How to write conclusion.

Conclusion is short retelling All your work. So it looks like an introduction. But if the introduction of this entry into your work, then the conclusion is its total. And the conclusion should be written in other words than the introduction.

Configrates to written according to the following scheme. Introduction takes 3-4 pages. Points are not numbered.

RelevanceProbal.

A brief overview of the theoretical part.

The purpose of our empirical research It was ...

We set themselves the following tasks ....

We used the following techniques ....

The study involved .... Man, they were ... (Something).

We got the following results ....

How to write conclusions

Conclusions are an even more brief retelling of your entire work. Occupy 1-1, 5 pages, no more. Conclusions Nickname. You may be 4 - 7 conclusions. The size of one output is approximately a paragraph (5 - 10 lines).

1 Conclusion is written along the theory.

The remaining conclusions are written through the empirical part. It is possible in each output to make a conclusion on one of the techniques used. Then the number of empirical conclusions coincides with the number of techniques. Of course, it is better to draw conclusions not according to the methods, but the adorable results you received using mathematical statistics. In this conclusion, the conclusion will include in the sentence of the presence of a single relationship with two psychological indicators ("The exertional positive relationship between the aggressiveness of parents and children, the Correlation Coefficient of Pictures 0.5, r<0, 05»), или заключение о наличии различий между двумя группами людей (« существуют различия в уровне интеллекта детей из неполных семей и детей из полных семей; средний уровень IQ детей из неполных семей достоверно выше на 6,2 балла, по критерию Стьюдента с r<0,05).Один вывод может быть посвящен описанию психологических показателей между которыми достоверные различия или взаимосвязи отсутствуют. При желании последний вывод можно сделать теоретическим, обобщающимсявсе полученные результаты.

An example of writing the conclusion and conclusions on the topic "Features of short-term memory in children with ZPR"

Conclusion

The special relevance of studying children with a delay in mental development is related to the fact that accessory formed Cognitive processes are often the main reason for the difficulties that arise in children with a delay in mental development when schooling. As numerous clinical and psychological and pedagogical studies show, a significant place in the structure of a defect in mental activity under this development abnormality belongs to memory violations. Due to the fact that the program of special educational institutions for children with the CPR provides for education in the amount of secondary school, the creation of a system of corrective learning for such students necessarily implies a thorough study of the originality of their memory, which can help find the paths and methods of its improvement.

According to the Institute of Correctional Pedagogy RAo, the number of children with a delay in mental development is 5.8% of all students of junior classes. However, only 30% of them, after the end of the initial classes, can be translated into a secondary school program, the rest should be trained under the program of children with mental delay. This indicates not enough effective correctional work with students on an early stage of their training and the lack of an individual approach in working with such children ..

The scientific basis of the approach to the problem of correction of defects of children with the CRAP was theory about the development of children under the influence of training, which was developed by L.S. Vysodsky and its employees. In their work, it is shown that children with CPR under the influence of training form complex species of mental activity. L.S. Evyodsky stressed that children with SRRs except defects have both the preserved sides of the psyche, relying on which you can educate mental development, smoothing their disadvantages. The scientifically substantiated thesis of L.S. Vysodsky about the possibility and need to form in children relatively complex species of mental activity in the learning process, is the basis of which the principles of correctional work with children of this category have developed.

Comprehensive study of the clinical, psychological characteristics of children with CPR and their potential opportunities (M.S. Pevzner, T.A.Vlasova, K.S. Beltsyskaya, R.I. M. M.I. Fishman, U.V. Ulyankova and Others) showed that in children with the CPR almost all neuropsychological indicators of similar indicators of healthy children.

The greatest extent is the differences in memory (visual and auditory). And the memory, by hp Beginable in the younger school age is one of the leading mental functions, as it plays a significant role in the formation of thinking, speech, general regulation of activity. Non-formed mystical processes is one of the common causes of school abuse of children. In studies of domestic psychologists, a short-term memory is played in the learning process in the learning process, thanks to which the information perceived by the child is stored for a short time required to solve the task set (reading, writing off the board or book, visual account, etc.). In the younger school age at the initial stages of learning to read the role of short-term visual memory, as it determines the speed of recognition of letters and their scholars in words and their subsequent coding when translating visual images into verbal. To date, a strict relationship is established between the level of development of short-term visual memory and mastering reading.

As you know, the younger school age is sensitive for the establishment of higher forms of arbitrary memorization, therefore purposeful developing work on mastering molemic activities is the most effective in this period. Improving memory in primary school age is due primarily to the acquisition of various methods and strategies associated with the organization and processing of the stored material during the training activities. However, without special work aimed at the formation of such methods, they add up spontaneously and are not rarely unproductive. The earliest reception is the translation of visual information due to the open or internal verbalization into the auditory memory, it is maintained in control by repetition.

The purpose of our epispyrical research is studied by the peculiarities of short-term memory in children of primary school age with a delay in mental development, as well as a comparative analysis of the health of the memory of children with SRRs and healthy children.

As a subject, a short-term appearance. Object examination made younger schoolchildren 8-9 years old - 42 people. The main group consisted of students of a special class for children with ZPR - 21 student. For comparison, normally developing children were attracted to research, successfully clerk with the school program - 21 children.

We suggested that the delay in mental development has a negative impact on the level of short-term memory in children of primary school age compared to the healthy children of the same age.

In our work, we used the methods of diagnosing visual and auditory short-term memory, as well as methods of clinical and diagnostic analysis of conclusions and methods of mathematical statistics.

In the process of research, our hypothesis was confirmed. In children with mental retardation, defects were discovered for multi-lane activities. And a short-term visual memory for hardly verbalizable objects was affected by children from the CPR. In the test, children were asked for the memorization of abstract geometric shapes (circle, square, triangle, etc.). Of the various geometric shapes, children with SRRs most often remembered those who were able to verbalize. Five children from this group called the circle - a ball or a ball. It was characterized by the replacement of geometric figures by the name of the subject, close in shape: for example, a square - a cube, a triangle - a roof. Unlike children with ZPR, healthy children are less commonly replaced by geometric figures by names, such mistakes they had isolated.

Also, difficulties in memorizing in children with the SRR caused the test "Memoring of numbers". Children with ZPR remembered the numbers worse than words and easily verbalized pictures (ball, tree, etc.). The smallest violations of memory in children with the CPR were found at the memorization of substantive images (easily verbalized pictures) and words.

As can be seen from our research, the more difficult the epistemic task, the brighter the differences in organizing the memory of healthy children and children with the CRAP are manifested.

Thus, the study we spent confirmed our hypothesis.

CONCLUSIONS

1. Insufficient formed Cognitive processes are from the main enterprises arising from children with a delay in mental development when studying at school. Clinical and psychological and pedagogical studies have shown that a significant place in the structure of the defect of mental activity under this development abnormality belongs to memory violations. In fact, many more complex defects initially lie violations of short-term memory. The short-term memory of children who is lagging behind in mental development is characterized by a number of peculiar features. Special literature provides data on the peculiarities of this type of memory in children from the CPR. In particular, there is a decrease in the amount of memory, the slow increase in memorization productivity during repeated presentation of the material, the increased trackerness of traces by side interfering effects, violations of the reproduction of verbal and digital series.

2. Our empirical study has shown that the strongest in children with a mental retardation is disturbed by strokes of memorization of abstract objects, geometric figures, figures. Prior to the execution of the "Remembrance of the Figure" . In a group of healthy children, all objects were able to learn 6 children, and in groups with ZPR - no one. At the same time, 10 children (47%) in the group of children with normal mental development performed testing with the average and high indicators, in the group of children with the CPR - 8 children (38%).

3. In second place according to the degree of violation in children from the CPR - a violation of the memorization of numbers, since the numbers also carry abstract information.It was found that the average volume of short-term hearing memory into numbers in children with normal mental development is 5.1 ± 2.12. In children with the SRR, this indicator was equal to 3.4 ± 1.48 that reliable than in healthy children (according to Student's criterion, r<0,001).

4. Our study showed that the smallest memory violations in children with the CRAP were found at the memorization of a specific verbal information, the most high was the amount of short-term memory for substantive images (easily verbalized pictures) and words, also denoting specific subjects. The average recognition indicator of easily verbalized objects in children with a normal mental development of 8.4 ± 0.97, in children with CPR 7.7 ± 0.92, which although less indicators of healthy children, but enters the boundaries of the norm of bulk-raising memory.

Put the goal and designated the tasks, the title list and the list of references were issued. It would seem that you can relax and enjoy life. But no, in any work the results should be summed up and conclusions. So hands to your feet - and write a conclusion. And we will help you.

Conclusion is an indispensable part in the structure of work. How to write a conclusion in the abstract? Many students want to know this question. After all, GOST and methodological benefits do not provide for the rules for registration and detention. And by the way, the conclusion is the most important part of the abstract, since it summarizes and structures all the material.

Conclusion are conclusions that are based on the tasks and objectives of the study.

The result (conclusion) of the abstract is correlated with the aim of the conclusions with personal assessment and their own conclusions. The main feature of the conclusion is as follows: the conclusions are formulated in their own words, and not quoted by phrases from parts of work. The results in the conclusion should be justified and supported by facts from each section of the abstract.

How to write a conclusion? Strictly and academic. The conclusion is outlined by scientific style: without personal pronouns and "water" words - only the facts and their own conclusions.

Conclusion should:

reveal the purpose and objectives of the study;
give statistics and analytics;
formulate clearly and unequivocally.

The conclusion should contain only conclusions for work. No tables, graphs and references to third-party sources.

If the student "bought" to the subject of work, then when summarizing the results, there is a self-relation to the problems or prospects for further research.

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Let's notify your attention that the conclusion must comply with the tasks of the work that is supplied in the introduction. Bad conclusion is the summarization of sources on the topic, good is the thoughts of the author about the subject matter of the topic.

Frase templates for conclusion to abstract

To avoid tautology in conclusion and formulate conclusions clearly and clearly, we recommend using speech patterns and cliches:

based on the analysis of the studied literature ...;
no one-to-date results ...;
thus, it can be argued ...;
the work done allows ...;
in conclusion, it should be noted ...;
summarizing written above ...;
with a support for analysis ...;
the study showed ...;
the material presented in the work allows you to conclude ...;
based on the work carried out, it can be assumed ...;
determined that... ;
research authors come to ...;
we investigated (got) ...;
we managed ...

If logic is not your horse, then do not suffer in vain trying to summarize the abstract. Let it be used by professionals. You will only need to contact

Many students have a question as write a conclusion correctly For your course. In order to write it, you need to know from what it consists of and already on the basis of these knowledge, it starts writing it. We will tell and describe the process of its preparation, as well as on the example, show the conclusion itself.

Any student work course, diploma, the abstract has a logical conclusion - conclusion.
In essence, it is the result of coursework, diploma and abstract.
It outlines brief conclusions for each chapter (specifically, on paragraphs), reflecting the degree of disclosure of the topic, achieve the goal and the tasks.

The conclusion to the diploma and coursework carries the configuration of the division obtained in the course of the course research of the theoretical, analytical and applied or recommendatory nature. For the correct writing of the conclusion, adequate conclusions must be made based on the results of work. As a rule, the conclusion of the course is the results of the study containing new in relation to the original knowledge and being the subject of discussion when protection.

In this regard, the conclusion in the diploma should not be replaced by the mechanical summing of conclusions at the end of chapters and issues, and should reflect the final results of the study on the topic of the graduation project. As for the course, then the requirements are less rigid, however, the basis of the conclusion in the course should be the conclusions obtained during the course research.

As for the conclusion to the abstract, it is necessary to list the main aspects of the issue studied and express their own point of view on this issue. The result of the abstract is the opinion of the author, expressed in conclusion. However, in the abstract should be applied to an uncertain personal form in the wording of its own conclusions in conclusion of the abstract.

The conclusion contains a summary of the conclusions on the topic of work. The conclusion should not be the character of a compressed retold of all work, the final results must be set forth. This part performs the role of the ending caused by the logic of the conducted study, which is the form of the synthesis accumulated in the main part of the work. This synthesis is a consistent, logically slender presentation of the results obtained and their relationship with a common goal and specific tasks set and formulated in the introduction.

The final part suggests, as a rule, also has a generalized final assessment of the work done. At the same time, it is important to indicate what its main meaning is, which important side scientific results are obtained, which new scientific tasks arise in connection with the conduct of the study. In some cases, it is necessary to indicate ways to continue research the theme, forms and methods of its further study, as well as specific tasks that future researchers will have to be addressed in the first place.

As one of the general conclusions given in conclusion in independence from the topic and the discipline of the abstract - this is the conclusion about the degree of study of the problem made in the title. In the introduction, we indicate the source base on which the study is built (that is, the books of authors that are referred to). In conclusion, it is obligatory to report that the problem has been studied little (enough, comprehensively, comprehensively, not enough, etc.).

From the point of view of the methodology of working with the text, the conclusions are a generalization. The generalization is also a method of scientific knowledge. Generalization is the process of establishing general properties and signs of objects; In the case of conclusions to the abstract - this is the ability to allocate the general (theme of the abstract) in various currents, concepts and approaches. In relation to our example (abstract on topic ) - This is a generalization of knowledge about the emergence of Russian religious philosophy, where the main currents are the Slavophile Teaching, the philosophy of alliance VL. S. Solovyov and Slavic religious antintellectualism.

Each conclusion in the abstract should be justified and proven text of work.

Many teachers believe that the conclusion is the most difficult part of the abstract, and despite this, for some reason they do not report on guidelines to write these very conclusions. Once again we emphasize that the conclusion must be responsible for questions (tasks) supplied in the introduction. Bad output is summarizing sources on the topic; Good - this is a formulated written thoughts of the author of the abstract about the topic worked. After the conclusions itself, it is possible and you need to give some advice on solving the problems affected in the abstract. The output of the abstract - shows the degree of development of the topic, and this, by the way, is one of the criteria for evaluating work. The assessment, of course, develops from many other components, but the conclusions are the main one.

The last lines of the abstract - the conclusion of whether the purpose of the study was achieved or not achieved. Written as follows: We found ..., explored ..., analyzed ... Thus, the purpose of the abstract was achieved. This phrase comes after an answer to the task set in the introduction and overall output.

The conclusions to the abstract can be written on the basis of a deductive method (from common to private, from general judgments to private conclusions) and inductive (from private to common. From individual facts to generalizations). Will you be able to answer the question, based on what method, conclusions will be formulated in our abstract Russian religious philosophy XIX - XX centuries?

Summarizing the above, you can formulate several rules that should be guided by writing conclusions to the abstract:

the goal, tasks and content of the work should be logically interrelated and reflected in the conclusions;
concrete conclusions, the presence (if possible) data of statistics and analytics;
conclusions should be characterized by parcels only on the material of the authors discussed in the abstract or on their own research;
compliance with the definition of the wording that should eliminate the fadness of their interpretation or interpretation.

We emphasize that the conclusion is a statement about something (results of work, source analysis) and it is necessary to write it as a statement, and not as a listing of what was done in the abstract. The assertive content of the output is what the author insists on what he understood (made) when studying the topic of the abstract, in other words, the conclusions are the convictions of the author, which if necessary, he can prove (text of work) and defend (what he understood from Work is his own point of view).

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The introduction of abstract, accounting for about 10% of the total work (usually it is 1-2 pages) is one of its most important parts. It is no secret that teachers, limited in time, as a rule, read only the introduction and conclusion in abstracts. This is quite enough. An experienced teacher, reading these sections, is quite capable of assessing the level of training of the author in general. Therefore, the introduction and conclusion of abstract, Must be written interesting and competently, at the level capable of satisfying the most demanding teacher.

Write a competent introduction of the abstract is completely simple if you adhere to certain rules and recommendations.

In the first rows, it is necessary to show the relevance of the topic in the abstract, show which problems did humanity in the past, which in the present due to the unresolved tasks described by you.
Describe the degree of study, i.e. Add multiple phrases about the history and study of the question, who and when research was conducted, what results were achieved, whom and what fails were absent.
Describe the goal. The purpose of the abstract can be: describe, install, consider, light, disclose, etc. As a rule, the goal is a paraphrased name of the topic of the essay.
After the description of the goals, it is necessary to dwell on specific tasks. The solution of each task is subsequently described in each paragraph (chapter) of the abstract. How many points, so many tasks.
An integral part of the abstract is a description of its structure, i.e. In a direct or veiled form, you need to list the components of the work: Introduction, items, conclusion and list of used literature.
The introduction of the introduction should be an indication of the sources used, there is no complete list of literature, but a generalized listing: educational and methodical, scientific, periodic literature, materials obtained from the Internet and media.

This list is not mandatory, but recommended, each of the items can be both expanded and compressed. From individual items you can completely refuse.

Conclusion of abstractAs an introduction is about 10% of the total work. By how the conclusion is written, it can be concluded, as meaningful the author has fulfilled the work, he learned its content and essence. Conclusion is a logical continuation of the introduction. With competently written introduction, competently make a conclusion is not difficult.

In conclusion, clear and accurate answers to the questions set in the introduction should be given. It is necessary to re-identify the objective of the essay and briefly mention what tasks were solved to achieve the goal. (Were considered .... It was understood ... were studied ... were systematized by etc.)

Then should stop on the results obtained. (Results can: testify to ...; show that ...; etc.) results should lead to certain conclusions, of which should follow the conclusion about achieving the objective of the abstract. At the very end, it is necessary to show a personal attitude to solving the problem, about its attitude to the results obtained.

Next, go to the prospects, namely, to show the importance of the question under consideration, describe who and where is currently developing these problems, what value from governments is given to their decision, which and in what volume the scientific forces are involved, the most striking results achieved in Lately. Describe the possible benefits of humanity in the event of a successful result, possible breakthroughs in various fields of science and technology.

When writing an introduction and conclusion is very important to keep in common with the essay of the style. Introduction and conclusion written by a competent language, with the use of special terms, leaves an excellent impression and shows a high level of preparation of the author of the work.

Conclusion Contains the results of understanding the problem, the conclusions to which the author of the abstract comes, as well as the assessment of the importance of these conclusions for practice or to further explore the problem, because there is often an essay to develop into a course or thesis. Conclusions should directly match the tasks. If there is no such conformity, then it is necessary to return to the introduction and reformulate the tasks to achieve this compliance. Sometimes it is necessary to change the name of the abstract, but in this case it is necessary to coordinate its new name with the leader.