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  Previous issue (2020. Vol. 9, no. 1)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

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

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Neurobiology of cognitive competencies in primary school age: the latest foreign research 33

Ermolova T.V.
PhD, Head of the Chair of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-4260-9087
e-mail: yermolova@mail.ru

Litvinova A.V.
PhD in Psychology, Associate Professor at the Department of Scientific Bases of Extremal Psychology, Moscow State University of Psychology & Education (MSUPE), Moscow, Russia
ORCID: https://orcid.org/0000-0001-6783-3144
e-mail: annaviktorovna@mail.ru

Balygina E.A.
PhD, Department of Foreign and Russian Philology, Moscow State University of Psychology & Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-5558-1389
e-mail: balygina@nextmail.ru

Savitskaya N.V.
PhD in Education, associate professor of the department of foreign and russian philology, Moscow State University of psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-1769-5553
e-mail: n.sawa@yandex.ru

Abstract
This paper presents the current researches revealing the peculiarities of neurocognitive status in primary school age and illustrating the achievements of the scientific school of foreign universities in such areas as: neuroscience compensatory-regulatory mechanisms of overcoming congenital learning difficulties; educational strategies that optimize the neurobiological status of the student; neurobiological tools for the development of the cognitive sphere of students; environmental and psychosomatic factors that affect the neurocognitive status of young students. The authors allocated memory resources, executive activity capabilities, inhibition reactions and self-control as the main elements in cognitive competencies’ formation. The materials provide evidence in favor of the importance of the quality of educational environments and attention to students with learning difficulties in their first school years.

Keywords: junior school age; cognitive flexibility, connectiveness; zones of cerebral cortex; executive activity; working memory, inhibition

Column: Cognitive pedagogy

DOI: https://doi.org/10.17759/jmfp.2020090201

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