The article covers the findings of the comparative combined neuropsychological and logopedic study of 150 comprehensive school children studying in the third grade. Some of the children experienced persistent difficulties in acquiring orthography skills. To determine to what extent spelling errors are attributed to ill-formed morphofunctional cerebral systems the authors adopted several forms of statistical analysis. It was discovered that a number of aspects of brain function, as well as the range of functional indicators correlating with spelling errors, differ in children with higher and lower level of orthography (spelling) competence, difference being especially evident in boys. All types of spelling errors demonstrated correlation with decreased level of program activity organization.
Как известно, нейропсихологические факторы влияют на становление орфографической компетенции у младших школьников. Несмотря на длительную историю изучения мозговых механизмов письменной речи, вопрос о составе и функциональных связей мозговых структур, обеспечивающих усвоение орфографических умений и навыков, остается до конца не решенным. В нашем исследовании приняли участие 146 учащихся 3-х классов. Детям предлагались письменные работы, с последующим анализом орфографических ошибок. Параллельно проводилось развернутое нейропсихологическое исследование, включавшее 20 функциональных проб. По результатам обследования письменной речи нами были выделены три группы детей: дети с высокой орфографической компетентностью, дети с низкой орфографической компетентностью, дети с дизорофграфией. На следующем этапе был проведен корреляционный анализ данных нейропсихологического обследования и показателей сформированности орфографических навыков у детей с высокой орфографической компетентностью и детей с дизорофграфией. В письменных работах детей самое существенное различие по количеству допущенных ошибок было выявлено для морфологического принципа письма, а отсутствие различий-для лексико-семантического. Анализ полученных корреляционных графов показал, что в группах детей с разным уровнем сформированности орфографической компетенции выявляются различные по структуре системы взаимосвязей сформированности орфографических навыков и обследованных когнитивных процессов, то есть морфо-функциональные мозговые предпосылки орфографической компетентности-некомпетентности существенно отличаются. Полученные данные позволяют утверждать, что орфографические ошибки, связанные с неполным усвоением различных принципов орфографии (морфологического, традиционного, грамматического, слого-морфемного и лексико-семантического) имеют разную психологическую основу своего возникновения. Ключевые слова: орфографическая компетенция, нейропсихология, дизорфография, корреляционный анализ, когнитивные процессы, нарушения письменной речи.
To identify differences in neuropsychological mechanisms of spelling competence development in boys and girls, a correlation analysis of the data obtained using a complex of neuropsychological tests and the data of evaluating the written language of schoolchildren was carried out. The study group consisted of 150 children. The results of the study allow for the conclusion that the success in mastering Russian spelling in groups of boys and girls may be caused by different factors. In both groups, the correlation between the level of spelling competence and success in performance of the Kohs Block Design Test was revealed. In addition, in the group of girls, correlations were found between the success in mastering spelling skills and the state of mechanical verbal memory, as well as the development of thinking (finding the odd one out). In the group of boys, correlations were found between the number of spelling errors and signs of dynamic praxis development, copying rhythmic structures, arithmetic skills, and thinking (arranging pictures in a right sequence to make a story, listing objects belonging to the same category).
Within the framework of the study of gender-role deviations in mental illness, conducted by the authors, an analysis of differences in sexual behavior and gender identity in such forms of pathology as schizophrenia and intellectual disability (MR - mental retardation) is presented. The article presents the results of the study of gender identity disorders (GID) in men with schizophrenia and men with ID, presents pathopsychological examples of GID. The study is based on the assumption that both in schizophrenia and in mental retardation, the pathogenesis of transsexualism inherent in these mental disorders is due to the violation of semi-dymorphic brain structures, which qualitatively change the nature of sexual behavior and gender identity. However, the phenomenology of these disorders will depend on the nature and specifics of the pathology, which determines its pathopsychological picture. Based on the analysis of the current state of the problem and the data of our own research, it was found that the disorder of sexual behavior and gender identity in schizophrenia has the form of typical schizophrenic patterns that take the form of metaphysical interpretation, pretentiousness, delusional ideas, etc., that do not contain proper sexual erotic component and is not implemented by the behavior inherent in persons of the opposite sex. This does not allow us to speak about the true transsexual tendencies in schizophrenia and true GID. There are grounds to regard the features of GID in schizophrenia as a separate clinical and psychological phenomenon caused by the influence of the general schizophrenic process. With MR, the key factor of which is retardation, there is a psychologically expressed homosexuality and true transsexual tendencies, accompanied by corresponding inner experiences. The article is important for the pathopsychological differential diagnosis of transsexualism from other mental disorders occurring with EPI, and may contribute to expanding views on the origin of transsexualism.
The textbook is based on the materials of well-known domestic and foreign manuals on neurology, publications of leading specialists in the field of neuropsychology and related disciplines. It contains basic information on the anatomy of the central nervous system; basic principles and theories that provide an understanding of the laws of the brain; psychological characteristics of symptoms and syndromes that develop in lesions of the cortex and subcortical structures; a brief description of neuropsychological tests and hardware techniques that allow identifying the topic of the lesion. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students specializing in the field of clinical (medical) special psychology, speech therapy, as well as for students of retraining and advanced training courses in these specialties.
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