How does it work?
To successfully play Anagrams, a rich vocabulary is not enough. It is important to be able to simultaneously combine several skills at once: access memory, think logically, test theories, access verbal intelligence. Interestingly, anagrams are better deciphered by people with developed analytical skills: programmers, managers, programmers, managers. Every time you perform a simple action, your brain triggers an exploration mechanism, the ability to abstract and generalize from data. The game "Anagram" is built on the model of the famous and once popular board game of the same name. At the same time, due to the fact that BrainApps has created a dynamic platform, the player may be faced with a large number of tasks. Naturally, the result will be greatly influenced by the user's awareness, his knowledge of words, and the ability to use them. Thus, while practicing on the simulator, you can replenish vocabulary, develop verbal intelligence.What gives?
Several classes or complex training sessions will help you evaluate the development of the cognitive sphere. Take a look at your personal account and see the effectiveness of the proposed tools. The game "Anagram" has a positive effect on the development of attention, concentration, speed of thinking and even memory. You will learn how to quickly and accurately reproduce previously received information, find solutions, quickly check many options. Composing words, the brain shows its creativity, it interacts with entities that do not exist in the real world, tests theories and seeks to find the best option that fits the conditions. All this is often necessary for a person in everyday life. The ability to force one's thinking to work with full dedication largely determines a person's success in professional activities.rules
The player is offered the original word. Below are several anagrams, among which only one is correct. The task is to find a suitable anagram in a short time. The simulator is very interesting, suitable for all age groups. Correct answers will increase the difficulty by using longer words. In case of an error, the difficulty will decrease, and the user will lose the game life. This is the meaning of the adaptive training algorithm. The BrainApps service has created optimal conditions for training, which guarantees fast and high results.How did you come up with it?
The Anagram game has been around for thousands of years. It was popular in India, Ancient Greece, when players had to compose a phrase or word from special cards. Not so long ago, anagrams were popular as an intellectual board game for company entertainment. The developers of BrainApps have slightly changed the game algorithm, providing several solutions. This forces the user to check the proposed sets of letters for compliance, at the same time increases the complexity and stirs up interest in training. → How to solve anagrams - 4 tricks and several ways to trainAnagrams are words with rearranged letters. They were invented in ancient Greece. The method of permuting letters was often used to invent pseudonyms. And so the question - how to solve anagrams - has been relevant for a long time.
First of all, solving anagrams is a useful exercise for developing the brain, teaching speed reading. In many tests for the level of intelligence, there are many tasks for solving anagrams and finding an extra word after solving.
One of the varieties of anagrams - when another word is obtained from the letters of one word, this technique was often used by poets, writers, for various humorous poems, congratulations, encrypted messages. In the Middle Ages, scientists encrypted their discoveries with the help of anagrams in order to fix the hypothesis until it was finally tested and then confirm their authorship - this is what Galileo Galilei did when he discovered Saturn's satellite.
At all times, the anagram has remained a kind of riddle that was supposed to be solved in order to lift the veil of secrecy or reveal the double meaning of a work, message or poem.
Anagram riddles are relevant at all times, many will need the skill of solving anagrams to pass tests and solve logic puzzles. Here are some tips for those who can't handle this task.
- Sometimes one glance at an anagram is enough to see what word is hidden behind the jumbled letters. It happens that the look is blurred and it is not possible to immediately read what is encrypted. In this case, you can try to switch your brain to another task and give your eyes a rest - do a little gymnastics, close your eyes and mentally transport yourself to your favorite place, take a walk through the forest or the seashore. And then, return to the riddle with renewed vigor. Or just move on to other words or tasks, and return to what you can’t solve in any way later.
- Try to write letters from an anagram into a column - you will immediately look at them differently and perhaps you will be able to solve the riddle. In addition, in this way you will change your perception of the anagram.
- You can write out vowels and consonants separately, sometimes it can be easier to make new words out of them.
- Today on the Internet there are many services and programs that solve and compose anagrams themselves, you just need to enter the letters in the appropriate window. But this method is unlikely to help develop logic and attention, expand vocabulary and learn how to solve anagrams on your own.
To learn how to quickly and easily solve anagrams, you need to practice. Start with short words - three letters each, then gradually move on to longer ones. So, slowly increasing the difficulty of the task, as an athlete increases the load or weight, you will train yourself to solve anagrams of any complexity.
Anagrams are usually easiest for people with an extensive vocabulary. And the best way to expand it is to read. Read more different literature to learn more new words and remember how they are spelled.
Try to compose anagrams yourself - such a reverse training will help you grasp the principles of composing such riddles and will undoubtedly be great fun in a company or at a party.
Practice, approach the problem from different angles and read more, and then success not only in the field of solving anagrams, but also in many other areas, will surely overtake you. Believe in yourself and everything will work out!
Target: to identify the presence or absence of one of the components of theoretical thinking in schoolchildren - theoretical analysis.
Experiment progress. Students are offered anagrams (words transformed by rearranging their constituent letters). They must find the original words according to the given anagrams.
1) lbko 4) eravshn 7) okamdnri
2) rayi 5) rkchildren 8) lkbuinak
3) upks 6) ashnrri 9) rbkadol
Processing of received data. In a few minutes after the start of work, it becomes clear that the students can be divided into two groups. Some try to build words by trial and error. They solve each problem (anagram) as if it were a new one. These students lack theoretical analysis.
Students from the second group, after some reflection, quickly find the answers to all anagrams. When solving the first few problems, they discover that all anagrams are built according to one common feature - you need to take letters in pairs and read them from right to left, for example: lbko lb + ko bl + ok = block. Having discovered this general rule (their mental analysis is directed to this activity), schoolchildren quickly and easily find the decoding of all anagrams, which indicates that they have a theoretical analysis.
Method 15. "Translators"
Target: the study of the flexibility of thinking.
Experiment progress. Students are offered two phrases in symbolic notation with their translations into Russian:
A 1B, "A ate B."
C: (A 1B), "C (on purpose) made A eat B."
Let now "2" means "to see", and "3" - "to have".
Task: write down the following phrases with these symbols (nouns can be denoted by the first letters of words).
Crow had cheese. Answer: At 3 C.
I noticed the Fox cheese. Answer: L 2 S.
The fox tried to catch the eye of the Crow. Answer: L: (V2L).
The crow boasted of the cheese in front of the Fox. Answer: B: (L2 (VZS)).
Cheese became the fox. Answer: L 3 S.
Processing of received data. An indicator of the flexibility of thinking is the ability to quickly switch from one way of reasoning to another. Therefore, those schoolchildren who accurately coped with the task have a flexible mind, while those who made mistakes, the thinking, obviously, is not flexible enough.
Method 16. "Exception"
Target: determination of the ability to highlight the essential.
Experiment progress. The teacher offers the students a series of words, in each of which five are given in brackets, and one is in front of them. Pupils must, in a specially entered time (10 - 20 seconds), exclude from the brackets (i.e. highlight) two words that are most significant for the word before the brackets.
Garden (plants, gardener, dog, fence, earth). Answer: plants, earth.
River (shore, fish, angler, mud, water). Answer: shore, water.
Cube (corners, drawing, side, stone, wood). Answer: corners, side.
Reading (eyes, book, picture, print, word). Answer: eyes, seal.
Game (chess, players, penalties, rules, punishment). Answer: players, rules.
Processing of received data. Students who correctly completed the task obviously have the ability to highlight the essential, that is, they are capable of abstracting. Those who made mistakes (or simply did not comply) do not know how to distinguish between essential and non-essential signs, that is, they have not developed such an ability.
Method 17. The study of creative imagination (test "Circles").
Objective: study of individual characteristics of non-verbal components of creative imagination.
experimental material: blank with 20 circles (diameter of each - 3 cm); stopwatch.
Description of the technique: The subject is offered a form with circles and is given the task to draw as many objects or phenomena as possible, using circles as a basis.
Instruction:“There are 20 circles drawn on the form. Your task is to draw as many objects or phenomena as possible, using circles as a basis. You can draw both outside and inside the circle, use one, two or more circles for one drawing. Under each circle, sign what is drawn. Draw from left to right. You have 5 minutes to complete the task. Do not forget that the results of your work will be judged by the degree of originality of the drawings.
Processing of results.
Three indicators are used to process the test results: speed, flexibility and originality of creative imagination.
For determining speed the total number of drawings is counted.
For determining flexibility drawings are grouped as follows:
a) drawings depicting nature, those objects, things, phenomena that exist without human intervention (“Nature”);
b) items that a person makes and uses in the household, i.e. household items, housekeeping ("Life");
c) items used in scientific and technical activities (“Science and Technology”);
d) items used in sports activities (“Sports”);
e) items that have no practical value are used for decoration (this also includes drawings that cannot be identified).
All drawings of the subject are distributed into the indicated groups, then the number of transitions between groups is counted. This is an indicator of the flexibility of figurative thinking and imagination.
The analysis of drawings by subject gives an idea of the saturation of memory with images and concepts from certain areas, as well as the degree of ease of actualization of various images.
Behind original you can accept only those drawings that occur in the group 1 - 2 times. Original drawings can be divided into 3 groups:
a) embodying images of rare and rarely remembered objects and phenomena (sea urchin, volcanic eruption, shield of a Roman warrior, footprints of a snowman);
b) non-existent objects and phenomena (a residential building on another planet);
c) concepts, images, visual representations that are rarely updated outside of cognitive activity (the nuclei of atoms, a microbe under a microscope).
Qualitative analysis allows us to differentiate all original drawings into several groups:
1) according to the degree of independence:
Reproductive, conveying existing, well-known images:
Constructive (creative), conveying unusual or non-existent images;
2) according to the degree of generalization:
Specific drawings depicting objects;
Generalizing a number of visual representations and images; serving as a symbol of some abstract concept (granite of science, wheel of history, anger, death, sadness);
3) according to the degree of emotionality:
Neutral (fountain, Eiffel Tower);
Emotionally colored, humorous (“I give you the sun”, “Bus at rush hour”).
Interpretation of results.
Specific the drawings speak mainly about the richness of memory images, the well-formedness of the ability to quickly update images of rarely encountered objects or phenomena in short-term memory.
Generalizing drawings are the result of operating with more complex images, synthesizing data of sensual and abstract reflection of reality.
constructive(creative) drawings are the result of fantasy, imagination. It is these drawings that can be considered a manifestation of originality as a quality of mental activity, creative activity in the process of completing a task.
Findings: Based on the qualitative interpretation of the drawings, draw a conclusion about the level of development and the nature of creative imagination.
Method 18. Cognitive need
Target: set the intensity of the cognitive needs of students.
Processing of received data. The sum of points received by the student for all questions should be divided by 5 (the number of questions). Get an indicator of the intensity of cognitive need I.
if 2.5< I ≤ 3,5, то она выражена умеренно, а если I ≤ 2,5, то познавательная потребность выражена слабо
Order of conduct. The teacher, on the basis of observations, conversations with other teachers, with the parents of the student, must choose the answers to the questions of the following questionnaire:
| Questions | Possible answers | score |
| 1. How often does a student do some mental work for a long time (an hour and a half for a junior student, several hours in a row for a teenager, etc.)? | ||
| 2. What does the student prefer when asked a quick wits question? | a) To suffer, but to find the answer yourself b) When how c) Get a ready answer from others | |
| 3. Does the student read a lot of additional literature? | a) Constantly, a lot b) Unevenly. Sometimes he reads a lot, sometimes he reads nothing c) He reads little or nothing at all | |
| 4. How emotionally does the student relate to an interesting activity for him related to mental work? | a) Very emotional b) When how c) Emotions are not clearly expressed (it is necessary to take into account the general emotionality of the student) | |
| 5. Does he often ask questions? | a) often b) sometimes c) very rarely |
Method 19. Cognitive interest
Target: to establish the nature and strength of the cognitive interest of students.
Order of conduct. Students without special warning and preparation are invited to write an essay on one of the following topics (optional): 1. What do I know about the language. 2. What do I know about mathematics. 3. What I like to do. 4. My day off.
Processing of received data. The essays are analyzed, firstly, by the choice of topic, and secondly, by their very content. Such an analysis allows us to establish the nature of the student's interest (entertaining; associated only with the school curriculum; broad cognitive) and judge the strength of this interest.
Method 20. “What are we interested in?”
Target: to establish the nature and characteristics of the educational interests and inclinations of students.
Order of conduct. Students are asked to answer the following questions:
1. What attracts you most about school? a) Communication with friends; b) receiving marks; c) social work; d) learning new things; e) the learning process itself; e) independent work;
g) other (specify what exactly).
2. What subject do you find the most difficult? (Name it and, if possible, explain what exactly the difficulty is.)
3. What subject do you find most interesting? (Name it and indicate what exactly is your interest in this subject, what interests you most in this subject.)
4. Which subject do you find most useful in preparing you for life after high school? (Name it and indicate why this particular item is most useful to you.)
5. What subjects, in your opinion, could not be studied and why?
6. In your opinion, what subjects should be included in education and why?
Processing of received data. Analysis of the content of the responses allows us to establish the nature of the student's educational and cognitive motives, the presence of certain inclinations.
Test name. Psychological test "Anagrams - 2009. Form G"
Short name. A-2009.G
purpose.
The technique is intended primarily to identify combinatorial abilities, the level of fluency of abstract-logical thinking. The result is also of great importance to the ability to generalize, the ability to highlight essential features, the volume of the subject's vocabulary. This technique cannot be attributed to tests for verbal intelligence, because the level of combinatorial abilities equally correlates with both verbal intelligence and non-verbal intelligence.
The stimulus material consists of twelve sets of anagrams. Each set contains four anagrams. One anagram is "extra", that is, it does not fall under a certain category common to the other three words. In this part, the technique is similar to the "Exclusion of excess" test. The difference also lies in the fact that the task of the subject does not include the generalization of three words by a specific concept.
The technique can be carried out both individually and in a group.
The range of application of the technique is quite wide. In the practice of the work of a school psychologist, the methodology can be applied, for example, in programs for the development of intellectual abilities. In professional selection / professional selection, it can be applied to professions that require a high level of combinatorial abilities: analyst, programmer, manager, and many others.
Assessed qualities. combinatorial abilities. Vocabulary
Order of conduct
The subject is offered a form on which there is a table with anagrams, in which there are empty cells. An extra word should be written in an empty cell (exactly the word, not its anagram). Crossing out an extra anagram should also not be used, because the subject must demonstrate that he was able to solve the anagram.
The time of the test is not limited.
Instruction
Here, four anagrams are written in each row of the table. An anagram is a word in which the letters are randomly swapped. Please note that sometimes the letters randomly take their original places, that is, the word may remain unchanged.
In every four anagrams, there is one extra. The fact is that the three original words are united by some common feature, quality. You should find the extra word and write it down. Please note that it should not be written as an anagram, but in its original, correct form.
Tasks
Anagrams What word is missing? Write a word and not anagram 1) UUSX RCHAGCIO BOOTOL MRBII 2) ISALA ISIVKL EVAR LLOAG 3) ASLKEYEI LGBE PNAILTA EMLEIA 4) RAUGSh SKKOO SFAK APPYAA 5) NLURBAA ERATDEM SIAIGET WEZS 6) DOANH NIBTLE NISSANS AKSC 7) UBAK LBIITIS NAESHKTT PAEGRD 8) PNISRT FSGRIEN ANLOYAMA YUZDOD 9) PIAGROF PTOLAN SMPIUR ZNOPISA 10) TVNOKIR ATSTNPIA DAERS YRAEKHNB 11) LAYY INYSI ARSBIKM RYEYS 12) TOSL KEAKUTSH ERMPA TTAAH
Results processing
Check the subject's answers with the key below. One point is awarded for each correctly guessed anagram. Thus, the maximum number of points is 12. Please note that a point is awarded only for the correctly quoted word, and not for its anagram.
Below is a table of approximate standards for different ages.
Year of test development. 2009
Version number. 1.0
1. Psychological test "Anagrams - 2009. Form G" [Electronic resource] // A. Ya.. 23.02.2009..html (23.02.2009).
Developer. Laboratory site
License. Text content is available according to
» About anagrams
There is no doubt that using anagrams you can check the level of intelligence and vocabulary. Therefore, when on the site azps.ru I saw Anagram Psychological Test - 2009 Naturally, I wanted to test my abilities. However, when I read the conditions, I felt sad and somehow offended for the people who made this test. By preparing tests for others, they clearly demonstrated their own ignorance.
Reading:
“The stimulus material consists of twelve sets of anagrams. The subject is offered a form on which there is a table with anagrams, in which there are empty cells. An extra word should be written in an empty cell (exactly the word, not its anagram). Crossing out an extra anagram should also not be used, because the subject must demonstrate that he was able to solve the anagram.
Here is that table:
It clearly shows that the compilers of the test, although they are expressed in such an intricate language (this phrase alone is worth something - “this technique cannot be attributed to tests for verbal intelligence, because the level of combinatorial abilities equally correlates equally with verbal intelligence, and with non-verbal"), however, they do not even have a clue what an anagram is. For them, these are just mixed letters, from which the “testees” (Lord, what a miserable word!) Have to make up some words, and then throw out the excess, because, with the exception of one, all the rest are united by some sign.
For example, it is written - NIOMTME RYAKBTO VAYANR TMRA. Having thought a little with your brains, it is easy to figure out that from these letters you can make words such as mortar, october, january, march. The last three words mean the names of the months, which means that the word "mortar" is superfluous in this line.
It seems that everything is clear, understandable, and such a test, as proposed, can be used even for children. However, it’s somehow a pity for the poor kids, and adults too, who, having passed such a test, decide that an anagram is a random set of letters. Therefore, let's look at the dictionary of the modern Russian literary language, where we will see that “ An anagram is a word or phrase formed by rearranging the letters that make up another word.. It is “another word”, and not a random collection of letters.
By the way, this is not the only such online test, I found something similar:
Anagram is a permutation of letters, through which from one word Can i compose another. The ability to compose and recognize anagrams reflects the level of intelligence development. The test allows you to determine how much a person has developed the ability to mental activity.
But for some reason, in the test itself, they also messed up, mixing all the letters and thus giving the “subjects” an unambiguous understanding that such a hash is an anagram.
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