Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us
Cultural-Historical Psychology - №3 / 2022 | Перейти к описанию
Web of Science СС

  Previous issue (2022. Vol. 18, no. 2)

Included in Scopus

Journal Quartiles 2021

CiteScore : Q1

Details on


Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Conditions of successful task solving in high school students with mental retardation (on the material of grammar task) 1058

The experimental study is aimed at revealing the potential abilities of mentally retarded students using grammar tasks solving as an example. Seventy seven 5—8th grade students studying in a special school for children with mental retardation participated in the experiment. The results of the preliminary experiment showed that students were not able to use their grammar knowledge on their own. In the training experiment children were offered help in solving grammar tasks. Four types of help differed in the extent to which visual and verbal components were present. Adults attracted children's attention to words in examples, helped them to identify and use characteristics of a word. The type of assistance that was aimed at helping children to transform their "passive" knowledge into "active" proved to be the most effective. Different children need different types of help, and studying these differences made it possible to define the zone of proximal development for each student. The zone of proximal development happened to be different even among the students of one class. Educatedness (обучен-ность) as a component of the zone of proximal development revealed itself in the influence of rendered assistance on students' subsequent activity and determined their learning ability. The author shows that revealing children's' absolute and relative progress in studies should serve as a criterion of effectiveness of differentiated correction.

Keywords: mental retardation, help, learning ability, educatedness, zone of proximal development, relative and absolute progress

Column: Archive

For Reference

  1. Anan'ev B.G. Psihologicheskie osnovy kul'tury ustnoi i pis'mennoi rechi i ee vospitanie v shkole // Uchen. zap. LGPI im. A.I. Gercena. 1946. T. 53.
  2. Vygotskii L.S. Dinamika umstvennogo razvitiya shkol'ni-ka v svyazi s obucheniem // Umstvennoe razvitie detei v processe obucheniya. M.; L., 1935.
  3. Zankov L.V. Razvitie pamyati umstvenno otstalogo reben-ka // Umstvenno otstalyi rebenok / Pod red. L.S. Vygotskogo, I.I. Danyushevskogo. M., 1935.
  4. Lubovskii V.I. Nekotorye osobennosti vysshei nervnoi deyatel'nosti detei-oligofrenov // Problemy vysshei nervnoi deyatel'nosti normal'nogo i anomal'nogo rebenka. M., 1956.
  5. Petrova V.G. Psihologicheskie osobennosti razvitiya pis'-mennoi rechi umstvenno otstalyh shkol'nikov // Psihologicheskie voprosy korrekcionnoi raboty vo vspomogatel'noi shkole. M., 1972.
  6. Psihologicheskie problemy neuspevaemosti shkol'nikov / Pod. red. N.A. Menchinskoi. M., 1971.

© 2007–2022 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at Youtube ??????.???????