ДЕФИЦИТ СОВМЕСТНОГО ВНИМАНИЯ И СПЕЦИФИКА МОДЕЛИ ПСИХИЧЕСКОГО У ДОШКОЛЬНИКОВ С АТИПИЧНЫМ РАЗВИТИЕМ

  • Яна Смирнова
Ключевые слова: внимание, совместное внимание, социальное познание, возрастное развитие, дошкольный возраст, теория разума, модель психического, задержка психического развития, аутизм, нарушение слуха.

Аннотация

В статье рассматривается соотношение развития совместного внимания и социального и когнитивного развития ребенка. Проанализировав предыдущие исследования типично развивающихся детей, демонстрирующих внутреннее участие и отзывчивость к основополагающим социальным признакам (например, направления взгляда), мы поставили целью изучение проявлений атипичного совместного внимания, когда ребенок не учитывает, какой объект (событие) или какие аспекты этого объекта (события) находятся в фокусе внимания собеседника. На выборке 90 дошкольников с типичным развитием, задержкой психического развития, нарушением слуха и нарушением зрения были выявлены «первично-психологические» характеристики атипичного развития ребенка, проявляющиеся прежде всего в нарушениях социальной коммуникации. Обнаружено, что вторичные отклонения в развитии социального познания специфичны для определенного первичного дефекта. Ограниченный приток информации при нарушении одного или нескольких анализаторов создает необычные условия в накоплении у детей опыта социального взаимодействия, необходимого для формирования модели психического.

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Опубликован
2019-04-01
Как цитировать
1. Смирнова Я. ДЕФИЦИТ СОВМЕСТНОГО ВНИМАНИЯ И СПЕЦИФИКА МОДЕЛИ ПСИХИЧЕСКОГО У ДОШКОЛЬНИКОВ С АТИПИЧНЫМ РАЗВИТИЕМ // Вестник психологии и педагогики Алтайского государственного университета, 2019. № 1. С. 98-118. URL: http://journal.asu.ru/vfp/article/view/5401.

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