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ELECTRONIC MONITORING OF THE PSYCHOLOGICAL STRUCTURE OF THE COGNITIVE SPHERE OF STUDENTS’ PERSONALITY // Pedagogical Review. 2021. Issue 1 (35). P. 111-121

In this article, the authors consider a psychological and pedagogical problem – the possibility of electronic control-monitoring of the dynamics of the development of cognitive abilities of students. At the same time, the cognitive abilities of a person from a psychological point of view are understood as an integral system construction. The cognitive sphere of an individual, according to the authors of this article, is not limited to intelligence, but it is its fundamental component, as well as cognitive abilities, having their own specific functions, form a single system with individual psychological characteristics. This is the methodological position of the authors of the article. Special attention is drawn to the conceptual construct of the text presented. It is emphasized that an interdisciplinary approach to research can provoke terminological inaccuracy. In this regard, the authors pay close attention to the categorical apparatus, the correct interpretation of terms that provide the semantic basis for interdisciplinary research. The article substantiates the need to develop a comprehensive computer program. It is noted that a complex software can provide electronic monitoring and correction of the values of integral psychological indicators of the formation of cognitive functional connections in the psychological structure of the cognitive sphere of students’ personality in real-time mode.

Keywords: electronic monitoring, cognitive sphere, structure, personality, software

Development of intellectual abilities in children with mental retardation // Pedagogical Review. 2023. Issue 1 (47). P. 134-146

The problem of the development of intellectual abilities in children with difficulties in learning and insufficient conditions for the realization of their potential abilities is investigated. It is noted that in recent years there has been a high growth rate in the number of children with mental retardation. The combination of various factors of biopsychosocial nature cause dysontogenesis of varying severity and forms of manifestation, which significantly complicates the diagnosis and qualification of the presence/absence of pathogenesis and, in fact, the very definition of the concept of “mental retardation”. The definition of the concept of “mental retardation” is clarified within the framework of which an experimental study of the development of intellectual abilities of students in specially organized conditions of additional education is carried out according to the author’s program “Intellectual Drive”. Attention is drawn to the methodology of the additional education program, which is based on a psychological and didactic approach to learning. A characteristic feature of the principles of the psychological and didactic approach to learning is their scientifically based combination of didactic and psychological patterns into a single system tool designed to optimize the productivity of students’ mental activity as a key task of education. The results of additional education of children with mental retardation under the program “Intellectual drive” are presented. Positive dynamics in the development of intellectual abilities of students with mental retardation has been revealed.

Keywords: intelligence, mental retardation, cognitive abilities, educational activity of a junior student, the program “Intellectual drive”