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May 2018, № 5 (217), pages 6-14

doi: 10.25198/1814-6457-217-6

Bizyuk A.P., Kacz E.E., Kolosova T.A., Sorokin V.M. FACTOR ANALYSIS IN THE NEUROPSYCHOLOGICAL ASSESSMENT OF COGNITIVE FUNCTIONS IN DYSORPHOGRAPHYThe number of children who have problems with mastering written language and the rules of the native language in Russian educational schools, according to various authors, is tens of percent. At the same time, the brain precondition of this phenomenon, worsening the social adaptation of children, remain underdeveloped.
In the present article, an attempt was made to identify discriminatory neuropsychological indicators that prevent the formation of spelling competence of schoolchildren. The study of writing disorders in younger schoolchildren was carried out using specially selected texts for dictation and cheating, after which a factor analysis was undertaken of the results of a study of two groups of children (with high spelling competence and dysorphography — 50 and 24 schoolchildren, respectively) in 20 functional tests. The subject of the analysis was the differences found when comparing the factor structures for the two groups. Neuropsychological assessment was performed only on those indicators, the expressed factor values of which were found only in one of the groups and were absent in the other. According to our assumption, they can be considered as variants of possible prerequisites for success or failure in mastering the rules of the Russian language.
As a result of the qualitative analysis, four types of deficiency were identified, characterizing the weak functional units in the implementation of spelling skills in children with dysorphography. Specific methods whose indicators turned out to be significant for solving the task include: arithmetic calculation, understanding of metaphors, test for reciprocal coordination, effective execution of a proof-reading test in Amatuni’s modification, lack of mirror phenomena in Henry Head test, visual memory and test “Fence” with its load on dynamic praxis as a programmatically organized action.
An end-to-end analysis of the totality of the obtained data allows us to conclude that there are at least four brain deficits in children with dysorphography: imperfect inter-hemispheric interaction, insufficient algorithmic component of thinking and activity, weakness of optical-spatial concepts and deficiency of motivational and energy potential.Key words: dysorphography, writing disorders, younger students, cognitive processes, neuropsychology, factor analysis.

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About this article

Authors: Bizyuk A.P., Kats E.E., Kolosova T.A., Sorokin V.M.

Year: 2018

doi: 10.25198/1814-6457-217-6

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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