TYPE OF NEUROPSYCHOLOGICAL SCALE OF HEARING-SPEECH MEMORY AS THE MAIN COMPONENT DETERMINING THE TACTICS OF NEUROPSYCHOLOGICAL CORRECTION IN CHILDREN WITH MENTAL DELAY

Anokhina Asya Sergeevna, Shipacheva T.

The article presents the experience of constructing correctional and developmental work on the development of auditory-speech memory in primary school children with mental retardation, depending on the children's attribution to one of the four types of neuropsychological scale of auditory-speech memory. It is noted that the establishment of the type of neuropsychological scale of auditory-speech memory determines the specifics and directions of correctional and developmental work, due to which the process of correction of the studied higher mental function becomes more optimal and complex. The presented study made it possible to select those corrective measures, the target of which is the "weak link" in the development of auditory-speech memory. The system of work on the correction of auditory-speech memory, taking into account its main parameters, is determined. The consideration of the game is justified from the point of view of taking into account the basic conditions of neuropsychological correction of auditory-speech memory.

Keywords:auditory-speech memory, neuropsychological correction, mental retardation, type of neuropsychological scale of auditory-speech memory, correctional and developmental learning, primary school age, principles of correctional and developmental learning