The article presents brief description of developed and approved foreign and domestic computerized psychodiagnostic and correctional techniques aimed at assessing the general cognitive abilities of children in preschool and primary school age. All methods have informational potential for further correction. It was showed recent advances in computerized cognitive assessment as a new trend in neuropsychology. The review focuses on the latest versions of seven frequently used computerized tests from neuropsychological battery. These batteries define problems and their solutions in cognitive research issues in the context of pediatric neuropsychology. The main advantages and problems of computer systems are described: 1) CNS Vital Sign in office neurocognitive testing procedure, 2) CAT Cambridge Automated Testing, 3) ImPACT-Immediate Post-Concussion Assessment and Cognitive Testing, 4) ANAM, 5) CANS-MCI, 6) "Akhutina-2017", 7) computer system "Psychomat".
Modern approaches to the psychological diagnostics of children are based on need analysis and the systematization of existing trends in domestic and foreign children's neuropsychological diagnoses. This article highlights the strengths and weaknesses of each approach, as well as identifying possible areas of integration. One of the most acute problems is the development of experimental psychological methods to determine the quantitative and expressed characteristics of the mental development of children by flexibly combining qualitative and quantitative approaches, with a view to putting into practice foreign neuroscience principles and standards of evidence. An analysis of contemporary publications on neuropsychological diagnosis reveals the need to consider the standardization of neuropsychological research in the context of current approaches, requirements, and psychodiagnostic criteria. In the domestic neuropsychological literature, these issues are need attention: standardized procedures for presenting stimuli are not, as a rule, described; basic psychometric assessment of the results of the tests is lacking; no investigation of their clinical and psychometric validity is carried out. An analysis was made of the nature of the psychometric approach in foreign child neuropsychology, which relies on mathematical procedures of processing qualitative (ordinal) data converted into quantitative indicators. We examined separately the mathematical software for clinical trials (based on the principles of «evidencebased medicine»), which relies on the «abnormal» nature of the distribution of clinical phenomena.
Южно-Уральский государственный университет, г. Челябинск, РоссияРассмотрены психодиагностические аспекты терминологической проблемы применительно к целям и задачам психодиагностики в целом и нейропсихологической диагностики в частности. Представлен сравнительный анализ процедур психодиагностического и нейропсихологического исследования, в том числе в детском возрасте. Описаны системные основания классификации методов, методик и батарей нейропсихологической диагностики детей в возрасте от 0 до 18 лет с упоминанием конкретных примеров. Кроме того, представлены данные по несистематизированному в зарубежной литературе нейропсихологическому диагностическому инструментарию. По результатам систематизированного анализа публикаций в периодической научной литературе представлены сведения о наиболее часто применяемых зарубежных методиках детской нейропсихологической диагностики с перечислением показаний к их применению в зависимости от характера клинических задач. Подчеркнута проблема дефицита теоретического и научно-методического обоснования разработки и использования диагностических методик, построенных на качественном и психометрическом подходах, а также проблемы интеграции психодиагностических данных, полученных в рамках этих подходов. Описан психометрический статус прошедших те или иные этапы адаптации зарубежных методик детской нейропсихологии.Ключевые слова: психометрический подход, нейропсихологическое исследование детей, зарубежная детская нейропсихология, классификации психодиагностических методик. Медицинская (клиническая) психология 34
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