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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

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Writing development in primary school age: interaction dynamics of technical and content levels 3151

Akhutina T.V.
Doctor of Psychology, leading research assistant of the laboratory of neuropsychology, Lomonosov Moscow State University, Moscow, Russia

Babaeva Yu.D.
PhD, Senior research associate, Work laboratory, Department of Psychology, M.V. Lomonosov Moscow State University, Moscow, Russia

Korneev A.A.
PhD in Psychology, Senior Research Fellow, Laboratory of Neuropsychology, Department of Psychology, M.V. Lomonosov Moscow State University, Moscow, Russia

Krichevec A.N.
Doctor of Philosophy, Professor, Department of Methodology of Psychology, Faculty of Psychology, Moscow state University. M. V. Lomonosov, Moscow, Russia

Egorova O.I.
Junior research associate, Difficulties in Education and Syndrome of Attention Deficit and Hyper Activity laboratory, Moscow State University of Psychology and Education, Moscow, Russia

Article presents results of a longitudinal study on writing skills development in primary school children. Authors have developed an original computer based method of recording and analyzing the writing process. This method along with neuropsychological interpretation of the data allowed showing systemic development mechanisms of this complex higher mental function. Study indicates that with general development of writing skill from second to third grade changes are not homogeneous in its separate indices. Dynamics of writing features depends on the specific task that pupil has to solve. This is true for both technical side of the skill (speed of writing, its spatial features, etc) and types and quantity of mistakes.

Keywords: writing, cognitive development, primary school age

Column: Empirical Research

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