Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal
      

 

Agris A.R., Matveyeva E.Yu., Korneev A.A. The performance capability in first-graders with and without learning disability: computer-based methods

Full text in Russian: Агрис А.Р., Матвеева Е.Ю., Корнеев А.А. Состояние нейродинамических компонентов деятельности у первоклассников в норме и при трудностях обучения (по данным компьютерных методик)
Institute of Inclusive Education Problems, Moscow State University of Psychology and Pedagogic, Moscow, Russia
Lomonosov Moscow State University, Moscow, Russia
Centre for Psychological, Medical and Social Support "Green Branch", Moscow, Russia

About authors
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The results of the study of regulation of cortical tone (brain activation) and behavioral arousal (these functions are known as comprising the Luria's first block) in first-graders (N=56) are presented in the article. Two computer-based techniques were used for evaluation of these functions: (1) the modified version of "Dots task" (originally developed by A. Diamond, Davidson et al., 2006) and (2) the computer-based version of "Schulte tables". 28 children with learning disabilities were included in the experimental group (mean age is 8.3) and 28 children without learning disabilities were included in the control group (mean age is 8,2). Children with learning disabilities demonstrated the slower processing speed and made more mistakes while doing complex tasks than children without learning disabilities. Both groups demonstrated the effect of warming-up: significantly more mistakes were made while doing the first tasks. Furthermore, tiredness manifested itself in a decrease of the processing speed.

Keywords: performance capability, neurodynamic components of activity, processing speed, processes of regulation of brain activation, executive functions, learning disabilities

 

Acknowledgement
The authors would like to thank professor, doctor of psychology T.V. Akhutina for her valuable critical comments and recommendations in preparing this paper.

Funding
The study was supported by the Russian Foundation for Basic Research, project 12-06-00341а.


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Received 23 July 2013. Date of publication: 29 April 2014.

About authors

Agris Anastasiya R. Junior Research Associate, Laboratory of Learning Difficulties Studies, Institute of Inclusive Education Problems, Moscow State University of Psychology and Pedagogic, ul. Arkhitektora Vlasova, 19, 2, 117335 Moscow, Russia; Ph.D. Student, Department of Neuro-and Pathopsychology, Faculty of Psychology, Lomonosov Moscow State University, ul. Mokhovaya, 11, str. 9, 125009 Moscow, Russia; Pedagogue-psychologist, Centre for Psychological, Medical and Social Support "Green Branch", ul. Novopeschanaya, 26, 125252 Moscow, Russia.
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Matveeva Ekaterina.Yu., Leading Research Associate, Laboratory of Learning Difficulties Studies, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, ul. Arckhitektora Vlasova, 19, 2, 117335 Moscow, Russia.
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Korneev Alexey A., Senior Research Associate, Laboratory of Neuropsychology, Faculty of Psychology, Lomonosov Moscow State University, ul. Mokhovaya, 11, str. 9, 125009 Moscow, Russia; Leading Research Associate, Laboratory of Learning Difficulties Studies, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, ul. Arckhitektora Vlasova, 19, 2, 117335 Moscow, Russia; Senior Research Associate, Laboratory of Neurophysiology of Cognitive Processes, Institute of Developmental Physiology, Russian Academy of Education, ul. Pogodinskaya, 8-2 , 119121 Moscow, Russia.
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Suggested citation

Agris A.R., Matveyeva E.Yu., Korneev A.A. The performance capability in first-graders with and without learning disability: computer-based methods. Psikhologicheskie Issledovaniya, 2014, Vol. 7, No. 34, p. 5. http://psystudy.ru (in Russian, abstr. in English).

Permanent URL: http://psystudy.ru/index.php/eng/2014v7n34e/969-agris34e.html

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