Executive functions of primary school children
DOI:
https://doi.org/10.33910/2687-0223-2022-4-4-267-278Keywords:
arbitrary regulation, executive functions, inhibitory control, working memory, primary school students, students with mental retardationAbstract
The article considers the executive functions of primary school children with normative development and mental retardation. The study involved 91 primary school children, including 39 children with normative development and 52 children with mental retardation.
The parameters of the simple and complex sensorimotor reactions were assessed using the software implementation of the ReBOS method of reflex metric measurements, software version 2.1 (Vergunov and Nikolaeva 2009).
Working memory was determined using the technique “Interference” (a software package for determining the characteristics of visual-spatial memory systems) (Razumnikova and Savinykh 2016).
Executive dysfunction in children causes a wide range of symptoms, including cognitive, emotional and behavioral difficulties. Western scientists associate children’s attention problems with impaired executive functions—in particular, impaired inhibitory control. Executive dysfunction may explain poorer academic performance and social-emotional competence (Burnett, Scratch, and Anderson 2013).
The study shows that students with normative development demonstrate timely reactions associated with elementary attitudes, which indicates a developed complex sensorimotor reaction and inhibitory control. This is manifested in following the teacher’s instructions, organizing one’s workplace, and the correct spelling of the date and classwork in the notebook. Reproduction trained by learning is the model of working memory which is typical of the schoolchildren.
In schoolchildren with mental retardation, the study shows the lack of formation of the complex sensorimotor reaction and inhibitory control. In this group of subjects, memory interference is greater, which leads to the impossibility of distributing attention during the class, and consequently to not mastering the educational material.
References
ЛИТЕРАТУРА
Белолуцкая, А. К., Веракса, А. Н., Алмазова, О. В. и др. (2018) Связь характеристик образовательной среды детского сада и уровня развития регуляторных функций дошкольников. Психологическая наука и образование, т. 23, № 6, с. 85–96.
Болотова, А. К., Пурецкий, М. М. (2015) Развитие идей саморегуляции в исторической ретроспективе. Культурно-историческая психология, т. 11, № 3, с. 64–74. https://doi.org/10.17759/chp.2015110306
Васильева, И. К., Дунаевская, Э. Б. (2020) Исследование особенностей тормозного контроля у детей с задержкой психического развития. Комплексные исследования детства, т. 2, № 2, с. 90–97. https://doi.org/10.33910/2687-0223-2020-2-2-90-97
Вергунов, Е. Г., Николаева, Е. И. (2009) Опыт применения методов визуализации в качественном анализе результатов тайм-теста. Мир науки, культуры, образования, № 7–2 (19), с. 128–131.
Герасимова, О. Ю. (2015) Время простых и сложных сенсомоторных реакций как один из показателей уровня интеллекта у старших дошкольников. Евразийский союз ученых, № 10–1 (19), с. 135–138.
Глебова, М. В. (2019а) Влияние исполнительных функций на развитие познавательных психических процессов: психолого-педагогические аспекты. International Journal of Advanced Studies in Education and Sociology, № 2, с. 17–31.
Глебова, М. В. (2019b) Проблема интеллектуального развития школьников с позиций когнитивной науки. Современное педагогическое образование, № 10, с. 124–130.
Гуткина, Н. И. (2004) Психологическая готовность к школе. СПб.: Питер, 208 с.
Лебединская, К. С. (1980) Клинические варианты задержки психического развития. Журнал нервопатологии и психиатрии имени С. С Корсакова, № 3, с. 407–412.
Лубовский, В. И. (1989) Психологические проблемы диагностики аномального развития детей. М.: Педагогика, 104 с.
Матанова, В. Л., Костова, З. Г., Колев, М. В. (2018) Нарушения исполнительных функций в детском возрасте. Медицинская психология в России, т. 10, № 4 (51), статья 2. https://doi.org/10.24411/2219-8245-2018-14021
Моросанова, В. И., Бондаренко, И. Н. (2015) Диагностика саморегуляции человека. М.: Когито-Центр, 304 с.
Николаева, Е. И., Брисберг, Т. Л. (2020) Специфика исполнительных функций дошкольников с разными латеральными предпочтениями. Герценовские чтения: психологические исследования в образовании, № 3, с. 492–500. https://www.doi.org/10.33910/herzenpsyconf-2020-3-80
Николаева, Е. И., Вергунов, Е. Г. (2017) Что такое «executive functions» и их развитие в онтогенезе. Теоретическая и экспериментальная психология, т. 10, № 2, c. 62–81.
Полонская, Н. Н., Яблокова, Л. В. (1998) Функции программирования и контроля и успешность обучения у первоклассников. В кн.: Е. Д. Хомская, Т. В. Ахутина (ред.). I Международная конференция памяти А. Р. Лурия. Сборник докладов. М.: Изд-во МГУ, с. 231–237.
Приказ Министерства образования и науки РФ от 19 декабря 2014 г. N 1598 «Об утверждении Федерального государственного образовательного стандарта начального общего образования обучающихся с ограниченными возможностями здоровья» (2014) [Электронный ресурс]. URL: http://ivo.garant.ru/#/document/70862366/paragraph/1:0 (дата обращения 30.08.2022).
Приказ Министерства просвещения Российской Федерации от 31 мая 2021 г. № 286 «Об утверждении Федерального государственного образовательного стандарта начального общего образования» (зарегистрирован 05.07.2021 № 64100). (2021) [Электронный ресурс]. URL: https://www.garant.ru/products/ipo/prime/doc/400807193/ (дата обращения 22.08.2022).
Разумникова, О. М., Николаева, Е. И. (2017) Значение тормозного контроля в онтогенезе когнитивных функций. В кн.: Всероссийская конференция по когнитивной науке КИСЭ-2017: материалы Всероссийской конференции. Казань: Казанский федеральный университет, с. 153–167.
Разумникова, О. М., Савиных, М. А. (2016) Программный комплекс для определения характеристик систем зрительно-пространственной памяти. Номер регистрации 2016617675. Дата регистрации 12.07.2016. [Электронный ресурс]. URL: https://www.elibrary.ru/item.asp?id=39351084 (дата обращения 12.08.2022).
Семенова, О. В., Мачинская, Р. И., Ахутина, Т. В., Крупская, Е. В. (2001) Мозговые механизмы произвольной регуляции деятельности и формирование навыка письма у детей 7–8 лет. Физиология человека, т. 27, № 4, с. 23–30.
Скоромец, А. П., Семичова, И. Л., Крюкова, И. А. и др. (2011) Задержка психического развития у детей и принципы их коррекции (обзор). Лечащий врач, № 5, с. 14–18.
Сухарева, Г. Е. (1965) Клинические лекции по психиатрии детского возраста. Т. III. М.: Медицина, 337 с.
Цукерман, Г. А. (1989) Условия развития рефлексии шестилеток. Вопросы психологии, № 2, с. 39–46.
Barkley, R. A. (1997) ADHD and the nature of self-control. New York: Guilford Press, 410 p.
Best, J. R., Miller, P. H. (2010) A developmental perspective on executive function. Child Development, vol. 81, no. 6, pp. 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x
Burnett, A. C., Scratch, S. E., Anderson, P. J. (2013) Executive function outcome in preterm adolescents. Early Human Development, vol. 89, no. 4, рр. 215–220. https://doi.org/10.1016/j.earlhumdev.2013.01.013
Engle, R. W. (2002) Working memory capacity as executive attention. Current Directions in Psychological Science, vol. 11, no. 1, pp. 19–23. https://doi.org/10.1111/1467-8721.00160
Kirkwood, M. W., Weiler, M. D., Holmes Bernstein, J. et al. (2001) Sources of poor performance on the Rey-Osterrieth Complex Figure Test among children with learning difficulties: A dynamic assessment approach. Clinical Neuropsychology, vol. 15, no. 3, pp. 345–356. https://doi.org/10.1076/clin.15.3.345.10268
Moffitt, T. E., Arseneault, L., Belsky, D. et al. (2011) A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Science, vol. 108, no.7, pp. 2693–2698. https://doi.org/10.1073/pnas.1010076108
Munakata, Y., Snyder, H. R., Chatham, C. H. (2012) Developing cognitive control: Three key transitions. Current Directions in Psychological Science, vol. 21, no. 2, рр. 71–77. https://doi.org/10.1177/0963721412436807
Nigg, J. T. (2000) On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, vol. 126, no. 2, pp. 220–246. https://doi.org/10.1037/0033-2909.126.2.220
Perner, J., Kain, W., Barchfeld, P. (2002) Executive control and higher-order theory of mind in children at risk at ADHD. Infant Child Development, vol. 11, no. 2, pp. 141–158. https://doi.org/10.1002/icd.302
Polderman, T. J. C., de Geus, E. J. C., Hoekstra, R. A. et al. (2009) Attention problems, inhibitory control, and intelligence index overlapping genetic factors: A study in 9-, 12-, and 18-year-old twins. Neuropsychology, vol. 23, no. 3, pp. 381–391. https://doi.org/10.1037/a0014915
Pultsina, К. I., Aleksandrova, O. V., Belyaeva, S. I. (2021) Executive functions and commitment to a healthy lifestyle in middle age. Psychophysiology News, no. 3, pp. 95–99. https://doi.org/10.34985/i6088-0454-8252-v
Ribner, A. D., Willoughby, M. T., Blair, C. B. et al. (2017) Executive function buffers the association between early math and later academic skills. Frontiers in Psychology, vol. 8, article 869. https://doi.org/10.3389/fpsyg.2017.00869
Sánchez-Pérez, N., Castillo, A., López-López, J. A. (2017) Computer-based training in math and working memory improves cognitive skills and academic achievement in primary school children: Behavioral results. Frontiers in Psychology, vol. 8, article 2327. https://doi.org/10.3389/fpsyg.2017.02327
REFERENCES
Barkley, R. A. (1997) ADHD and the nature of self-control. New York: Guilford Press, 410 p. (In English)
Belolutskaya, A. K., Veraksa, A. N., Almazova, O. V. et al. (2018). Svyaz’ kharakteristik obrazovatel’noj sredy detskogo sada i urovnya razvitiya regulyatornykh funktsij doshkol’nikov [Relationship between the characteristics of the educational environment of the kindergarten and the level of development of regulatory functions of preschoolers]. Psikhologicheskaya nauka i obrazovanie — Psychological Science and Education, vol. 23, no. 6, pp. 85–96. (In Russian)
Best, J. R., Miller, P. H. (2010) A developmental perspective on executive function. Child Development, vol. 81, no. 6, pp. 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x (In English)
Bolotova, A. K., Puretskij, M. M. (2015) Razvitie idej samoregulyatsii v istoricheskoj retrospektive [Concepts of self-regulation: A historical retrospective]. Kul’turno-istoricheskaya psikhologiya — Cultural-Historical Psychology, vol. 11, no. 3, pp. 64–74. https://doi.org/10.17759/chp.2015110306 (In Russian)
Burnett, A. C., Scratch, S. E., Anderson, P. J. (2013) Executive function outcome in preterm adolescents. Early Human Development, vol. 89, no. 4, рр. 215–220. https://doi.org/10.1016/j.earlhumdev.2013.01.013 (In English)
Engle, R. W. (2002) Working memory capacity as executive attention. Current Directions in Psychological Science, vol. 11, no. 1, pp. 19–23. https://doi.org/10.1111/1467-8721.00160 (In English)
Gerasimova, O. Yu. (2015) Vremya prostykh i slozhnykh sensomotornykh reaktsij kak odin iz pokazatelej urovnya intellekta u starshikh doshkol’nikov [The time of simple and complex sensorimotor reactions as one of the indicators of the level of intelligence in older preschoolers]. Evrazijskij soyuz uchenykh — Eurasian Union of Scientists, no. 10-1 (19), pp. 135–138. (In Russian)
Glebova, M. V. (2019a) Vliyanie ispolnitel’nykh funktsij na razvitie poznavatel’nykh psikhicheskikh protsessov: psikhologo-pedagogicheskie aspekty [Influence of executive functions on the development of gognitive mental processes: Psychological and pedagogical aspects]. International Journal of Advanced Studies in Education and Sociology, no. 2, pp. 17–31. (In Russian)
Glebova, M. V. (2019b) Problema intellektual’nogo razvitiya shkol’nikov s pozitsij kognitivnoj nauki [The problem of the intellectual development of schoolchildren from the standpoint of cognitive science]. Sovremennoe pedagogicheskoe obrazovanie — Modern Pedagogical Education, no. 10, pp. 124–130. (In Russian)
Gutkina, N. I. (2004) Psikhologicheskaya gotovnost’ k shkole [Psychological readiness for school]. Saint Petersburg: Piter Publ., 208 p. (In Russian)
Kirkwood, M. W., Weiler, M. D., Holmes Bernstein, J. et al. (2001) Sources of poor performance on the Rey-Osterrieth Complex Figure Test among children with learning difficulties: A dynamic assessment approach. Clinical Neuropsychology, vol. 15, no. 3, pp. 345–356. https://doi.org/10.1076/clin.15.3.345.10268 (In English)
Lebedinskaya, K. S. (1980) Klinicheskie varianty zaderzhki psikhicheskogo razvitiya [Clinical variants of mental development delay]. Zhurnal nervopatologii i psikhiatrii imeni S. S. Korsakova — S. S. Korsakov Journal of Neuropathology and Psychiatry, no. 3, pp. 407–412. (In Russian)
Lubovskij, V. I. (1989) Psikhologicheskie problemy diagnostiki anomal’nogo razvitiya detej [Psychological problems of diagnosing abnormal development of children]. Moscow: Pedagogika Publ., 104 p. (In Russian)
Matanova, V. L., Kostova, Z. G., Kolev, M. V. (2018) Narusheniya ispolnitel’nykh funktsij v detskom vozraste [Executive dysfunctions in childhood]. Meditsinskaya psikhologiya v Rossii — Medical Psychology in Russia, vol. 10, no. 4 (51), article 2. https://doi.org/10.24411/2219-8245-2018-14021 (In Russian)
Moffitt, T. E., Arseneault, L., Belsky, D. et al. (2011) A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Science, vol. 108, no. 7, pp. 2693–2698. https://doi.org/10.1073/pnas.1010076108 (In English)
Morosanova, V. I., Bondarenko, I. N. (2015) Diagnostika samoregulyatsii cheloveka [Diagnosis of human self-regulation]. Moscow: Kogito-Tsentr Publ., 304 p. (In Russian)
Munakata, Y., Snyder, H. R., Chatham, C. H. (2012) Developing cognitive control: Three key transitions. Current Directions in Psychological Science, vol. 21, no. 2, рр. 71–77. https://doi.org/10.1177/0963721412436807 (In English)
Nigg, J. T. (2000) On inhibition/disinhibition in developmental psychopathology: Views from cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, vol. 126, no. 2, pp. 220–246. https://doi.org/10.1037/0033-2909.126.2.220 (In English)
Nikolaeva, E. I., Brisberg, T. L. (2020) Spetsifika ispolnitel’nykh funktsij doshkol’nikov s raznymi lateral’nymi predpochteniyami [Executive functions of preschool children with different lateral preferences]. Gertsenovskie chteniya: psikhologicheskie issledovaniya v obrazovanii — The Herzen University Studies: Psychology in Education, no. 3, pp. 492–500. https://www.doi.org/10.33910/herzenpsyconf-2020-3-80 (In Russian)
Nikolaeva, E. I., Vergunov, E. G. (2017) Chto takoe “executive functions” i ikh razvitie v ontogeneze [Executive functions and their development in ontogenesis]. Teoreticheskaya i eksperimental’naya psikhologiya — Theoretical and Experimental Psychology, vol. 10, no. 2, pp. 62–81. (In Russian)
Perner, J., Kain, W., Barchfeld, P. (2002) Executive control and higher-order theory of mind in children at risk at ADHD. Infant Child Development, vol. 11, no. 2, pp. 141–158. https://doi.org/10.1002/icd.302 (In English)
Polderman, T. J. C., de Geus, E. J. C., Hoekstra, R. A. et al. (2009) Attention problems, inhibitory control, and intelligence index overlapping genetic factors: A study in 9-, 12-, and 18-year-old twins. Neuropsychology, vol. 23, no. 3, pp. 381–391. https://doi.org/10.1037/a0014915 (In English)
Polonskaya, N. N., Yablokova, L. V. (1998) Funktsii programmirovaniya i kontrolya i uspeshnost’ obucheniya u pervoklassnikov [Functions of programming and control and success in learning during the first school year]. In: E. D. Khomskaya, T. V. Akhutina (eds.). I Mezhdunarodnaya konferentsiya — pamyati A. R. Luriya. Sbornik dokladov [I International Conference dedicated to the memory of A. R. Luria. Collection of reports]. Moscow: Moscow State University Publ., pp. 231–237. (In Russian)
Prikaz Ministerstva obrazovaniya i nauki RF ot 19 dekabrya 2014 g. N 1598 “Ob utverzhdenii Federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov’ya [Order of the Ministry of Education and Science of the Russian Federation of December 19, 2014 No. 1598 “On Approval of the Federal State Educational Standard of Primary General Education for Students with Disabilities”]. (2014) [Online]. Available at: http://ivo.garant.ru/#/document/70862366/paragraph/1:0 (accessed 30.08.2022). (In Russian)
Prikaz Ministerstva prosveshcheniya Rossijskoj Federatsii ot 31 maya 2021 g. № 286 “Ob utverzhdenii Federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya” (zaregistrirovan 05.07.2021 № 64100) [Order of the Ministry of Education of the Russian Federation dated May 31, 2021 No. 286 “On Approval of the Federal State Educational Standard for Primary General Education” (registered on 05.07.2021 No. 64100)]. (2021) [Online]. Available at: https://www.garant.ru/products/ipo/prime/doc/400807193/ (accessed 22.08.2022). (In Russian)
Pultsina, К. I., Aleksandrova, O. V., Belyaeva, S. I. (2021) Executive functions and commitment to a healthy lifestyle in middle age. Psychophysiology News, no. 3, pp. 95–99. https://doi.org/10.34985/i6088-0454-8252-v (In English)
Razumnikova, O. M. (2019) Vozrastnye osobennosti sootnosheniya tormoznykh funktsij ispolnitel’noj sistemy vnimaniya i zritel’no-obraznoj pamyati [Age effect on relationships between inhibitory functions of executive attention system and visual memory]. Eksperimental’naya psikhologiya — Experimental Psychology, vol. 12, no. 2, pp. 61–74. https://doi.org/10.17759/exppsy.2019120205 (In Russian)
Razumnikova, O. M., Nikolaeva, E. I. (2017) Znachenie tormoznogo kontrolya v ontogeneze kognitivnykh funktsij [Role of inhibitory control in ontogenesis of cognitie functions]. In: Vserossijskaya konferentsiya po kognitivnoj nauke KISE-2017: materialy Vserossijskoj konferentsii [All-Russian Conference on Cognitive Science KISE-2017: Proceedings of the All-Russian Conference]. Kazan: Kazan Federal University Publ., pp. 153–167. (In Russian)
Razumnikova, O. M., Savinykh, M. A. (2016) Programmnyj kompleks dlya opredeleniya sistem kharakteristik zritel’no-prostranstvennoj pamyati [Software package for determining the systems of characteristics of visuospatial memory]. No. 2016617675. Registration date 7 December, 2016. [Online]. Available at: https://www.elibrary.ru/item.asp?id=39351084 (accessed 12.08.2022). (In Russian)
Ribner, A. D., Willoughby, M. T., Blair, C. B. et al. (2017) Executive function buffers the association between early math and later academic skills. Frontiers in Psychology, vol. 8, article 869. https://doi.org/10.3389/fpsyg.2017.00869 (In English)
Semenova, O. V., Machinskaya, R. I., Akhutina, T. V., Krupskaya, E. V. (2001) Mozgovye mekhanizmy proizvol’noj regulyatsii deyatel’nosti i formirovanie navyka pis’ma u detej 7–8 let [Brain mechanisms of free regulation of activity and the beginning of writing skills for seven–to eight-years-old children]. Fiziologiya cheloveka, vol. 27, no. 4, pp. 23–30. (In Russian)
Skoromets, A. P., Semichova, I. L., Kryukova, I. A. et al. (2011) Zaderzhka psikhicheskogo razvitiya u detej i printsipy ikh korrektsii (obzor) [Mental retardation in children and principles of their correction (review)]. Lechashchij vrach, no. 5, pp. 14–18. (In Russian).
Sukhareva, G. E. (1965) Klinicheskie lektsii po psikhiatrii detstvogo vozrasta. T. III [Clinical lectures on childhood psychiatry. Vol. III]. Moscow: Meditsina Publ., 337 p. (In Russian)
Sánchez-Pérez, N., Castillo, A., López-López, J. A. (2017) Computer-based training in math and working memory improves cognitive skills and academic achievement in primary school children: Behavioral results. Frontiers in Psychology, vol. 8, article 2327. https://doi.org/10.3389/fpsyg.2017.02327 (In English)
Tsukerman, G. A. (1989) Usloviya razvitiya refleksii shestiletok [Conditions for the development of reflection of six-year-olds]. Voprosy psikhologii, no. 2, pp. 39–46. (In Russian)
Vasileva, I. K., Dunaevskaya, E. B. (2020) Issledovanie osobennostej tormoznogo kontrolya u detej s zaderzhkoj psikhicheskogo razvitiya [Features of inhibitory control in children with delayed mental development]. Kompleksnye issledovaniya detstva — Comprehensive Childhood Studies, vol. 2, no. 2, pp. 90–97. https://doi.org/10.33910/2687-0223-2020-2-2-90-97 (In Russian)
Vergunov, E. G., Nikolaeva, E. I. (2009) Opyt primeneniya metodov vizualizatsii v kachestvennom analize rezul’tatov tajm-testa [The application visualization methods experience in the qualitative time-test results analysis]. Mir nauki, kul’tury, obrazovaniya — The World of Science, Culture, Education, no. 7-2 (19), pp. 128–131. (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Irina K. Vasilieva, Elvira B. Dunaevskaya
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
