MODERN METHODS FOR ASSESSING MOTOR AND SENSORY INTER-HEMISPHERIC ASYMMETRY OF THE BRAIN IN CHILDREN OF PRIMARY AND SECONDARY SCHOOL AGE (8-11 YEARS OLD)

Abstract

Background: The neuropsychological study of some features of interhemispheric relationships in the motorsphere in children with various types of mental disorders is of undoubted interest. It can show a number of new aspects of the problem of the formation of inter-hemispheric asymmetry and inter-hemispheric interaction in ontogenesis. Methodology: Nowadays, two approaches are used in physiology to assess brain inter-hemispheric differences: the method of determining the "handiness" by means of a survey (Edinburgh test) and the method of actively detecting motor and sensory asymmetry by N.N. Bragina and T.A. Dobrokhotova methodology. Results: The neuropsychological study of some features of interhemispheric relationships in the motor sphere in children with various types of mental disorders is of undoubted interest. It can show a number of new aspects of the problem of the formation of inter-hemispheric asymmetry and inter-hemispheric interaction in ontogenesis. Both techniques are widely represented in modern scientific literature, but we have not found research that describes the relationship between the results of testing assessment of functional brain asymmetry using the Edinburgh test and tests for determining motor and sensory asymmetry. Normally, the formation of brain inter-hemispheric asymmetry and inter-hemispheric interaction is, of course, heterochronical in nature. Conclusion: Therefore, the examined schoolchildren may encounter an almost fully formed primary level of interhemispheric connections, while the second and third levels are still in their formation. At the same time, a comparison between the results of healthy children of 8–11 years of age shows that the functional organization of inter-hemispheric asymmetry and inter-hemispheric interaction in this age range is in a state of constant ongoing development.