Особенности Биоэлектрической Активности Мозга Детей Раннего Возраста, Воспитывающихся В Детском Доме

Kulenkova, A A; Dyagileva, Yu. O.; Павленко, В. Б.; Белалов, В В; Kochukhova, Olga

doi:10.7868/s0044467715050093

Cited by 2 publications

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“…По результатам анализа нейрофизиологических интегративных показателей у них часто встречается незрелая биоэлектрическая активность мозга. Так, изучение структурно-функциональных характеристик мозга у детей-сирот разных возрастных групп выявило существенные отклонения в их биоэлектрической активности [7,8]. Было показано, что дети с опытом проживания в условиях институционализации и материнской (родительской) депривации отличаются от детей из полных семей такими патологическими знаками электроэнцефалограммы (ЭЭГ), как снижение мощности основного ритма, увеличение медленно-волновой активности тета-и дельта-диапазонов [9].…”

Section: Introductionunclassified

Клинико-Нейрофизиологические Характеристики У Детей С Психическими И Поведенческими Расстройствами, Оставшихся Без Попечения Родителей И Воспитывающихся В Центрах Помощи Забайкальского Края

Бодагова¹,

Говорин²,

Сахаров³

2022

СВПН

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Клинико-нейрофизиологические характеристики у детей с психическими… Сибирский вестник психиатрии и наркологии. 2022. № 1 (114). С. 5-14Clinical and neurophysiological characteristics of children with mental and behavioral disorders left without parental care and brought up in the Help Centers of the Trans-Baikal Territory

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Section: Introductionunclassified

Клинико-Нейрофизиологические Характеристики У Детей С Психическими И Поведенческими Расстройствами, Оставшихся Без Попечения Родителей И Воспитывающихся В Центрах Помощи Забайкальского Края

Бодагова¹,

Говорин²,

Сахаров³

2022

СВПН

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Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers

Kochukhova¹,

Dyagileva²,

Михайлова³

et al. 2021

Psych. Rus.

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Background. Prosocial behavior is the key component of social and interpersonal relations. One of the elements of prosociality is helping behavior, which emerges already in early childhood. Researchers have identified several domains of helping behavior: instrumental helping, comforting another person, and sharing resources with others. The development of helping behavior can depend on a number of factors: children’s age, the social situation of development, communication skills, and the ability to understand the feelings and needs of another person. Objective. In Study 1, the main goal was to determine the effects of age and cognitive, language, and motor development on instrumental helping skills in early childhood. The goal of Study 2 was to estimate the effects of rearing in an adverse social environment by comparing the capacity for instrumental helping in family-raised and institutionalized children. Design. The authors examined toddlers’ (N=198) ability to initiate spontaneous helping and the factors that may influence it. Cognitive, language, and fine motor skills were measured by the Bayley Scales of Infant and Child Development, 3rd edition. Children’s instrumental helping behavior was assessed according to the procedure presented by Warneken and Tomasello, with a few modifications. Results. Study 1 demonstrated that children’s ability to initiate helping was dependent on their age: the non-helpers were significantly younger than the helpers. Children’s language skills also played a significant role in their helping behavior. The children with higher language skills helped the adult more often and more quickly. Study 2 demonstrated that institutional placement per se was not related to toddlers’ ability to initiate helping. Language ability was associated with helping behavior both in institution- and family-reared toddlers. Conclusion. Instrumental helping in early childhood is related to children’s age, language skills, and rearing conditions.

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Особенности Биоэлектрической Активности Мозга Детей Раннего Возраста, Воспитывающихся В Детском Доме

Cited by 2 publications

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Better Language — Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers

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