ANÁLISIS NEUROPSICOLÓGICO DE LA ACCIÓN ESCOLAR DESDE EL PARADIGMA HISTORICO-CULTURAL

Abstract

School actions can be psychologically described as conscious processes directed to solution of specific problems which include structural components: motive, object, objective, orientation base of action and operations. At brain level such school actions could be represented as complex functional systems. The present study shows examples of neuropsychological analyses of two cases of learning disabilities in order to precise weak neuropsychological components as obstacles for positive execution of school actions. The results point out the fact that learning disabilities could be related to functional weakness of particular neuropsychological mechanisms: sequential motor organization and spatial analysis and synthesis. In contemporary educational system neuropsychological analyses can take part as a useful instrument which permits to anticipate possible exits and problems of a pupil from the point of view of brain functioning. Such analyses also can help to establish specific ways of correction of learning disabilities at school.

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