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Context and Relevance. <p>The problem of mental mechanisms, important for the problem of learning disabilities, is explored through the lens of a neuropsychological approach, which examines groups of mental functions (executive, cognitive, and activity-regulating) as actors underlying children’s academic difficulties. The question is posed: How are these groups of functions related to thinking, primarily concept formation?</p> Purpose. <p>The relationship between the processes of empirical generalization and the search for a cause (theoretical generalization) is studied with an emphasis on the connection between these processes and control functions, information processing functions, and activity regulation functions.</p> Methods and Materials. <p>The study involved 117 children aged eight to ten years. Of these, 55 children (9.15 ± 0.79 years) were diagnosed with a mixed learning disorder (ICD-10 code F81.3) and placed in the learning disabilities group, while 62 children (9.23 ± 0.74 years) served as the neurotypical control group. Participants underwent a neuropsychological examination with a quantitative assessment of their performance across various methodologies. Specifically, they completed pattern-finding tasks using sequences of visual or auditory–verbal stimuli, as well as a task on their ability to deduce cause-and-effect relationships by constructing stories from a series of pictures.</p> Results. <p>The two forms of generalization were found to be statistically unrelated, but they were associated with information processing functions and various components of activity regulation functions. These functions were associated with children’s grades in Russian language and mathematics.</p> Conclusions. <p>The academic performance of primary students is heavily influenced by their underlying mental functions, as evaluated through neuropsychological profiling. As research on learning disabilities demonstrates, these core functional groups are relevant for both empirical and theoretical generalization.</p>

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Neuropsychological Predictors of Empirical and Theoretical Generalizations in Primary School Students

  • 期刊论文

  • 发表日期：

    2025年12月1日

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  • A. M. Bukinich,
  • V. V. Sorokina,
  • A. A. Korneev,
  • E. Yu. Matveeva,
  • T. T. Batysheva,
  • T. V. Akhutina

摘要

Context and Relevance.

The problem of mental mechanisms, important for the problem of learning disabilities, is explored through the lens of a neuropsychological approach, which examines groups of mental functions (executive, cognitive, and activity-regulating) as actors underlying children’s academic difficulties. The question is posed: How are these groups of functions related to thinking, primarily concept formation?

Purpose.

The relationship between the processes of empirical generalization and the search for a cause (theoretical generalization) is studied with an emphasis on the connection between these processes and control functions, information processing functions, and activity regulation functions.

Methods and Materials.

The study involved 117 children aged eight to ten years. Of these, 55 children (9.15 ± 0.79 years) were diagnosed with a mixed learning disorder (ICD-10 code F81.3) and placed in the learning disabilities group, while 62 children (9.23 ± 0.74 years) served as the neurotypical control group. Participants underwent a neuropsychological examination with a quantitative assessment of their performance across various methodologies. Specifically, they completed pattern-finding tasks using sequences of visual or auditory–verbal stimuli, as well as a task on their ability to deduce cause-and-effect relationships by constructing stories from a series of pictures.

Results.

The two forms of generalization were found to be statistically unrelated, but they were associated with information processing functions and various components of activity regulation functions. These functions were associated with children’s grades in Russian language and mathematics.

Conclusions.

The academic performance of primary students is heavily influenced by their underlying mental functions, as evaluated through neuropsychological profiling. As research on learning disabilities demonstrates, these core functional groups are relevant for both empirical and theoretical generalization.