Категориальное научение у детей с РАС: систематический обзор
DOI:
https://doi.org/10.54359/ps.v19i107.2145Ключевые слова:
категоризационное научение, когнитивное развитие, расстройства аутистического спектра, COVIS, селективное внимание, распределенное вниманиеАннотация
Данный систематический обзор направлен на обобщение и анализ современных научных данных о специфике категориального научения детей с расстройствами аутистического спектра (РАС) в контексте модели COVIS, предполагающей конкуренцию между эксплицитной (вербальной) и имплицитной (невербальной) системами категориального научения. В обзор включены 40 эмпирических исследований (1981–2025 гг.), отобранных по протоколам PICO и PRISMA из крупных научных баз данных. Имплицитная система демонстрирует относительную сохранность в перцептивных задачах обучения, однако выраженные трудности проявляются в заданиях, требующих абстрактной генерализации (формирования прототипов) и интеграции признаков. Вербальная система характеризуется стойкими дефицитами в понимании абстрактных и социальных понятий, а также в когнитивной гибкости. Ключевым выводом является подтвержденная эффективность структурированного явного обучения как средства компенсации этих дефицитов. Обзор выявляет значительный методологический пробел в литературе и подчеркивает необходимость исследований, специально направленных на изучение механизмов внимания и типов категорий в рамках строгих когнитивно-научных парадигм, что позволит перейти от описания симптомов к пониманию лежащих в их основе когнитивных механизмов.
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