The study of cognitive and volitional processes in primary school children with severe speech impairment

Abstract

In today's educational space, younger students with speech impairments experience learning difficulties that lead to persistent failure in all subjects of the school curriculum. Correction of a speech defect does not solve all problems with learning. In this connection, the need arises for a deeper study of other processes included in the mechanisms of speech (cognitive and volitional), which determines the relevance of the study. The study is based on theoretical provisions on the mechanisms of functioning and the relationship of the complex organized structure of hierarchically structured processes of speech and thought activity. The study was conducted on the basis of secondary schools in the city of Tyumen. It was attended by 87 primary schoolchildren with severe speech impairment (9-10 years). The research methods were analysis of the literature on the research topic, a pedagogical experiment, methods of mathematical processing of research results (SPSS), followed by analysis of the data. The study used methods for studying sulfur-perceptual processes (T.G. Wiesel, T.A. Fotekova, T.V. Akhutina, Poppelreiter's test), cognitive operations (A.A. Tarakanova), sound pronunciation (T. B. Filicheva, G.V. Chirkina); self-control (G.M. Krinitsyna). The study of cognitive and volitional processes was carried out in four parts. The first part is the study of sensory-perceptual processes (tactile-oral sensations, visual and auditory perception). The second part is the study of cognitive operations (analysis and synthesis, comparison, generalization, abstraction and classification). The third part is the study of sound pronunciation (pronunciation of sounds in words, sentences, independent speech). The fourth part is the study of self-monitoring of sensory-perceptual processes, cognitive operations and sound pronunciation. The results of the study of cognitive and volitional processes were subjected to quantitative and qualitative analysis, according to which groups of primary schoolchildren with severe speech impairments were distinguished according to the levels of formation of the studied processes. All subjects examined to varying degrees revealed violations of cognitive and volitional processes. They dominate the violation of the functions of self-control and cognitive operations when performing tasks by ear, there is a violation of the programming process and structuring of speech material. Statistically significant relationships between: Sound pronunciation and self-control were revealed (r = 0,76; p < 0,01); sensory-perceptual processes and self-control (r = 0,493; p < 0,05); cognitive operations and sensory-perceptual processes (r = 0,73; p < 0,01); cognitive operations and self-control (r = 0,789; p < 0,01). Overcoming the difficulties of learning is possible when including in the correction of speech directions for the development of cognitive and volitional processes.