Специфика развития памяти и внимания детей младшего школьного возраста в условиях социально-реабилитационного центра

Abstract

The aim of this study was to identify, substantiate, and test the possibilities for developing higher cognitive functions, i.e., memory and concentration, in young residents of a social rehabilitation center. The experiment involved 156 subjects: 100 pupils from the social rehabilitation center and 56 children from comprehensive secondary schools aged 7–9 (M = 8.33; SD = 11.47). The diagnostic measures included the following techniques: Landolt Rings (E. Landolt), Remember and Dot (V. Bogomolov), Ten Words (A. R. Luria), Image Memory (S. A. Rimskaya), Retell a Story (A. F. Anufriev, S. N. Kostromina), Diagnostics of Mediated Memory (R. S. Nemov). The experimental group had poorer memory and lower average indicators for concentration and such attention characteristics as set-shifting, distribution, stability, and volume. In the control group, the mean values remained within the norm. A tailored program for developing higher cognitive functions triggered positive dynamics in memory and attention parameters in the children from the social rehabilitation center, whose cognitive functions are at risk at the primary school age. However, the targeted development of higher mental functions was able to improve their attention and memory.