Neuropsychological approach in assessing the voluntary attention of younger schoolchildren with different levels of success in learning

Abstract

This article discusses the features of the neuropsychological approach aimed at overcoming retardations in mental development, preventing and solving emerging difficulties in teaching children of primary school age and involving the construction of psychological and diagnostic work with a child, taking into account his individual typological neuropsychological characteristics: the state of higher mental functions, highlighting strengths and weaknesses, components of the development of higher mental functions. The article contains data on the features of the state of voluntary attention in younger students with different success in educational activities, provides information on the forms of attention, and describes the external manifestations of impaired voluntary attention. The article contains a description of a study conducted among second grade students aimed at assessing such properties of attention as work efficiency, degree of development and mental stability using the “Schulte Table” technique. A detailed comparative analysis of the characteristics of voluntary attention in 81 schoolchildren of 170 a general education school with different success in learning activities is described: successful in learning, with partial and complex learning difficulties. Significant differences were revealed in children of primary school age, depending on the success of education. The importance of timely neuropsychological diagnostics of second graders which helps to identify the neuropsychological causes of partial and complex learning difficulties of children, and also allows to outline ways of corrective and developmental assistance to younger students in order to optimize the state of HMF (higher mental functions) and accordingly, to overcome the educational problems of children of primary school age is actualized.

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