Restoration of higher mental functions Tsvetkov. Tsvetkova L.S. Neuropsychology of counting, writing and reading. Recovery

Tsvetkova Lyubov Semyonovna (03/21/1929, Moscow) - professor, doctor psychological sciences, a student of A.R. Luria, is one of the leading neuropsychologists, aphasiologists and rehabilitologists of our country, a scientist of world renown.

Graduated from the Department of Psychology, Faculty of Philosophy, Moscow State University. M.V. Lomonosov. Laureate of the Lomonosov Prize of Moscow State University for 1973 for the monograph "Restorative education in local brain lesions."

Region scientific research: neuropsychology. Candidate's dissertation was completed under the guidance of Professor A.R. Luria on the topic: “ Psychological analysis restoration of speech functions after local lesions of the brain. Doctoral dissertation: "Restorative education in local brain lesions."

He lectures at Moscow State University, at the defectological faculty of Moscow State Pedagogical University, as well as in a number of foreign universities (Poland, Finland, Hungary, Belgium, East Germany, Denmark, Czechoslovakia, Bulgaria, Mexico) in the disciplines: "Neuropsychology", "Restoration of higher mental functions in case of local lesions Brain” and others. 25 Ph.D. theses were defended under her supervision.

Total scientific publications more than 220, of which 16 monographs and textbooks were published abroad (France, Spain, USA, Germany, Finland, Cuba, etc.).

Tsvetkova Lyubov Semenovna (March 21, 1929 - June 16, 2016) - professor, doctor of psychological sciences, student of A.R. Luria was one of the leading neuropsychologists, aphasiologists and rehabilitologists in our country, a world-famous scientist.

Graduated from the Department of Psychology, Faculty of Philosophy, Moscow State University. M.V. Lomonosov. Winner of the Lomonosov Prize of Moscow State University for 1973 for the monograph "Restorative education in local brain lesions."

Research area: neuropsychology. Candidate's dissertation was completed under the guidance of Professor A.R. Luria on the topic: "Psychological analysis of the restoration of speech functions after local brain damage." Doctoral dissertation: "Restorative education in local brain lesions."

She lectured at Moscow State University, at the Defectological Faculty of Moscow State Pedagogical University, as well as at a number of foreign universities (Poland, Finland, Hungary, Belgium, East Germany, Denmark, Czechoslovakia, Bulgaria, Mexico) in the disciplines: "Neuropsychology", "Restoration of higher mental functions in local lesions Brain” and others. 25 Ph.D. theses were defended under her supervision.

The total number of scientific publications is more than 220, of which 16 monographs and textbooks were published abroad (France, Spain, USA, Germany, Finland, Cuba, etc.).

Books (10)

Methods of neuropsychological diagnostics of children

The proposed method aims to help children with normal mental development, but having some problems in this development, as well as children with abnormal development in their difficulties in learning at school, in particular, to help them learn writing, reading, counting and other skills and abilities.

How to make a qualified neuropsychological diagnosis - the beginning of all the correct and effective work with a child in need of qualified adult help, conduct a qualitative syndromic analysis of a defect, find a zone of brain underdevelopment and, at the same time, identify ways to overcome violations? All this is written in the neuropsychological methodology offered to the reader. It is part of a general integrated methodology diagnostic examination children with mental retardation.

Actual problems of neuropsychology of childhood

This training manual presents the development of the scientific foundations of NDV, shows the role of the conceptual apparatus in the practice of working with children, the role of scientific foundations in diagnostic, preventive and rehabilitation work with children with learning problems in general education school and, possibly, in the development of mental activity.

The paper presents experimental data from studies of the issue of the lack of formation of certain groups of higher mental functions in older children. preschool age, its causes, ways and methods of overcoming deviations in the development of the psyche in children and methods of preparing for schooling.

Aphasia and Restorative Learning

The book by a well-known specialist in neuropsychology, aphasiology and neuropsychological rehabilitation reveals the concept of neuropsychological rehabilitation of neurological and neurosurgical patients, its tasks and methods.

Ways of restoration of higher mental functions and methods of restorative education of patients with speech (aphasia), writing and reading disorders arising from local brain lesions are described, new achievements in this field of neuropsychology are reflected.

Introduction to Neuropsychology and Restorative Learning

The book is devoted to the problems of theoretical and practical neuropsychology and the restoration of higher mental functions that are impaired due to local brain lesions of various etiologies: strokes, traumatic brain injuries, brain tumors, etc., which often lead to impaired speech and thinking, memory and attention, reading in patients and letters, etc. This contingent of patients also needs special rehabilitation education, the scientific basis and methods of which are briefly described in this manual.

The book draws attention to the need to link theory and practice, reflects the general psychological significance of neuropsychology.

Methodological guide for working with children in need of socio-psychological assistance

Materials can be useful for managers educational institutions, class teachers, psychologists, social pedagogues and other employees of general education schools.

Modality

Features of the reading process in younger students with different types of perception. Mathematical skills of auditory, visual and kinesthetic students of primary school age.

Brain and intellect

Violation and restoration of intellectual activity.

How will the intellectual activity of a person who has undergone a traumatic brain injury, operations) on the brain or a stroke be disturbed?

What methods can be used to make an accurate neuropsychological diagnosis of a disorder? With what areas of the brain and how is the defect of intellectual activity related? How to find the mechanism (cause) of the violation? And finally, how to overcome a defect and restore intellectual activity in a person who has suffered brain damage? The reader will find answers to these and a number of other questions after reading this book.

RUSSIAN ACADEMY OF EDUCATION ACADEMY OF PEDAGOGICAL AND SOCIAL SCIENCES MOSCOW PSYCHOLOGICAL AND SOCIAL INSTITUTE

L. S. Tsvetkova

NEUROPSYCHOLOGY COUNTING, LETTERS

AND READING:

BREACH AND

RECOVERY

Ministry of General and vocational education RF

for use in universities and schools of the Russian Federation as

educational and methodical literature.

Moscow - Voronezh 2000

Chief Editor:DI. Feldstein

Deputy Chief Editor:S.K. Bondyrev

Members of the editorial board:

M. I. Kondakov V. I. Lubovsky V. Ya. Lyaudis N. N. Malafeev 3. A. Malkova N. D. Nikandrok

AI. Podolsky V. V. Rubtsov V. L. Slastenin V. D. Shadrikov
W . A. Amonashvili A. G. Asmolov

A. A. Bodalev

V. P. Borisenkov
I. V. Dubrovina
L. P. Kezina

Tsvetkova L.S.

Neuropsychology of counting, writing and reading: impairment and recovery. - M.: Moscow Psychological and Social Institute; Voronezh: NPO MODEK Publishing House, 2000. - 304 p. (Series "Psychologist's Library").

In the proposed book, a qualitative neuropsychological and psychological analysis of writing, reading and counting disorders was carried out, which made it possible to identify the mechanisms of violation of various mental processes and give brief analysis methods for their recovery. This book is especially necessary for doctors and neuropsychologists, defectologists and speech therapists involved in the pathology of higher mental functions and practical rehabilitation of children and adults with brain damage or dysfunction, as well as psychologists and teachers dealing with issues primary education children in literacy both in general education and in special schools.

ISBN 5-89502-138-7 (IPSI)

ISBN 5-89395-246-4 (NPO "MODEK")

© Moscow Psychological and Social

Institute, 2000. © NPO MODEK Publishing House.

Registration. 2000.

Listen to what I did to mortals: I invented the number for them And taught them how to connect letters, I gave them memory, the mother of muses - the reason for everything. Aeschylus. Chained Prometheus

INTRODUCTION

For a long time, educational psychology has faced the task of conducting research with the aim of a thorough analysis of the processes of mastering language and speech, complex forms of logical operations and counting, studying the difficulties that arise in teaching writing and reading, counting and counting operations, solving arithmetic problems, as well as those difficulties that arise in mastering the grammatical forms of the language, in assimilating concepts, in learning to understand texts.

The study and in-depth analysis of all these processes are absolutely necessary in order to develop rational methods of teaching and overcoming the difficulties that arise when children master higher mental functions (HMF), skills and knowledge on a scientific basis when they study at school.

At present, the problems of the effectiveness of teaching children to read and write and ways to optimize restorative education and the education of children with abnormal development continue to be relevant and are in the focus of attention in various fields. scientific knowledge- psychology and neuropsychology, defectology and speech therapy, etc. An analysis of the literature shows that the problem here is not the lack of research and publications on these issues, in particular, on the issue of writing and reading, on methods of teaching these processes at school. There is no shortage of teaching aids and developments. Nevertheless, the problem of the effectiveness of teaching children to read and write, count and count operations in general education and special

schools is still relevant and needs to find its optimal solution.

It seems to us that one of the central reasons for these difficulties is the lack of knowledge and lack of depth of understanding of higher mental functions: their genesis and complex structure - multi-link and multi-level, the interaction of different links and levels in the organization of the structure of the HMF, the interaction of structure and function, the complex relationship of the HMF with the brain, which, of course, does not generate mental processes, but takes a specific part in their course. The insufficiency of this knowledge and their incomplete consideration in the construction of training and in the development of methods lead to an incomplete understanding of the psychology of the difficulties that students have in the process of teaching their knowledge and various skills. All this also applies to teaching writing, reading and counting, to which this work is devoted.

An analysis of the scientific state of the problem of teaching children to read and write in a secondary school, the adequacy and effectiveness of methodological developments, in particular, teaching writing, conducted by a number of researchers, showed that methodological developments teaching writing to younger schoolchildren does not correspond to its complex genesis and structure and indicates insufficient knowledge and understanding by these specialists of the importance of written speech for the development of the mental sphere in children. In most works on this problem, only the question of mastering the motor skills of writing, spelling and punctuation was developed, “... while the process of developing written speech as an activity of constructing integral texts remained unexplored” 1 . L.S. wrote about these shortcomings in school teaching of writing. Vygotsky, and later A.R. Luria, A.N. Leontiev, P.Ya. Galperin, L.K. Nazarova, M.N. Kadochki, V.I. Lubovsky, I.A. Sadovnikova and others. In their works, these authors pointed out that writing, when taught at school, was most often considered only as a sensorimotor or opto-motor act, and all attention was paid to learning to write a grapheme. Many methodical

1 Lyaudis V.Ya., Negure I.P. Psychological foundations of the formation of written speech in younger schoolchildren. - Chisinau: Shtiintsa Publishing House, 1983.

developments still do not take into account the importance of such a structural link in writing as optical-spatial perception. When teaching writing, motivation and the special construction of writing as an abstraction are not sufficiently taken into account. Without taking into account the psychological complexity of written speech, children, of course, can be taught to derive letters and write words and sentences, but it is impossible to teach them written speech, which plays an important role in the development of the psyche of children, their personality, emotional and volitional sphere.

Teachers also face a number of certain difficulties when teaching children mathematics, in particular, the concept of number, counting and counting operations. When teaching mathematics according to a generally accepted program, the formation of the concept of first numbers occurs directly, by way of discretion. Nothing new in comparison with the everyday approach to the number, to the assessment of the quantity is formed 1 , which, according to the authors, leads to the formation of inferior counting functions and skills of numerical operations. As for teaching children to read or its restoration in patients with alexia, methodological difficulties are also found here.

The dynamics of modern social life, the increase in the flow of information, the emergence of new types of knowledge have led to an increase in the importance of written speech - writing and reading - in human life. In this regard, there is an urgent need to change the methods of teaching children and adults to read. The existing methods of teaching children to read at school are not without shortcomings that have many causes, and in particular, insufficient consideration of the complex structure of this mental process, its psychological content, the role of text understanding in shaping the speed and clarity of reading, and ways to develop a dynamic reading stereotype. Modern literary data confirm the position of psychology that when reading, the perception of most of the incoming information is provided by the work of the brain, and less - by perceptual processes (visual perception) (D. Holmes, P. Kohler). Reading is primarily

1 Salmina I.G., Sokhina V.P. Teaching mathematics in primary school- M., 1975.

as a mental activity (A.N. Sokolov, T.G. Egorov,S. Artli, E.N. Sokolov and etc.).

All this data on the process of reading poses the task for teachers to constantly work on both the "technical side" of reading and on improving understanding, which requires the development of special methods aimed at the depth of understanding of what is being read.

What are the difficulties in studying the structure of higher mental functions, including reading, writing and counting? These difficulties are associated with methods for studying the internal structure mental processes. Therefore, the study of the structure and psychological content of higher mental functions, the development of methods for teaching mental functions seemed impossible for a long time. Significant progress in resolving these issues has been made after research on the psychology of learning by preschoolers and children. younger students performed by a number of well-known psychologists - A.V. Zaporozhets, P.Ya. Galperin, V.I. Lubovsky, V.V. Davydov, R.E. However, despite the fruitfulness of these studies, in which a deep psychological analysis of the assimilation of various skills and knowledge was carried out and the psychological components included in them were identified, the rational formation of these mental processes and their study are still difficult for everyone who has dealing with the practice of teaching children various skills and knowledge.

These and a number of other difficulties are also found in the field of restorative education of patients with local brain lesions.

For a long time in neurology and psychology, the restoration of HMF after brain damage was considered impossible, since HMF were considered as indecomposable abilities localized in narrow areas of the brain, the damage to which was considered irreversible, and the affected function was considered unrecoverable. This point of view is shared in our time in some scientific schools in various countries. L.S. Vygotsky wrote on this issue that the restoration of higher mental functions is possible and that the solution of this issue at all times was associated with the state of two other problems - with the idea of ​​the HMF, their genesis and structure, and with the idea of ​​the connection

HMF with the brain, i.e. with the doctrine of the localization of higher mental functions.

Well-known figures in the field of psychology and pedagogy, a description of the research and psychological and pedagogical activities of specialists, the main works of scientists, bibliographies, fragments of works, articles

Doctor of Psychology (1970), Professor (1976) in the Department of Neuro- and Pathopsychology, Faculty of Psychology, Moscow State University.

Education and scientific activity.

Born March 21, 1929 in Moscow, graduated from the Department of Psychology of the Faculty of Philosophy of Moscow State University. M.V. Lomonosov (1953), Doctor of Psychology (1970), Professor (1976) in the Department of Neuro- and Pathopsychology, Faculty of Psychology, Moscow State University. Laureate of the Lomonosov Prize of Moscow State University for 1973 for the monograph "Restorative education in local brain lesions." Has medals, incl. bronze medal of VDNKh (1972). Active member Academy of Pedagogical and social sciences(since 1996), Member of the International Society of Neuropsychologists (1990), Vice-President of the International Association for Speech Music Therapy (1986), Honored Professor of Moscow State University (1999). He is a member of the editorial and publishing board of the publishing house "Patolinguistics" (Germany), a member of the editorial boards of a number of foreign scientific journals (Germany, Spain), has a medal of honorary professor of the University of Helsinki (Finland).

Area of ​​scientific research.

Neuropsychology. Candidate's dissertation was completed under the guidance of Professor A. R. Luria on the topic: "Psychological analysis of the restoration of speech functions after local brain damage" (1962). Doctoral dissertation: "Restorative education in local brain lesions" (1969). Tsvetkova - continues the traditions of her teacher - Professor A.R. Luria, studies the psychological and neuropsychological patterns of violation of higher mental functions in local brain lesions, the connection of mental processes with the brain (Tsvetkova, 1990). Develops the scientific foundations for the restoration of mental functions and restorative education, searches for methods for its scientific substantiation, and also explores the neuropsychological and psychological aspects of managing the process of teaching patients.

He lectures at Moscow State University, at the defectological faculty of Moscow State Pedagogical University, as well as at a number of foreign universities (Poland, Finland, Hungary, Belgium, East Germany, Denmark, Czechoslovakia, Bulgaria, Mexico) in the disciplines: "Neuropsychology", "Restoration of higher mental functions in case of local lesions Brain” and others. 25 Ph.D. theses were defended under her supervision.

Over 220 scientific publications, of which 16 monographs and textbooks were published abroad (France, Spain, USA, Germany, Finland, Cuba, etc.).

Main works:

• Neuropsychological analysis of problem solving. Violation of the process of problem solving in local brain lesions. M., 1966 (co-authored with A.R. Luria);
• Restorative training in local brain lesions. M., 1972;
• Violation and restoration of the account. (With local brain damage). M., 1972;
• Neuropsychological rehabilitation of patients: Speech and intellectual activity. Tutorial. M., 1985;
• Neuropsychology and restoration of higher mental functions. M., 1990.