NEUROPSYCHOLOGICAL PECULIARITIES OF COGNITIVE FUNCTIONS OF SPEECH-IMPAIRED JUNIOR PUPILS

Yuliia Shevchenko, Svitlana Dubiaha, O. Kovalova, Hanna Varina, Hanna Svyrydenko
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Abstract

The connection between speech and cognitive impairments may be the key to understanding more general mechanisms of children's brain development. The identification, analysis, and understanding of speech impairments open up opportunities for the development of new teaching methods, rehabilitation programs, and support for children and their families in overcoming such difficulties. Particular attention should be paid to a multidisciplinary approach to the study of this issue. This approach combines the efforts of psychologists, educators, speech therapists, and medical professionals. This study aimed to investigate the neuropsychological features of cognitive functions of junior pupils with speech impairment. The research employed a comprehensive methodology based on neuropsychological tests and theoretical studies. The authors found that speech disorders among junior pupils indicate the presence of speech difficulties. Moreover, they can also be indicators of certain cognitive developmental disorders. Such peculiarities in speech and cognitive functions can lead to problems in learning, social integration, and emotional well-being. A timely detection of these features and their subsequent correction are the keys to ensuring optimal conditions for the child's development and successful societal adaptation. The main value of this study comes from the fact that it offers a holistic view of the problem. Moreover, it focuses on the broad context of influence shaping speech and cognitive development. The article is recommended for consideration by specialists in the fields of education, psychology, and medicine who are interested in expanding their knowledge and improving their practical skills in working with children with special needs.
语言障碍低年级学生认知功能的神经心理学特点
语言障碍与认知障碍之间的联系可能是了解儿童大脑发育更普遍机制的关键。对言语障碍的识别、分析和理解,为开发新的教学方法、康复计划以及支持儿童及其家庭克服这些困难提供了机会。在研究这一问题时,应特别注意采用多学科方法。这种方法结合了心理学家、教育工作者、语言治疗师和医疗专业人员的努力。本研究旨在调查有语言障碍的低年级学生认知功能的神经心理学特征。研究采用了基于神经心理学测试和理论研究的综合方法。作者发现,小学生的言语障碍表明他们存在言语困难。此外,它们也可能是某些认知发展障碍的指标。这种言语和认知功能上的特殊性可能会导致学习、社会融合和情绪健康方面的问题。及时发现这些特征并加以纠正,是确保儿童获得最佳发展条件和成功适应社会的关键。这项研究的主要价值在于,它提供了一个全面看待问题的视角。此外,它还关注了影响语言和认知发展的广泛背景。建议教育学、心理学和医学等领域的专家参考这篇文章,他们有兴趣在与有特殊需要的儿童打交道时扩展知识并提高实践技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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