle a job you cannot do.
You cannot chew if you bite off a big piece of food.
Tizere is a cause for everything.
Burning is associated with smoke.
Copper things may also glitter.
One should not judge a person solely by his appearance.
it is impossible to conceal the truth.
An awl is a sharp object.
The presence of underlined phrases containing the words
proverbs but with an entirely different meaning are an
adequate development of abstraction and generalization
exaniple, relating the phrase "Do not put off a job" to
while the iron is hot" is the correct answer, while the
iron is easier to work on than cold iron" is incorrect.
100
FOR OFFICIAL USE ONLY
that are in the
indication of in-
functions. For
the proverb "Strike
phrase "Iiot
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Key for scoring test re3ults
Proverbs
1.
Strike
while the iron is
hot.
2.
2.
Don't
bite off more than
you can
3.
chew.
3.
Where
there's smoke ther
e's fire.
5.
4.
Al1 that glitters is not
gold.
8.
5. An awl cannot be hidden in a paner 9.
bag.
29. Syllogisms
Phrases
Do not put off a job.
Do not tackle a job you
cannot do.
lfiere is a cause for everything.
One should not judge a man
solely by his appearance.
It is impossible to conceal
the truth.
Logical deduction, i.e., new judgments about objects, phenomena or pro-
cesses on the basis of certain judgments, is one of the principal forms
of inental activity.
A test involving the use of a form that consists of a set of similar
logic problems in the form of syllogisms is used as the method to assess
' deductive ability. In these problems, the initial judgments are well-
known (by virtually everyone) relations of objects and phenomena with
regard to size, brightness and possibility (of some event or phenomenon).
The essence of the method can be readily understood if one considers the
following example: The subject is given, for example, the following
problem:
A is much larger than B
B is somewhat smaller than C
A C
One of the following answers must be given: "A is larger than C" or
"A is smaller than C).
In this case, through simple reasoning (deduction) it is easy to conclude
that "A is larger than C."
T'he work form consists of a set of 18 logic problems.
- The test is conducted by the rules of group experimentation.
The subjects sign the forms and close their folders, after which they
are given tYie following instructions: "You will have to solve 18 logic
problems. On Lte forms that you just saw each problem is written in
this form" (he writes the example on the blackboard without the answer).
"Through reasoning, you should determine whether one parameter (A and C)
is larger or smaller than another (C or A), and write the answer under
101
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the line. The words used in the answer are 'larger' or 'srialler.' Other
types of problems are solved similarly. For them, the answer will be
'lighter' or 'darker,' 'more likely than' or 'less likely than (i11us-
trated on the blackboard). "You must solve the problem in your mind
only, withou[ making any pencil marks. You should move from problem to
p roblem in order of their numbers, i.e., from left to right and f rom top
to bottom. You must work rapidly, but the main think is not to make any
mistakes. Are there any questi.ons?" (questions are ans:4ered trying not
to indicate the specific routes of reasoning).
Then the subjects are instructed to "Take your pencils, attention, start!"
The time allowed for this test is S min. Primary processing of the
r esults consists of counting the total number of correct answers.
30. Tests Involving the Use of the Matrix Principle
Matrix Instrument
The matrix instrument foc psychological tests* is designed in the form of
a set of plates contained in a flat box.
The top, removable plate 1(figure 20) serves as the matrix field, over
which 324 (18x18) identicai slots are placed uniformly.
? i 2 3
y B
S
1 6
!l
Figure 20. Diagram of matrix device (side view)
1) plate
2) sheet of paper
3) top wall of instrument housing
4) foil
5) prograumiing plate
6) bottom wa11 of housing
7) electric contact with foil
8) signal light
9) small battery
10) buzzer
11) electric stylus [probe]
The vertical rows of slots are designated on the panel by letters and
the horizontal ones by numbers. There are alternating white and red
strips next to the rows. Under the template field is top 3 of the
instrument, which has exactly the same slots as plate 1 and serves as a
support. The bottom 6 of the housing has a metal lining on the inside.
*Designed by G. M. Zarakovskiy, M. I. Klevtsov, N. M. Mikhaylin and
K. A. Chernov.
102
FOR OFFICIAL USE ONLY
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A programming plate 5, made of insulating material and covered on the top
with foil 4, is inserted between the top and bottom walls. There are
slots in specific places on the plate, as well as areas that are not
covered with foil that coincide with specific recesses on the matrix
field.
A sheet of paper 2, which serves to conceal the program, reflect the
symbols displayed to the subject and record the subject's actions by per-
forations with electric stylus 11, is placed between plate 1 and the
top wall 3 of the housing. The electric system of this instrument has
two circuits: 1) small battery (3.5 V) 9--electric stylus 11--metal cover
6 of bottom wall--signal light 8; 2) battery--electric stylus--foil
of the program plate--buzzer 10.
q The information presented to the
subject can be coded as follows:
1) by symbols on a form; b) color
~ and numbers on matrix field; c)
c) lights; d) buzzer.
~
~ 00 00*0000 O Z The time taken to perform the
~ task is recorded with a spring-
loaded stopwatch.
� O o ~ The tests that make use o� the
0.0~00~0 3 ~trix instrument include the 00 following: "Maze," "Determination
of divisibility of numbers" and
"Detecting and counting speci�ied
signals."
Figure 21. Maze
Drawing uf program plate
1) plate surface covered with foil This test is intended for evalua-
2) plate sections not covered with tion of some individual distinctions
foil of reproductive thinking.
3) slots in plate
4) catch pressed down by wzre It consists of testing the speed and
contac t accuracy of transforming the problem
conditions in accordance with previously known logical associations between
them.
The test is given in the form of a task of going through a dichotomous
maze, at each step of which one of eight possible comb:.nations of three
binary symbols is presented.
Before the test, a program plate, as well as form with the symbols "1" and
~ "0" on it in checkerboard pattern and random order, which are visible
in the cells of the matrix f ield, are placed into the instrument. Figure
21 illustrates a sample program and Figure 22 a sample form.
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0
h f
- O -0 -0 -0 O O - O
- pO_ 0_
O _O0o0~0O --0
0 O -
- 0 -
_o - - 0 o__ o
0 0
0 ' O O 0 O'�� ~ O
o - AOOO o
- 4 - - - - Q 0- 0
O � ~ O ~ O
O- O O 0 O - _ O -
a_O o-00 - O - 0 _00-40 -0
- 0 - - - - Q - Q
T e ollowing instructions are given
to the subject: "A cell [recess] in
the extreme lef t column will be
pointed out to you: It is the start
of a convoluted path, a maze, that
must end in one of the cells in the
last column. The first step from
the first cell of the maze must be
made by moving diagonally into one
of two adjacent cells on the right,
designating the selected cell by
perforating its place on the form
with the electric stylus. If you
have made the correct choice, there
will oe no audio signal at the
Figure 22. moment you are making the perfora-
Sample of form for "Maze" test tion. But if you hear a buzzer, it
means you have made a mistake that
must be corrected by changing your
choice of cell. You take the next step from the properly chosen second
cell of the maze in the very same manner, diagonally to the right, up or
down, and so on until you reach the last column."
"In order to make the correct choice of direction for the next step, you
must check the conditions stipulated in each starting cell: color of
vertical band in which the cell is located; symbol on the form; presence
of light signal when perforating the cell with the electric stylus."
_ The checking should be done as follows: 1) check the symbol and make a
preliminary decision (D1) : 1 meaning up and 0 meaning down; 2) check the
color of the band and make an intermediate decision (D2): i.f the color
- is white it conforms with the initial decision (D2 = DI), and if red it is
the opposite (DZ # D1); 3) check color of light and make the final
decision (D3): if the signal is present it is the same as the intermediate
decision (D3 = D2) and if there is none, it is the opposite (D3 0 D2)."
"You must learn the order and nature of the transformations [conversions],
= then go through the maze rapidly and without making any mistakes."
Before the actual test, the subject goes through the maze using Table 23
to learn the logical associations between symbols and practice working with
the instrument. During and after this practice, the subject's questions
are answered and his assimilation of the instructions is checked (indication
of the meanings of symbols without making mistakes).
For the actual test, a program with a different maze is put in the instru-
ment. The subject starts at a specified cell when so instructed by the
experimenter, with concurrent setting of the stopwatch, which is stopped
when the last cell of the maze is reached.
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rvil, vrr t~.lrw uac. VLVL1
- Table 23. Logical order of actions when practicing for "Maze" test
Nature and sYmbols Features checked and con- ImPlementation
of decisions made tent of decision _ of decision
Preliminary
decision (Di)
Intermediate
decision 02)
Final decision
(D3)
Symbols: 1 (Di)--up
0 (D0--down
Band color: white D2 = Di
red DZ # D1
Light signal: on, D3 = D2
off D3 � D2
Remember D1
Remember D2
Perforate selected
cell
The following are taken into consideration with regard to performance:
time taken to go through maze consisting of 17 steps and number of
corrc^*ly and incorrectly solved problems at each step by comparing the
location of tne ;=-`ora*ions on the form to a special sample.
Parameter A of quality of performance is calculated to the f irst decimal
point using the formula:
_ A_Dc - Di
T
where Dc is the number of correctly solved problems, Di is the number of
incorrectly solved problems and T is time taken to go through maze,in
seconds.
When Dc - Di10
=0,070
_4� _
_0,210
If,*(1,_~t1= 1,30=0,70
57
46
(0,33
Use of Evaluation Tables (Classification and Projecting Stage)
Use of the "diagnostic" tablzs is preceded by selection of thresholds, on .
which depends the probability of erroneously classifying a subject in class
A or B.
Tao mistakes could be made in classifying: 1) a subject from class A could
be put in class B in error, and 2) a subject from class B could be
erroneously placed in class A. The first type of classification error is
designated by an a and the second, by a S.
The probabilities of errors a and S are determined prior to undertaking
classification. In selecting these probabilities, the importance of
either classification error must be taken into consideration, as well as the
actual situation that arises while performing a given task.
The choice of thresholds is determined by probabilities of classif ication
errors a and The threshold as a functi4n of probability is determined
using the following formula:
Threshold A = log 1-a
a
If this threshold is exceeded, it is decided that the subject belongs to
class A and, analogously:
Threshold B = log I OL
When selecting probabilities of a and S(and, consequently, the thresholds),
one must take into consideration several practical circumstances.
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If the screening is conducted of a small group of individuals and there is
a wide choice available to the examiners, the probabilities of errors
should be selected at low levels, for example, 0.01 or even 0.001. But
when the screening is conducted for referral to training detachments
(which was the express purpose of developing the evaluation tables), there
is usually not much competition, and therefore the probabilities of errors
should not be too low, for example, 0.05 or even 0.1.
When selecting thresholds, one should also take into consideration the
importance of the mistakes made. There may be situations in determining
professional fitness when it is a more serious mistake to accept a pcor
specialisi than reject a good candidate. This can be taken into considera-
tion by selecting a>S.
To simplify calculations of thresholds, Table 29 lists the values thereof
as a function of magnitude of permissible errors. The values of threshold
A are entered in the top right corners and those of threshold B in the bottom
~ left ones.
After selecting r-ne perW_ssible probabilities of classification errors a and
S, and having determined from the table the corresponding thresholds, the
value ot each tag is measured.
Then the diagnostic coefficients corresponding to each of the tag values
obtained as a result of the ~xamination are added, until the threshold is
reached. If the threshold is reached ?nd too high, with a plus sign, the
procedure is stopped and the decision is made that the given subject is
referable to class A(fit for a given profession). If a threshold is
found with a minus sign, it is decided that the subject belongs in class B.
If neither threshold is reached after using all of the available tags,
the decision is made that the availabte information is not suff icient to
settle any questions with the specified level of reliability. For some
problems, it is desirable to determine 2-3 top thresholds. This makes it
possible to single out of a large number of subjects several groups that
differ in degree of professional fitness.
Example of working with the table: One needs to determine the degree of
_ fitness of a candidate for traininp in the specialty of communications
system operator.
The diagnostic coefficient must be determined on the basis of preliminary
experimental studies for each of the methods used, and all of the values
of these coefficients must be tabulated. Thus, to screen communications
system operators, one uses a set of 7 methods (9 informative and
independent parameters). For each of them a set of diagnostic coefficients
is found. Thus, for the cancellation test with rings, if the speed of
- transfer [carry-over] of information exceeds 1.24 bits per second, the
diagnostic coefficient is +0.174;' if the carry-over speed is in the range
of 1.24 to 1.02 bits per second, the diagnostic coefficient is +0.323, etc.
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- The values of diagnostic coefficients for the entire set of inethods are
listed in Table 30.
Let us assume that candidate K. had the results listed in Table 31, column 3.
We find the corresponding diagnostic coefficients for each parameter in
= Table 30. Their values foY our example are listed in column 4 of Table 31.
Table 31. Results of psychophysiological examination of candidate K.
Parameter
Diagnost.
Test
Parameter
absolute
coeffi-
value
cient
1
2
3
4
Cancellation test with
Rate of information transfer
1.17
+0.323
rings
Addition with switch.
Output
137
+0.197
Convoluted lines [maze]
Relative incidence of errors
0.37
-0.252
Memory
Correctly recalled numbers
8
+0.297
Establishing patterns
Number of errors
14
-0.121
Quantitative relations
Time spent on test
210
+0.279
Retrieving numbers with
Time spent on test
211
+0.268
attention switching
Same
Number of errors
1
�'..242
"
Time spent on test
0.237
+0.316
+1.549
Total....
- The algebraic sum of diagnostic coefficients is +1.549. By comparing this
- to the threshold of classification determined from Table 29, which consti-
tutes +1.28 with error probability of 0.05, it can be concluded that this
subject is fit for training ("favorable prognosis").
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a V~~ VL � 1~I1~1L V ~lL~ Vl\LL
CHAPTER S. ORGANIZATION OF PSYCHOPHYSIOLOGICAL EXAMINATION
Individuals deemed fit, with regard to physical condition, for training or
- work in a specific specialty should be submitted to psychophysiological
examination for purposes of professional screening.
This examination must be made by specialist-psychologists or engineering
psychoiogis*s who are well acquainted with requirements that a given
specialty imposes o;i psy.::ophysiological, emotional-volitional and other
human traits, and who have the skills required to conduct experimental
psychophysiological tests.
The psychophysiological exarnination can be conducted in group or individual
form. In the group experimert, use is made primarily of tests requiring
forms, as well as film tests, questionnaires. The individual examination
is conducted with the use of instrument and form tesrs.
The effectiveness of sc-reening depends largely on creating optimum condi-
tions for the test, clearcut definition of the experimenters' duties and
other organizational measures.
Preparatory Measures for Examination
Room equipment: Both individual and group examinations should be con-
ducted in a specially equipped room. Preparations consist chiefly of
meeting two main conditions: creating optimum hygienic conditions in the
rooms and malntaining the desired set in the subjects.
The room, in which experiments are performed, must be rather spacious,
with optimum temperature (18-22�C) and humidity. One must be particularly
concerned with providing proper light, whFn conducting form tests and work-
ing with colored objects. Excessive or i.Lsufficient light leads to eye
f atigue and worsens the test results. Illumination of the order of 150-
200 lux at the work places is optimum, and it permits discrimination of
elements 0.1-0.3 mm in size, with 0.2-0.5 contrast, without strain.
The walls should all be of the same color, preferably warm and light.
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Lighting plays a special role in conducting tachistoscopic tests, i.e.,
when working with an instrument that permits precise graduation of time
of delivery of a visual signal to the subject. One must see that the
brightness of the pre-exposure field is the same as that of the exposure
field, so that elements of dark or light adaptation would not be super-
imposed on the test results. In addition, there must be a certain
l contrast and sharpness of outline of exposed objects. Optimum contrast
_ sensitivity is present with brightness oF the order of 80 nit.
It is necessary to rule out the possibility of penetration of sudden
noises into the room. There must be no objects, instruments or audio
signaling devices in the room whose operation could distract the subject's
attention. The subject's work place must be comfortable. The
subjects should be so seated as not [o bother one another when performing
tests.
It is imperative to take into consideration a number of requirements
referable to the decor of the room to maintain the subject's positive
set toward the psychophysiological experiment. There should betables [desks]
of the classroom type in the room, and the items required for the test
should be placed on them in advance (foYtns, instruments, etc.). The desks
should be so arranged that the experimenter could approach a subject during
the test or observe his behavior from his work place. It is not desirable
to have equipment in the room that has no direct bearing on the test,
for it could distract the subjects' attention.
_ Formation of the proper attitude for the experiment: The subjects' attitude
toward the experiment, the level of their activity while performing the
tests may have a great influence, not only on the course of the test it-
self, but on its results.
During professional screening, it is tne experimenter's *ask to form a
positive attitude in the subjects toward the experiment, i.e., the desire
to perform their task with optimum results, in the best way. This
desire must be expressed in the form of active and relatively even 1QVel
of tension thrnughout the test, and this level of activity should be the
same in all subjects participating in the experimenr, to the extent this is
possible.
- There are various procedures for forming and sustaining a positive atti-
tude toward the examination and necessary level of activity. One of the
most reliable procedures is the use of natural positive mor_ivation, since
a vital goal dictates the need for a positive attitude toward the examina-
tion. This involves explanation to the subjects of the significance of
test results to settling the question of enrolling them in an educational
establishment, assigning them to future positions, etc.
Qne can obtain a positive attitude toward the experiment in most subjects
if the meaning and significance of the tests are explained to them in
advance, of course in understandable and convincing form.
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Competitive motivation, i.e., the subject's desire to perform the test
faster and better than others, is quite important also. However, one
should make use of this form of motivation with great caution, and only
in very specific situations (for example, when testing emotional excita-
bility of subjects).
_ The subject's attitude toward the experiment depends largely on the behavior
and other personality traits of the experimenter. His confident behavior,
even and kind attitude toward the subjects, ability to create a serious
and businesslike e::perimental environment and to react optimally to
changes therein--all this aids in creating and sustaining the subjects'
. positive attitude toward the experiment.
Conducting a Psychophysiological Examination
Creating the appropriate standard background: The concept of standard
background refers to standard nature of the surroundings, instructions,
type ^f experiment and interference.
Standard experimental surroundings: This refers chiefly to the externai
conditions. As a rul~, one cannot conduct a psychophysiological examina-
tion for screening purposes under the strict conditions of a laboratory,
where it is not always possible to maintain the proper lighting and
audio background conditions,
_ Experience has shown that some f actors (the room itself, color of walls,
- uniform extraneous background) have a relatively minor influence on the
end results of an experiment, if they do not change from test to test.
The following requirements are absolutely mandatory:
1. There should be no unauthorized [irrelevant] individuals in the room,
particularly those who could influence the behavior and set of the sub-
ject because of their position. Conversations and unnecessary movement
about the room should be forbidden, particularly going in and out of the
room.
- 2. There must be no objects, instruments or audio signaling devices in the
room whose operation could distract the subject. If this is not feasible
due to existing conditions, one should allow some time for adjustment,
habituation of the subjects before the test, during which it should be
- mentioned that there are some instruments in the room that have no bearing
on the test and to which no attention should be paid.
3. There must not be
distract the subjects.
dangerous.
penetration of unexpected, shifting noises that could
In this respect, a steady audio background is less
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4. Illumination must be stable. Special attention should be given to the
- location of lamps that should not project a direct beam of light into
_ the subject's eyes or cause appearance of light spots on the equipment.
Standard instructions are a mandatory prerequisite for the test. Negli-
gible changes therein (change in order of phrases or sentence construction)
affect the level of subjects' reactions. In this regard, there may be
three forms of instructions: direct verbal communication, tape recording
and printed forms.
In the direct form of instructions, the experimenter must memorize the
instructions exactly, or read them from a printed text. The instructions
should be constructed in the form of a report, free of formality, and they
must include a detailed plan of action for the subject. In some cases,
it is expedient to combine instructions with demonstration of diagrams
and examples of performance of actions stipulated in the instructions. In
some cases, certain explanatory diagrams are left out during the entire
test. For example, in one variant of the "Compasses" test, a diagram
illustrating the relationship between compass points is left exposed to the
subjects during the test.
The advantage of a tape recording of instructions is that it is strictly
standard; however, the lack of direct contact between the experimenter and
subject lowers its value.
- Printed instructions are used when the test conditions require exclusion
- of difference in operarional memory span of the subjects or when the order
and conditions of work are very hard to remember.
Standard format of experiment: The main requirement is to adhere to
stability of all physical parameters of the signals that the subject has
to work with: size, color, type style, etc., duration of signals, their
frequency and amplitude characteristics. This is achieved by the use
of standard forms in tests requiring use thereof, standard instruments
in instrumentation tests and tape recordings for verbal and audio testing
methods.
The intervals between associated stimuli must also be standard, for example,
when delivering a pair of audio signals. The intervals between single
stimuli should be different (if anticipation time is not the special ob-
jective of the study) to rule out formation of a reflex to time.
Standard interference: Many psychophysiological tests are conducted not
only to determine the quantitative characteristics of the tested trait or
function, but to determine their dynamic range, stability, etc. The use
of diverse types of interference is one of the most common procedures.
Interference is also used to examine some particular function when there
is a great surplus of reactions. For ex:.mple, in testing speech �or
intelligibility when a surplus thereof hinders evaluation of a given tactor,
the use of noise could lower the superfluousness.
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Relevant (adequate and inadequate) and irrelevant (adequate and inadequate)
interferences are used, depending on the objectives and goals of the test.
Relevant interference is referable, with respect to its physical parametexs,
to the same class of stimuli as the useful signal used in the test. Thus,
any sonic signal is a relevant interference when using audio tests. But if
the physical parameters of interference differ from those of the iiseful
signal, such interference is irrelevant.
Adequate interference is interference whose structure coincides with the
useful signal. The structure of inadequate interference differs from the
structure of the signal.
There are some specif ic types of interference that are singled out of this
classification, since theq are special procedures directed at the study of
specific traits. We refer to interference used in examining some illusions,
interference in the form of performance of some extraneous activity during
- a tesr.
When organizing a test, one should define exactly the form of interference,
its quantitative characteristics and objectives of using it, since the
time and quantitative characteristics of interference must be strictly
stable; it is expedient to use some programming device, which automatically
starts the interference. In the simplest case, this could be a tape
recorder with recorded program, connected through the appropriate relay
circuits to the interference generator.
Distinctions of individual testing: All of the preparations for the test
must be completed befoie the subject arrives. One should check whether
standard conditions prevail as required for a given series of tests
(proper supplies at the work place, absence of extraneous objects, chair
position, etc.). The subject should be seated in such a manner as not
to see the manipulations performed by the experimenter, and he should be
given some time to get used to the situation. Then one holds a brief
conversation with him and gives him the instructions. The patient's
behavior is observed throughout the test. Al1 of the data are entered in
a log. It ;s also necessary to keep a log when the experimental results
are recorded automatically (oscillography or tape recording, electro-
mechanical recording, etc.).
In the course of the test, the experimenter makes comments to the subject,
if necessary, expresses approval and calls attention to the required
test elements.
After the test, one should immediately ask the subject to give a verbal
report on how he perfo rn:ed his task, why he acted in a certain way, his
opinions, comments and suggestions. All this information is logged and
taken into consideration when analyzing the test results.
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Distinctions of group testing: A group test must be particularly well-
organized so that there would be no interference related to interaction of
individuals in the group. As an example, we shall describe in detail the
procedure for a group experiment in the course of screening of candidates
for flying school.
The size of the group is 15-20 people, and group testing is performed in
the morning. A spacious, soundproof room should be provided for it,
with adequate and uniform illumination. There should be no more than
two people seated at one desk, and opposite each one a sequential number
is attached, so that behavioral distinctions and performance by the
subjects can be recorded without asking for names. Before the test,
folders with forms must be prepared, instr.ument operation checked, etc.
After the subjects take their places, the experimenter briefs them on the
purpose and procedure of the test. He then gives some general preliminary
instructions: "We shall now test your attentian, memory, comprehension,
ability to work at a fast pace without paying attention to interference
and a number of other traits. This examination will enable us to deter-
mine the extent to which your personal qualities are suitable for the
occupation of What is needed to correctly perform all of the
tests and receive a good score?"
"First and foremost, you must be very attentive when the task is being
described. Every item, every work of the explanation is important. If
you are inattentive and miss something, you will not be able to perform
everything that is required correctly and rapidly."
"The second factor is to comply with all commands. If you take your pencil,
open the folder, start working before being so instructed, or if you con-
tinue to work after being instructed to 'Stop,' this will be considered
as a flaw in your attention and composure, and it will lower your overall
score."
"The third factor is not to turn to your comrades for help. You will not
- be able to copy anything anyway, since the numbers, words, etc., will be
different on your form, or else the speed of working will be such that
it will be impossible to copy someone else. And if you do look at a
comrade's form, you will lose time yourself and bother him. If there is
anything you do not understand, ask me while I am explainingthe test. If
a question arises while you are working, raise your hand and I or my
. assistant will come to you right away, we will help you and explain. If
y ouur pencil breaks, take the spare one and continue to work in silence.
You may not say anything out loud while performing the test."
"Now the folders will be passed out. I repeat, do not open them until
so instructed."
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A 10-15-min break should be provided every 50-60 min, during which the
room is aired.
As each test is started, the experimenter says: "Open your folders and take
out the first (second, third, form" (he shows which one). "Write down
(do not start until so instructed) your surname, name and patronymic on the
line where it is written 'Surname, name, patronymic.' Write down today's
date "(reminding them what day it is) "in the right top corner, and the
number assigned to your work p13ce in the left top corner. Put down your
group number above your surname. Did you understand? 5tart writing!"
After the subjects have signed the forms, they are asked to turn them
face down and close the folders. Then instructions about the test are given,
as well as necessary explanations. Questions are solicited. After the
experimenter answers the questions, the following instructions must be
given: "When ordered to 'Get ready' turn the forms over and take your
pencils in your hand. When ordered to 'start' begin to work. When ordered
to 'Stop' immediately stop working, tura the forms over and put your pencils
down. If compone finishes the test earlier, he should also turn the form
over, put his pencil dow., and sit calmly, in silence."
- The experimenter gives the appropriate orders, while the assistant starts
the stopwatch. During the test, the behavior (general reaction) of the
subjects is observed. Comn,qnts are entered in the log concerning individuals
who present any marked disti^.ctions (inability to concentrate on the test,
manifestation of severe excitement, work is being done very efficiently,
calmly, etc.).
Responsibilities of Individuals Conducting Psychophysiological Examinations
In addition to psychophysiologists ar ?ngineering psychologists, one can
call upon physicians, laboratory technicians and instructors to help the
experimenter in group testing, primary processing of examination data and
to conduct tests (chiefly individual ones) involving the use of certain
methods. In order to participate in the examination, the ancillary per-
sonnel must also undergo the appropriate special training.
The size of the group of experimenters is determined on the basis of the
objective of the screening, number of tests used, time and other factors.
It is recomanended that group testing of groups of 20-25 people be conducted
by a psychophysiologist-physician (~sychologist) and 2 assistants. The
number of experimenters (and assistants) for individual examinations is
determined mainly by the number of testing methods used.
The experimenter's duties consist of instructing the subjects, observing
them while performing tests, logging the results and giving the necessary
orders. For an individual examination, one of the experimenters must
have a talk with the subject. The experimenter's responsibilities also
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include general supervision of examination data processing (and, if
necessary, participation in processing), analysis of examination results
and forming conclusions.
The assistants must participate in preparing work places and the room, in
which the examination is conducted, in particular, they must prepare the
equipment needed for the tests, arrange the tables, air the room, put out
the test folders with forms and numbers on the tables, prepare the black-
board, etc. During the examination, the assistants time the tests, pre-
pare the blackboard and ancillary tables that explain the successive
tests, they keep order in the room and operate the necessary equipment
(tape recorder, slide projector, etc.). Their duties include direct
participation in processing examination results, filling out the indi-
vidual psychophysiological examination charts and rosters of people who
have submitted to the examination.
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CHAPTER 6, FORMATION OF CONCLUSION
Analysis of the results of the psychophysiological examination and
formation of a conclusion as to the fitness of a candidate for training in
- a given specialty or performance of operator functions in the course of his
work constitute one of the most important and difficult stages of this
work, which requires much experience, qualifications and attention.
Determination cf the professional suitability of a candidate and formation
of a conclusion are pertormed by an experimenter-psychophysiologist (or
special commission) on the basis of an integral evaluation of the results
of the psychophysiological examination, with the use of the experimentally
developed differential diagnostic tables, results of conversations and
observation.
Depending on the nature of the Lxternal criteria serving as the basis of
the developed system of psychophysiological screening, as a result of
the examination one predicts either the degree of success (effectiveness)
of training a given candidate in a specific specialty, or the quality of
his performance of work tasks in a real work situation. In a number of
cases, when the appropriate methodolo6fcal procedures are available
and the chosen external criteria are universal to some extent, the adopted
screening system can assure rather reliable prediction of both effective-
ness of training and work performance.
The quantitative expression of integral parameters of the psychophys io logical
examination, which characterizes difierent degrees of professional fitness,
as well as the number of gradations of fitness (or unfitness), are determined
in accordance with the objectives of the screening, number of people being
screened and the needs for certain types of specialists.
In screening practice, the forecasti:g problem is usually reduced to
finding individuals suitable for training or working in a given specialty
(positive forecast ["prognosis"])and those unsuitable for this purpose
(negative prognosis). However, there may also be a third group of people
whom it is impossible to put in either category due to the specific develop-
ment of their psychophysiological traits, or flaw or inadequacy of inethodo-
logical procedures to make a positive or negative prognosis.
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Thus, the following conclusions may be derived on the basis of the results
of a psychophysiological examination: 1) fitness for training or work in a
specific operator specialty; 2) unfitn2ss for training or work in th'Ls
specialty; and 3) prognosis indeterminate. The individuals with a positive
prognosis are recommended for enrollment in an educational institution oY
- assignment to work i.n a specific specialty, and those with a negative
prognosis are not recommended.
With regard to individuals with an indeterminate prognosis, the following
decision is made: 1) they can undergo an additional psychophysiological
examination to obtain a definite prognosis; 2) they can be accepted for
training if they maet enrollment requirements according to other
criteria (general education, physical condition, etc.) and if there is a
need to fill the quota of an educational establishment in a given
- specialty; 3) they may not be accepted in the educazional establishment if
there are unsatisfactory indicators referable to other criteria, or if
the educational establishment has a full complement of individuals with
a positive progncsis.
- As we have indicated previously, the number of gradations of fitness may
vary, depending on a number of factors. Each gradation is limited to a
specific range of integral evaluation. For example, when screening for
_ flying school, the candidates are distributed in four, rather than three
groups, depending on the results of the psychophysiological examination,
with the following scores (on a 9-point scale):
1) the candidate is classified in group I with a score of 6 or
higher, and "is to be given maximum preference for enrollment
in the shool"
2) with a score of 4.1-5.9--group II, "recommended for enrollment
at the shcool"
3) with a score of 3.I-4--group III, "may be accepted in the school
only if he has high marks in competition tests"
4) with a score of 3 or less--group IV, "not recommended for
enrollment in the school."
When screening candidates for training in operator specialties in teaching
detachments of the submarine corps, thP conclusian derived from the results
of psychophysiological examination is submitted in the following form:
Group I(diagnostic coefficient +1.279)-"fit for training in operator
- specialties (senory or sensorimotor specialties, torpedo electrician,
hydroacoustics engineer, and others)"; favorable prognosis according
to psychophysiological scores.
Group II (diagnostic coefficient of +0.954 to +1.278)--"conditionally
fit for training in operator specialties"; conditionally favorable
prognosis.
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Group III (diagnostic coefficient +0.953 to -1. 278) --indeterminate
prognosis.
Group IV (diagnostic coefficient -1.279)--"unfit for training in
operator specialties"; unfavorable prognosis according to psycho-
physiological findings.
When settling the question of disposition of graduates from an educational
establishment or assignment to specific posts (to work in a specific control
system), the results of the psychophysiological examination are also
written up in the form of conclusion as to degree of fitness. The form of
the conclusion may be analogous to those indicated above. Of course, the
criteria (integral evaluations) for determining the degree of fitness, as
well as the number of gradations of fitness (number of fitness-unfitness
groups) may vary in each specific case, i.e., for specific conditions and
specialties.
The results of the psychophysiological examination are written up in the
= form of twu dc..:tmPnts: the individual psychophysi.ological examination
chart and roster of individuals examined, with a conclusion as to group
_ fitness group.
The results of the different psychophysiological tests (absolute findings),
- scores for each test, inte~,i-al evaluation, conclusions based on the
results of conversation, con,-iusions based on results of observation,
conclusion as to the candidate`:, fitness group, comment (reason for
conclusion when fitness group is changed, comments about different psycho-
- physiological traits, about the need to evaiuate them additionally,
training [practice], erc.) are entered on the individual psychophysiologi-
cal examination chart.
The roster of examined candidates indicates the fitness group. This roster
is signed by the psychophysiologist-experimenter, and it is submitted to
the admissions commission of the educational establishment or to the
commission for disposition of specialists.
* * *
The data we have submitted in this Handbook reflect the current views of
researchers on development of a system of psychophys io logical screening
of military specialists as a set of ineasures having the goal to ulti-
mately define the methodological prucedures and criteria for evaluating
physiological and psychological functions that are of professional
importance to specific types of work [activity]. The logical structure of
these measures makes it necessary to solve the following problems:
1. Determination of the desirability of developing screening systems for
specific specialties or groups of specialties.
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2. Clearcutdefinition of the objectives of speciFic psychophysiological
screening: forecasting fitness for training, practical work under actual
conditiQns, work under extreme conditions, etc.
3. Physiological, hygietiic and psychophysiological examirLation of the
dis*inctions of work and analysis of the wark process in order to define
- the orofessional requirements of candidates who are to be trained in a
concrete specialty.
4. Selection and development of inethodological procedures to evaluate
professionally imgortant personality traits (depending on the objectives
of screening, stage thereof and nature of work).
5. Experimental study of the prognostic value (informativeness), relia-
bility and differentiation of the methodological procedures used in the
psychophysiological examination; development of criteria to evaluate the
professional effectiveness of specialists.
6. Development of criteria to evaluate the personality traits that are
professionally important.
7. Experimental verification of the developed criteria for predicting
professional fitness of specialists.
8. Determination of the organizational and method-)logical format of
psychophysiological screening of military specialists.
- These problems can be resolved in practice on the basis of the methodolo-
gical procedures described in this Handbook. `
- The choice of a specific set of inethods for developing the system of
- psychophysiological screening must be made in accordance with the dis-
, tinctions of training and work of specific military specialists. However,
43 this does not preclude the use (and in some cases such use is mandatory)
of additional methodological procedures for this purpose, whicti are not
described in thiG Handbook, which have been developed as a result of _
research in the area of psychophysiological (psychological) screening of
military specialists.
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APPENDIX
Psychophys3.010gl.ca1 Examination Chart No
Surname, name, patronymic
Date -
- 1. Visual memory 2. Operational memory
A B 11 I I
2 L_, I
I~ I ( 31 I I I
I I I ~ ~ 4~
; I f i I i I 5~
- c ~ D 61 ~ l I I
7 I I I ~ I i
I I ~ ~ ~ I .81 I I I I I
, I ~ ( ~ gl i I I I I I
I ~ I I f II ,ol I I I I  I
3. Retrieving numbers (test No 1, form No 1). Cross out missing numbers.
1 2 3 4 5 6 7 8 9 10 It 12 13 14
15 16 17 16 19 20 21 22 23 24 25 26 27
28 29 30 31 32 33 34 35 36 37 38 39 40
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Subunit (podrazdeleniye)

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4. Retrieving numbers (test No 2, form No 2). Cross out missing numbers.
I
2
$ 4
S
8
7
6
9
[U
1t
12
13
14
15
18
17
18
19
20
21
22
A
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
gj
52
53
54
55
56
57
58.
59
60
61
62
63
64
65
66
67
68
69
70
5. Blocks. Write down in the appropriate boxes how many blocks are
~ missing to make up a complete cube (count only the blocks that you see).
t 2
3
I
4
S 6~ T
8
91
10 1
il
12
! 13
14
6
1S I 1
17
18
19 I
20
6. Retrieving numbers with switching of attention. Write down in the
boxes the letters corresponding to the sought digits
- � . A
1
~ 44
t
~
I
I
1
i
1
I
f
~
.6 ~
rs
il ~
14
t5
9
~
l
2!
4
~
~
~
I
~
I
l
I
~
I
i
I
!
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B
1 24 ~ I
~ I I
f
~
1 I
f !
G 19 I ~ I
' l ( ~ I
1 I
!1 14 I f
~ I
~
16 ~ 9 I ~ ~ I I
i
I ~
I I ~
~
t
21 4
~
1
I i ~ I
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BIBLIOGRAPHY
1. Bodalev, A. A. "Man's Perception of Man," Izd. LGU [Leningrad State
University], 1965.
2. Binet, A., and Simon, T. "Method ror Testing Mental Giftedness,"
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3. Wald, A. "Systematic Analysis," Foreign Literature Press, 1960.
4. Derevyanko, Ye. A., et al. "Determination of Pilot's Psychophysio-
logical Reserves During Main Element of Work," VOYENNO-MEDITSINSKIY
ZHURNAL [Military Medical Journal], No 7, 1965.
5. Zarakovskiy, G. M. "Psychophysiological Analysis of Work," Moscow,
Izd-vo Nauka, 1966.
6. Kantorovich, N. V. "System for Determining Types of Higher Nervous
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[Works of the Kirgiz Medical Institute], Vol 34, No 2, 1964,
pp 111-120.
7. Kamyshov, I. A. "Method of Filming Eye Movement and Determining
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8. "Clinical Physiological Methods of Examining the Physical Condition
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9. Levitov, N. D. "Mental States of Man," Moscow, Izd-vo Prosveshcheniye,
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10. Luriya, A. R. "Higher Cortical Functions in Man," Izd. MGU [Moscow
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11. Medvedev, V. I. "Examination of Analyzers," in "Fiziologicheskiye
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. Practice], 2d ed., Leningrad, Ch 9, 1966.
12. Mil'man, V. E. "Algorithmic Analysis of Perceptual Actions,"
VOPROSY PSIKiOLOGII, No 5, 1968.
13. "Methodological Handbook for the Study of Individual Psychological
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_ 15. "Methodological Manual on Psychological Screening of Air-Corps Pilots
for Higher Military Aviation Schools," Moscow, 1966.
16. "Examination Methods Used by Medical Experts in Pilot Certification,"
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17. Nebylitsin, V. D. "Main Properties of the Human Nervous System,"
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18. Oksengendler, G. I. "Brief Manual on Methods of Studying Physiological
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19. Parin, V. V., and Bayevskiy, R. M. "Introduction Into Medical
Cybernetics," Izd. Meditsina (USSR), Moscow, 1966; State Publishing
House (CSSR), Prague, 1966.
20. Parygin, B. D. "Social Psychology as a Science," Izd. LGU, 1965.
21. Pikovskiy, ~1 M. "Fxperimental Simulation of Accident Situations,"
VOYENNO-MEDITSINSKIY 'LHURNAL, No 2, 1964.
22. Platonov, K. K. "Flying Work Psychology," Moscow, Voyenizdat, 1960.
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1961.
24. Mileryan, Ye. A. (editor) "Psychological Screening of Pilots," Kiev,
1966.
25. Popov, V. A., et al. "Analysis of Intonation Features of Speech as an
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28. Sventsitskiy, A. L. "The Interview as a Method of Examining Socio-
psychological Phenomena," in "Problemy obshchey, sotsial'noy i
_ inzhenernoy psikhologii" [Problems of General, Social and Engineering
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29. Sidorov, 0. A. "Physiological Human Factors That Determine the
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30. Smirnov, V. I. "Methods for Clinical Psychological Examinations," in
"Fiziologicheskiye metody v klinicheskoy praktikei" 2d ed., Leningrad,
Ch 7, 1966.
31. Khil'chenko, A. Ye. "Methods for Tes ting Lability of the Main Nervous
Processes in Man," ZHURNAL VYSSHEY NERVNOY DEYATEL'NOSTI IM. M. I.
SECHENOVA, Vol 8, No 6, 1958, pp 945-948.
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33. Idem, "Occupationa 1 Psychology Methods in the Postwar Period,"
GIGIYENA TRUDA [Industrial Hygiene], No 5, 1924.
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COPYRIGHT: Ministerstvo Oborony SSSR, 1973
10,657
CSO: 8144/0036 - END -
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