Kolosova T.A., Goncharova V.A.
THE MANIFESTATION OF DIVERGENT THINKING IN THE ASPECT OF DIFFERENT TYPES OF DYSONTOGENESIS ^{[№ 1 ' 2025]}
The development of divergent thinking as one of the elements of creativity is an important condition for the effective solution of educational problems by primary school students. The ability to look at a problem from a different angle and find an unconventional approach to solving it improves the academic performance of primary school students. The issue of studying divergent thinking of children with different types of dysontogenesis has been poorly studied in modern special pedagogy and psychology, which determines the relevance of this study. Comparison of the features of the development of divergent thinking in primary school students with different types of dysontogenesis was the goal of our study, which involved four empirical groups: the control group - children with normal speech and mental development, three experimental groups: children with general speech underdevelopment, children with mental retardation and children with mild mental retardation. The following hypotheses were adopted for the study: divergent thinking is inherent in all primary school students, regardless of the type of dysontogenesis; the level of development of divergent thinking will be higher in primary school students with intact intellect; The manifestation of some personality traits affects the development of divergent thinking differently depending on the type of dysontogenesis. To confirm the hypotheses, a battery of tests was used: "Use of an object (newspaper)", "Hypothetical situation", "Word association" (book)", "Composing images". The conducted study allows us to draw the following conclusions: regardless of the intellectual level, divergent thinking is inherent in each individual, but manifests itself in different ways. Based on reliable differences using Student's T-criterion, four groups tested on three parameters of divergent thinking showed a peculiar manifestation of divergent thinking. The difference is that the lower the level of intelligence, the lower the ability to see and find various original, positive solutions to a difficult situation. Personal characteristics that open up the possibility of developing divergent thinking have been identified.

Kolosova T.A., Goncharova V.A.
DIFFERENTIATION AND VERBALIZATION OF EMOTIONS BY OLDER PRESCHOOLERS WITH GENERAL SPEECH UNDERDEVELOPMENT ^{[№ 4 ' 2024]}
The presence of increased anxiety, immaturity of social emotions, primitive emotional response, high degree of emotional tension in combination with depressed mood, reduced attention to the emotional state of other people and demonstration of insufficient emotional responsiveness is considered as one of the most complete characteristics of the emotional sphere of children. With some coverage of the structure of the defect in speech pathology, there is clearly a lack of research on the mediation of mental processes in the course of mental development. The study of the features of the development of the emotional sphere in older preschool children diagnosed with general speech underdevelopment, in particular, understanding, differentiation and verbalization of emotions became the goal of the study. We conducted a psychodiagnostic study of emotional development in older preschool children diagnosed with general speech underdevelopment. Preschoolers with general speech underdevelopment are distinguished, on the one hand, by a reduced emotional background, they are characterized by sluggish reactions, apathy. Many children with speech disorders are characterized by violent reactions, rapid change of emotions, active expression of feelings and emotions, demonstrativeness of their manifestation. The hypothesis of the study was that the understanding, differentiation and verbalization of emotions in older preschoolers diagnosed with

Goncharova V.A.
INTERACTION OF NORMS AND DEVIATION IN SCIENTIFIC KNOWLEDGE AS AN ENGINE OF DEVELOPMENT OF SCIENCE ^{[№ 1 ' 2012]}
The article investigates the phenomenon of the interaction of norms and deviations in scientific knowledge as the driving force of science. The author believes that the interaction of norms and deviations generates synthesis, which creates a quality of the science, capable of more detailed and deeply reflection of the diversity of the studied reality and making scientific and cognitive activity stream of new, unconventional ideas.

Shamraev A.V., Goncharova O.N.
THE INFLUENCE OF BIOLOGICAL PRODUCT "LENOYL" ON CATALASE ACTIVITY OF OIL-CONTAMINATED SOIL ^{[№ 12 ' 2011]}
This article discusses the impact of oil pollution on soil components, possible consequences, as well as ways to reduce this load by using microbial preparations.

Goncharova N.N.
MYTHPOETICAL BASIS OF INTERPRETATION OF THE NEW TESTAMENT PARABLE ABOUT LAMP UNDER VESSEL ^{[№ 11 ' 2005]}
This article is devoted to interpretation of parable about lamp under vessel, which is the most interesting and deep parable at its content among parables of New Testament, represented in the Gospels of Matthew, Mark and Luka. The accent is given here on its mythpoetical constituent, regarding of which opens wider opportunities for understanding the meaning of spoken "from word foundation" together with concrete language material.