An Empirical Study of the Features of Coordination Functions in Hearing-Impaired Children of Primary School Age

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Abstract

The article examines the features of coordination functions (static, dynamic, spatial, object and symbolic coordination) in hearing-impaired children of primary school age from the perspective of N.A. Bernstein`s psychophysiological movement theory. According to this theory, there are five levels of the movement construction system: the level of static coordination (A), the level of dynamic coordination (B), the level of spatial coordination (C), the level of object coordination (D) and the level of symbolic coordination (E). 60 respondents took part in the study. 30 hearing-impaired primary schoolchildren (7–11 years old) with sensorineural hearing loss (13 girls and 17 boys) were included in the experimental group, and 30 primary schoolchildren (7–11 years old) without hearing impairment formed the control group (16 girls and 14 boys). The parameters of coordination functions were assessed using neuropsychological tests. A comparative analysis of the development of coordination functions in children from the experimental and control groups revealed a decrease in their dynamic characteristics such as pace and accuracy, which confirms the insufficiency of all these levels of movement organization in children of primary school age with sensorineural hearing loss, compared to children without hearing impairments.

General Information

Keywords: coordination functions, static coordination, dynamic coordination, spatial coordination, subject coordination, symbolic coordination, hearing impaired children, primary school age

Journal rubric: Empirical Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2024130102

Received: 03.10.2022

Accepted:

For citation: Molchanova L.N., Buzovkina A.V. An Empirical Study of the Features of Coordination Functions in Hearing-Impaired Children of Primary School Age [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2024. Vol. 13, no. 1, pp. 24–45. DOI: 10.17759/cpse.2024130102. (In Russ., аbstr. in Engl.)

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Information About the Authors

Lyudmila N. Molchanova, Doctor of Psychology, Professor of the Department of Health Psychology and Neuropsychology, Kursk State Medical University, Kursk, Russia, ORCID: https://orcid.org/0000-0001-6309-1825, e-mail: molchanowa.liuda@yandex.ru

Anastasia V. Buzovkina, Educational Psychologist, Regional State Educational Institution "Kursk Boarding School for Children with Disabilities", Kursk, Russia, ORCID: https://orcid.org/0000-0001-6370-5372, e-mail: kireeva.av2016@yandex.ru

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