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Autism and Developmental Disorders
2019. Vol. 17, no. 3, 60–67
doi:10.17759/autdd.2019170306
ISSN: 1994-1617 / 2413-4317 (online)

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

 
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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

General Information

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

Journal rubric: Pedagogical & Parental Experience

OpenAlex citations: 0

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Technology and Human Factors in Education and Health

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Work details in OpenAlex

Article type: scientific article

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

Published

For citation: Maksimenko, M.Y., Shal, L. (2019). Cognitive Process Development in Primary School age Children with Different Types of Ontogenesis. . Autism and Developmental Disorders, 17(3), 60–67. (In Russ.). https://doi.org/10.17759/autdd.2019170306

© Maksimenko M.Y., Shal L., 2019

License: CC BY-NC 4.0

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.

Information About the Authors

Marina Y. Maksimenko, Candidate of Science (Psychology), senior researcher, the psychology faculty’s laboratory of neuropsy¬chology of the Lomonosov Moscow State University, Moscow, Russian Federation, e-mail: vladmaks@yandex.ru

Lyudmila Shal, Educational psychologist, State budgetary educational institution "School №1321 ‘Kovcheg’", Senior lecturer, Department of clinical, neuro- and abnormal psychology, Russian State University for the Humanities, Moscow, Russian Federation, e-mail: larionoval@yandex.ru

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