Функциональная неграмотность: аспекты психолингвистического исследования (по материалам круглого стола ХХ симпозиума по психолингвистике)

Abstract

The author describes the priorities in the psycholinguistic research of functional illiteracy from the standpoint of speech activity theory and summarizes the most significant factors influencing the phenomenon formation. Possessing neuroplasticity, the brain allows formation of rigid behavior and infinite reduplication of clichéd knowledge sufficient for everyday existence. The ruling establishment supports the actualization of behavior patterns based on the appropriation of such knowledge. In addition, modern technologies also contribute to the strengthening of reduplication as the dominant way of appropriating knowledge. Functional illiteracy is also strengthened under the influence of school education that uses testing as the main form of knowledge and skills control and introduces textbooks built on methods of visual content perception, which does not contribute to the development of abstract thinking forms. Hence, another serious factor backing up the increase in the number of functionally illiterate people arises, i.e., the internal language, a set of automated skills to represent knowledge in the forms of the native language, remains immature. These provisions are verified experimentally.