Cattell Personality Test for Children

Includes scales: sociability, verbal intelligence, self-confidence, excitability, self-assertion, risk-taking, responsibility, social courage, sensitivity, anxiety, self-control, nervous tension
Test content:

The purpose of the Cattell test for diagnosing the personality of children

Assessment (diagnosis) of individual psychological characteristics child's personality.

Instructions for the Cattell test: Child's personality ^

“Dear guys, we are conducting a character study of schoolchildren. We offer a questionnaire with a number of questions. There are no “right” or “wrong” answers here. Everyone must choose the answer that is most suitable for themselves.

Questions consist of two parts, separated by the word " or" As you read the questions, choose the part that suits you best. On the answer sheet, next to each question number, there are two squares corresponding to the left side of the question (everything that is before the word “or”) and the right side (everything that is after the word “or”).

Place a cross (x) in the box that corresponds to the part of the question you chose. In some questions there may not be wording that suits you exactly (or there may be “both so and so”).
Then mark the one that suits you best (or as often happens).

If a question is difficult, ask the person doing the research for help by raising your hand. There is no need to think for a long time about one question. Mark one and immediately move on to the next.

There are questions with three possible answers (No. 11, 15, 19, 23, 27). Look through all the options and choose one of them. You are not allowed to skip questions or give more than one answer to a question.”

The first 2 questions should be shown as an example on the board. Underline the word " or” so that children understand that there are two possible choices. Then continue: “Look at your questionnaires. There is a number 1 in the left corner, this is the first question, start answering here.”

Give a short period of time for the children to make their first choice. Do the same with the second question. Ask: “Is it clear how to mark answers? Does anyone have any questions? Answer all the children's questions in detail. Please note that correction of answers is permitted but must be clearly visible.

When the children understand what to do, tell them to continue working on their own, choosing the answer that best suits them for each question. If someone has difficulty, it is allowed to read to this child a question that is incomprehensible to him and explain its meaning without prompting the answer.

The exception is questions aimed at identifying intellectual functions, these are No. 11, 15, 19, 23, 27. Only reading them is allowed, without explaining the meaning of the words. This should be done individually so as not to interfere with the work of others. Tell the children that when they finish answering the questions on the first page, they should immediately move on to the second.

The important point is that the experimenter, immediately after starting work, quickly walks through the rows and makes sure that everyone follows the instructions. Notice where your child is working, encouraging him to work faster or slower. Healthy make such a remark: “Now almost everyone has finished the 1st page, if anyone has not finished yet, we need to work faster.”

Please note that the work is completed. At the end of testing must be said: “Review your answers and make sure you answered every question and didn’t miss anything.”

The described method is most suitable for high school students age group. For younger children, this questionnaire can be read out loud in its entirety. In this case, it is necessary to have an observer assistant in the class, because some children may need help, while others may cheat.

The experimenter reading the questions should stand in front of the class and clearly pronounce each question, repeating them twice as necessary. It is better to write questions aimed at intelligence on the board, because Children experience difficulties when perceiving them aurally, but it is very important to prevent them from being discussed out loud.

Individual personality testing for children is carried out like a group one. After the child has been instructed, he should be given independence, providing assistance if necessary. For younger children school age who have difficulty reading, the experimenter should read each question, noting the child’s answers on the questionnaire.

It should be emphasized that conducting individual testing with the active participation of the experimenter allows one to collect more extensive information about the personality of the student under study. When asking questions, the researcher can ask the subject to explain why he answers this way and not otherwise, identify the most significant areas of life and relationships for him, and monitor his emotional, behavioral and speech manifestations during the examination. Received Additional Information enriches the understanding of the child being examined.

Child Personality Test Questions for Boys^

For boys.Part I

Cattell Child Personality Test Questions - For boys. Part II^

Children's Cattell Test Questions Child Personality - For girls. Part I^

Cattell Child Personality Test Questions - For girls. Part II^

Key to the Cattell Children's Personality Test^

The key to the first and second parts of the test, as well as for options for boys and girls, is identical.

Tables for converting “raw” Cattell personality test scores of a child into walls ^

Boys 8-10 years old (n = 142)

Girls 8-10 years old (n = 152)

Boys 11-12 years old (n = 141)

Girls 11-12 years old (n = 135)

Interpretation of the results of the Cattell Child Personality Test^

A high score characterizes the child as emotionally warm, sociable, and cheerful. A child with a low score on this factor is characterized by distrust, excessive touchiness, lack of intuition in interpersonal relationships, and his behavior is often characterized by negativism, stubbornness, and egocentrism. Children with high scores on factor a are better socially adjusted; girls, on average, have higher scores compared to boys.

High scores on this factor reflect a good level of development of verbal intelligence, its functions such as generalization, distinguishing the particular from the general, mastery of logical and mathematical operations, and ease of assimilation of new knowledge. A child with low grades completes the proposed tasks using only specific situational signs and takes a primitive approach to solving his problems. These children often have poor attention and fatigue. According to this factor, there are clear differences between successful and unsuccessful schoolchildren; children of the older age group have higher grades.

High values ​​of factor c reflect self-confidence and, accordingly, calmness, stability, and better preparedness to successfully fulfill school requirements. Low values ​​are recorded in children who react sharply to failures, assess themselves as less capable than their peers, exhibit mood instability, have poor control over their emotions, and experience difficulties in adapting to new conditions. Children with problems in educational activities are also grouped at the negative pole.

Children with a high score on this factor show increased excitability or hyper-reactivity to weak provoking stimuli; their extreme activity is sometimes combined with arrogance.

They are characterized by motor restlessness, distractibility, and lack of concentration. The formation of this quality is associated both with the characteristics of temperament and with the conditions of upbringing. A low score on this factor is interpreted as emotional balance and restraint. Boys have higher values ​​on average compared to girls.

High scores are recorded among those who have a strong tendency to assert themselves, oppose themselves to both children and adults, and are characterized by a desire for leadership and dominance.

The manifestation of this property in children is often accompanied by behavioral problems and the presence of aggression; leadership tendencies often do not find real implementation, because many forms of social interaction have yet to be learned. In children, the manifestation of this factor is often expressed in the form of “talkativeness.”

With low grades, the child demonstrates dependence on adults and other children and easily obeys them. The value of this factor is significantly higher among schoolchildren of the older age group.

Children who score high on this factor are characterized by energy, activity, and lack of fear in high-risk situations; As a rule, they are characterized by overestimation of their capabilities and excessive optimism. Factor values F do not change in the age range under consideration and reflect gender differences: boys show higher scores compared to girls.

This scale reflects how the child perceives and follows the rules and norms of behavior imposed by adults. Children who neglect their responsibilities, are not trustworthy, and often conflict with parents and teachers have low qualities. They are characterized by inconstancy, lack of concentration, and lack of persistent motivation. Schoolchildren with a high sense of responsibility, purposeful, conscientious, and neat concentrate on the positive pole. Higher values ​​for this factor in children junior group, girls are superior to boys.

This factor in children reflects the characteristics of the child’s relationship with adults (parents and teachers). A child with a high score on the n factor is relaxed and bold in communication, easily comes into contact with adults, while children with a low score on the factor show shyness and timidity.

The positive pole reflects emotional sensitivity, rich imagination, aesthetic inclinations, “feminine” softness and dependence, the negative pole reflects a realistic approach to solving the situation, practicality, and courageous independence. Observations show that a child with a high score on this factor is soft, sentimental, trusting, needs support, and is highly susceptible to environmental influences. The values ​​for girls are significantly higher than for boys.

A child with a high score on this factor is full of anticipation of failure, is easily disturbed, and often has a low mood, while a child with a low score is calm and rarely gets upset. The personality trait under consideration is the basis for the emergence of neuroticism. A high score may be an indicator of anxiety or depression depending on the situation.

High individual Q 3 can be regarded as better social adaptation, more successful mastery of the demands of the surrounding life. Short Q 3 identifies someone who does not know how to control their behavior in relation to social norms and is poorly organized.

A child with a high value of this factor is characterized by an excess of impulses that do not find practical release in the process of activity. His behavior is dominated by nervous tension. Often tall Q 4 observed in schoolchildren with low academic achievements who have fairly good intellectual abilities. A child with a low score is calm and unperturbed.

Test 1. Ingenuity tasks

There is a pear on the table. If you divide it into 3 parts, how many apples will be on the table? (No one)
Every day Masha gives one candy to her brother. In which month will he receive the least amount of candy? (In February)
Where can't you find dry stones? (In the sea)
Where can an astronaut lose weight? (In flight)
That there are only four in a year? (Season)
How to light a candle underwater so that it burns for at least 20 minutes? (No way)
There are 20 children in the class - 10 boys and 10 girls. On Monday there were more boys in the class. In what case is this possible? (If one of the children did not come)
In what case can the lid fit into the pan? (If it is from a different pan)
Two boys stood in the corridor. The teacher came up and told Petya to return to class. Why did both boys go to class? (They were both called Petya)
Which days are one year apart? (Between December 31st and January 1st)

Test 2. Attention tasks

Cross out all the stars that appear more than once in a line.

Test 3. Find and cross out everything edible.

Test 4. Find and underline all numbers greater than 5.

Test 5. Get to the cheese without the mouse meeting the cat.

Test 6. Read the poem, naming animals and birds with intonation.

Test 7. Look carefully at the picture and answer.

How many boys are there in the picture?
How many children look in one direction (left, right)?
How many balls are there on the grass?

Test 8. Memory training tasks.

Show your child the picture for 30-60 seconds. Then put it aside and ask the question what number to call the tiger cub, piglet, kitten, lamb.

Test 9. Tasks for the development of thinking

4. Come up with 3 questions for this task.

“The girls were picking berries. Each had 2 baskets. One of the girls collected two full baskets, while the other two only collected one.”

5. Make a sentence from the words.
— We received five children in two classes.
“Nature doesn’t have bad weather.”
— Every one of us believes in his dream.
— The snow usually starts to melt in March.
- The heroes of fairy tales come to us in our dreams.

Tests for future first-graders

Test 10. Determine the number of vowels and consonants in words.
Potatoes, table, pen, game, girl, phone, hand.

Test 11. Retell an excerpt from a fairy tale.

Test 13. Find the extra words. Explain your choice.

Stool, sofa, table, vase, nightstand.
Banana, apple, tomato, orange, tangerine.
Pencil case, briefcase, notebook, ruler, mug.

Test 14. Determine what fairy tale we are talking about.

Test 15. Find the differences.

Test 16. Find sentences that can describe the picture.

Winter is on the street.
Children are sledding.
Mittens make it warmer outside in winter
There are no trees in the picture.
There is a skating rink near the house.
The boy has a blue hat.
It's snowing outside.
Bullfinches are sitting on a branch.
Children build a snowman together.
The boy has green eyes.
The squirrel asks for a treat.

And more tasks for testing a 7 year old child. Pay attention to which task your child struggles with and work on that part.

1. Arrange actions in the correct sequence.
2. Color the circle, take a pen, draw a circle.
3. Put on a jacket, build a snowman, get off the couch, go outside.
4. Feed the cat, go to the bowl, take the sausage, go to the refrigerator.
5. Sit at the table, write out 5 sentences from the book, take a pen, open the book.
6. Mark the true sentences.
   There is no cold in Siberia.
   Bears hibernate in winter.
   Cuckoos throw eggs into other people's nests.
   Many birds fly south in the fall.
   Stir the sugar in the tea with a fork.
   New Year celebrated on November 30th.
   In summer you can find berries in the forest.
   Cats live in the taiga.
   Mice are not afraid of cats.
   It's always hot in Africa.

Video puzzles for children

I. Instructions: “Choose one of the words in brackets that correctly completes the sentence you started.”

a) The boot always has... (lace, buckle, sole, straps, button).
b) In warm regions lives... (bear, deer, wolf, camel, seal),
c) In a year... (24, 3, 12, 4, 7) months.
d) The month of winter... (September, October, February, November, March).
e) The largest bird... (crow, ostrich, falcon, sparrow, eagle, owl).
c) Roses are... (fruits, vegetables, flowers, tree).
g) The owl usually sleeps... (at night, in the morning, during the day, in the evening),
h) Water is always... (clear, cold, liquid, white, tasty).
i) A tree always has... (leaves, flowers, fruits, roots, shadow).
j) City of Russia... (Paris, Moscow, London, Warsaw, Sofia).

II. Instructions: “Here there are five words written on each line. Four words can be combined into one group and given a name. One word does not belong to this group. This “extra” word must be eliminated.”

a) Tulip, lily, bean, chamomile, violet.
b) River, lake, sea, bridge, swamp.
c) Doll, teddy bear, sand, ball, shovel.
d) Kyiv, Kharkov, Moscow, Donetsk, Odessa.
e) Poplar, birch, hazel, linden, aspen.
f) Circle, triangle, quadrilateral, pointer, square.
g) Ivan, Peter, Nesterov, Makar, Andrey.
h) Chicken, rooster, swan, goose, turkey.
i) Number, division, subtraction, addition, multiplication.
j) Cheerful, fast, sad, tasty, careful.

III. Instructions: “Read these examples carefully. They have two words written on the left that are somehow related to each other. On the right is another group of words: one word above the line and five words below the line. You need to choose one word below that is related to the word above, just like the words on the left.

For example:
forest/trees = library/garden, yard, city, theater, books
run / scream = stand / remain silent, crawl, make noise, call, cry
Those. you need to establish what connection exists between the words on the left, and then establish the same connection on the right side.”

a) cucumber / vegetable = dahlia / weed, dew, garden, flower, earth
b) teacher / student = doctor / bed, patients, ward, thermometer
c) vegetable garden / carrot = garden / fence, apple tree, well, bench, flowers
d) flower / vase = bird / beak, seagull, nest, egg, feathers
e) glove / hand = boot / stockings, sole, leather, leg, brush
f) dark / light = wet / sunny, slippery, dry, warm, cold
g) clock / time = thermometer / glass, temperature, bed, patient, doctor
h) car / motor = boat / river, sailor, swamp, sail, wave
i) chair / wooden = needle / sharp, thin, shiny, short, steel
j) table / tablecloth = floor / furniture, carpet, dust, board, nails

IV. Instructions: “These pairs of words can be called one definition, For example:
Trousers, dress-clothing. Come up with a name for each pair”:
a) Broom, shovel-
b) Perch, crucian carp-
c) Summer, winter-
d) Cucumber, tomato
d) Lilac, rosehip-
e) Wardrobe, sofa-
g) Day, night-
h) Elephant, ant-
i) June, July-
j) Tree, flower-

Right answers:
I
a) sole
b) camel
at 12
d) February
d) ostrich
e) flowers
g) during the day
h) liquid
i) root
j) Moscow

II
a) beans
b) bridge
c) sand
Moscow
e) hazel
e) pointer
g) Nesterov
h) swan
i) number
j) delicious

III
h) dahlia / flower
b) doctor / patient
c) garden / apple tree
d) bird / nest
d) boot/leg
e) wet / dry
g) thermometer / temperature
h) boat / sail
i) needle / steel
j) floor/carpet

IV
a) working tools
b) fish
c) time of year
d) vegetable
d) bush
e) furniture
g) time of day
h) animal
i) months of summer
j) plants

Processing the results
For each correct answer, we award the child 1 point. Where the answers are incorrect, we give a second attempt and, if the answer is correct, we award 0.5 points.

Interpretation.
1st level of success (high intellectual level of development) - 32 points or more
Level 2 (intellectual level of development is normal) - 31.5-26 points
Level 3 (intellectual level of development is average) - 25.5-20 points
Level 4 (intellectual level of development below average. Worth paying attention!) - 19.5 or less