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  Previous issue (2020. Vol. 18, no. 2)

Autism and Developmental Disorders

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1994-1617

ISSN (online): 2413-4317

DOI: https://doi.org/10.17759/autdd

License: CC BY-NC 4.0

Started in 2003

Published quarterly

Free of fees
Open Access Journal

 

Cognitive Process Development in Primary School age Children with Different Types of Ontogenesis. 422

Maksimenko M.You.
PhD in Psychology, senior researcher , the psychology faculty’s laboratory of neuropsy¬chology of the Lomonosov Moscow State University, Moscow, Russia
e-mail: vladmaks@yandex.ru

Shal L.
Educational psychologist, State budgetary educational institution "School №1321 ‘Kovcheg’", Moscow, Russia
e-mail: larionoval@yandex.ru

Abstract
As a result of the correctional work held, there is a need in evaluation of the dynamic state of various components of mental activity, namely: programming and control functions corresponding to the states of individual higher mental functions (motor, perceptions, spatial processes, speech, etc.), the pace of individual types of activity and volume sustainable performance, as well as features of communication skills. It is preferable to use types of tasks similar to those worked out in the system of the correctional-developing approach for objectification of dynamic changes results. The performance indicators of the correctional course are qualitative and quantitative changes identified in the proposed control tasks. Tasks, selected as control, reflect the level of development or deficiency of mechanisms, ensuring functioning of individual higher mental functions. The priority is given to the qualitative indicators of completed tasks in relation to specific indicators, whereas the quantitative – pace indicators provide information on the degree of stability, the automation of the requisite types of activities with age taking into account. Maximum attention should be paid to the dynamics of the "weak" links of higher mental functions. Course of Correction. Part 4. Ending

Keywords: primary school age, universal learning skills, development, cognitive processes

Column: Pedagogical & Parental Experience

DOI: https://doi.org/10.17759/autdd.2019170306

For Reference

References
  1. Akhutina T.V., Pylaeva N.M. Diagnostika razvitiya zritel'no-verbal'nykh funktsii [Diagnostics of development of visual and verbal functions]. Moscow: Publ. Akademiya, 2003. 64 p. ISBN 5-7695-1247-4.
  2. Akhutina T.V., Pylaeva N.M. Shkola vnimaniya. Metodika razvitiya i korrektsii vnimaniya u detei 5–7 let. Rabochaya tetrad' [School of attention. Methodics of developing and correcting attention in children 5–7 years old]. 4th ed. Saint Petersburg: Publ. Piter, 2008. 112 p.
  3. Akhutina T.V., Kamardina I.O., Pylaeva N.M. Neiropsikholog v shkole. Posobie dlya pedagogov, shkol'nykh psikhologov i roditelei [Neuropsychologist in the school. Manual for teachers, school psychologists and parents]. Moscow: Publ. Sekachev V. Yu., 2012. 48 p. ISBN 978-5-88923-339-8.
  4. Radlov N.E. Rasskazy v kartinkakh [Picture stories]. Moscow: Publ. Melik-Pashaev, 2013. 56 p.
 
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