Peculiarities of inside functional attention structure changes of younger pupils with various learning abilities

The article is devoted to the investigation of the attention peculiarities of pupils with a mild degree of mental retardation. The peculiarity and change of inside functional attention structure of children with different progress in studies are analyzed in some works. So we have reason to suppose that the change of inside functional attention structure of pupils with a mild degree of mental retardation is special. The aim of the article is to reveal the peculiarity and change of inside functional attention structure of children with a mild degree of mental retardation due to different progress in studies in comparison with normally developing children. 160 capable and weak pupils of the third and fourth forms from secondary and special schools (1-2 and 3-4 ability groups) took part in the investigation. We used tests to find out the levels of development of the main attention properties such as stability, distribution, switching, concentration and volume. Significant correlations between these properties were revealed. According to the results of the investigation a level of development of attention properties and their dynamics is special for younger normally developing pupils and pupils with different potential learning abilities. The relations between attention properties of younger pupils with different learning abilities have common and peculiar features. In all the groups of pupils the formation of attention structure takes place as progressing isolation as a result of increase of different attention properties. Weak pupils are characterized by the decentralization of attention connected with slow development of most attention properties. For pupils with a mild degree of mental retardation of the first and second groups by the end of the fourth form the isolation of attention properties takes place due to not only the progress of some properties but also the stagnation of the others. For pupils with a mild degree of mental retardation of the third and fourth learning groups the progressing isolation of attention properties is accompanied by the initial stage of attention systematization. The increase of interrelation of attention properties of children with a mild degree of mental retardation lets us suppose that purposeful formation of self-control of such pupils will make their attention more organized. This hypothesis allows us to investigate more.

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