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Development of higher mental functions in first-graders during the school year depending on the intensity of educational activities

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dc.contributor Казанский федеральный университет
dc.contributor.author Tvardovskaya Alla Aleksandrovna
dc.contributor.author Svinar Elena
dc.date.accessioned 2016-07-19T11:47:02Z
dc.date.available 2016-07-19T11:47:02Z
dc.date.issued 2016
dc.identifier.citation Tvardovskaya A.A, Svinar E.V., Development of higher mental functions in first-graders during the school year depending on the intensity of educational activities//International Journal of Environmental and Science Education. - 2016. - Vol.11, Is.8. - P.2085-2097.
dc.identifier.uri http://dspace.kpfu.ru/xmlui/handle/net/103995
dc.description.abstract The relevance of the investigated problem is caused by the fact that most children who start to study do not have a good level of higher mental functions. It leads to difficulties at school and health problems. The article aims at estimating the level of higher mental functions and the degree of educational motivation development among first-graders depending on the intensity of educational activities. The leading methods used to investigate the problem are methods of mental function evaluation of younger students. The article reveals the effect of educational activities, including intensive activities, on the development level of higher mental functions of first-graders. The results prove that the level of spatial visualization ability and short-term auditory rote memory of first-formers taking 3- or 4-year primary education program increases; and these changes are greater among students taking 3-year primary education program.
dc.language.iso en
dc.relation.ispartofseries International Journal of Environmental and Science Education
dc.rights открытый доступ
dc.subject Higher mental functions
dc.subject adaptation to the training load
dc.subject the intensity of educational activities
dc.subject first graders.
dc.subject.other Психология
dc.title Development of higher mental functions in first-graders during the school year depending on the intensity of educational activities
dc.type Article
dc.contributor.org Институт психологии и образования
dc.description.pages
dc.relation.ispartofseries-issue 8
dc.relation.ispartofseries-volume 11
dc.pub-id 134479


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