ISSN 01370936
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Russian Psychological Society
The Faculty of Psychology. Lomonosov Moscow State University.
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Akhutina, Tatyana V.

Professor, Doctor in Psychology
Moscow, Russia

Publications

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Akhutina T.V., Korneev A.A., Matveeva E.Yu. (2016) The dynamics of executive functions in children of 7—9 years old. Moscow University Psychology Bulletin. Series 14. Psychology, 1, 42-63

a:2:{s:4:"TEXT";s:761:"<p> The paper presents the analysis of developmental changes in executive functions in early school­children. 117 first­-graders (7.62±0.45 y.o.) 86 third­-graders (9.64±0.4 y.o.) participated in the study. Qualitative neuropsychological assessment and computer­based tests were used to evaluate the development of executive functions. The comparison of results in first and third graters reveals a significant improvement of temporal characteristics and accuracy of performance of the tests. The results may be evidence of the significant development of executive functions in the primary school age. In addition it is shown that the results of neuropsychological assessment and computer methods may be used as reliable predictors of learning disabilities </p>";s:4:"TYPE";s:4:"HTML";}

Received: 01/19/2016

Pages: 42-63

DOI: 10.11621/vsp.2016.01.42

Available Online: 04/15/2016

Agris A.R., Akhutina T.V., Korneev A.A.(2014). Varieties of Unit I functions deficits in children with the risk of learning disabilities (the end). The Moscow University Herald.Series 14.Psychology,4,44-55

a:2:{s:4:"TEXT";s:1665:"<p>The paper presents results of the neuropsychological assessment of processes
involved in the maintenance of activation (Luria’s Unit I functions) in 64 firstgraders
who demonstrated various levels of academic success. On the basis of
this assessment, the children were divided into three groups: (i) the children
without any deficit in the Unit I functions (CONTROL children), (ii) those
predominantly showing slowness/fatigue (SLOW children), and (iii) those who
can be considered as predominantly hyperactive-impulsive (HYPERACTIVE
children). It is shown that, relative to controls, both SLOW and HYPERACTIVE
children show reduced academic scores and the decrease of most indices that
characterize functions of the Units II and III. The weaknesses of executive and
visual-spatial functions are predominantly observed in HYPERACTIVE children,
whereas SLOW children usually show some deficit in processing of kinesthetic
(proprioceptive) and audio-verbal information. Children with functional
weakness of the Unit I functions show an overall reduction in performance and its
speed in the computerized versions of the “DOTS” and “SCHULTE—GORBOV
tables” tests. In HYPERACTIVE children, deficits are observed in the most
difficult tasks (those probing mostly into planning and control functions), and
their performance is the most unstable. In SLOW children, the performance
rate is noticeably decreased for the moderate-to-difficult tasks. Overall, the data
reported contribute to the understanding of the diversity of Unit I functions
deficits and their relation to the learning difficulties experienced by children in
the primary school.</p>";s:4:"TYPE";s:4:"html";}

Received: 02/05/2014

Pages: 44-55

Available Online: 12/31/2014

Agris A.R., Akhutina T.V., Korneev A.A.(2014).Varieties of Unit I functions deficits in children with the risk of learning disabilities . The Moscow University Herald.Series 14.Psychology,3,34-46

a:2:{s:4:"TEXT";s:1662:"<p>The paper presents results of the neuropsychological assessment of processes
involved in the maintenance of activation (Luria’s Unit I functions) in 64 firstgraders
who demonstrated various levels of academic success. On the basis of
this assessment, the children were divided into three groups: (i) the children
without any deficit in the Unit I functions (CONTROL children), (ii) those
predominantly showing slowness/fatigue (SLOW children), and (iii) those who
can be considered as predominantly hyperactive-impulsive (HYPERACTIVE
children). It is shown that, relative to controls, both SLOW and HYPERACTIVE
children show reduced academic scores and the decrease of most indices that
characterize functions of the Units II and III. The weakness of executive and
visuo-spatial functions are predominantly observed in HYPERACTIVE children,
whereas SLOW children usually show some deficit in processing of kinesthetic
(proprioceptive) and audio-verbal information. Children with functional
weakness of the Unit I functions show an overall reduction in performance and its
speed in the computerized versions of the “DOTS” and “SCHULTE—GORBOV
tables” tests. In HYPERACTIVE children, deficits are observed in the most
difficult tasks (those probing mostly into planning and control functions), and
their performance is the most unstable. In SLOW children, the performance
rate is noticeably decreased for the moderate-to-difficult tasks. Overall, the data
reported contribute to the understanding of the diversity of Unit I functions
deficits and their relation to the learning difficulties experienced by children in
the primary school.</p>";s:4:"TYPE";s:4:"html";}

Received: 02/05/2014

Pages: 34-46

Available Online: 09/30/2014

Voronova M.N., Korneev A.A., Akhutina T.V.(2013). Longitudinal study of the development of higher mental functions in primary school children. The Moscow University Herald. Series 14. Psychology, 4, 48-64

a:2:{s:4:"TEXT";s:1621:"The article presents the results of a longitudinal population-based
neuropsychological study of the development of higher mental functions (HMF)
in primary school children from Grades 1 through 3 of Moscow secondary
school (n=84). The dynamics of HMF components in the sample in general and
in groups of children with different (measured in the 1st grade) level of HMF
(high, medium, low) was followed with the help of seven indexes that reflect
the status of the individual components of HMF, such as executive functions
(voluntary regulation of activity), serial organization of movements and actions,
processing of kinesthetic, auditory, visual and visual-spatial information,
regulation of activation. The study showed a positive dynamics in the overall
state of structural-functional components of HMF in the examinees. Groups
of children with different baseline levels of HMF steadily kept the differences
in the degree of development of HMF components in each evaluation, despite
the fact that the highest dynamics of HMF components was found in children
with initially low, and the lowest — in children with initially high levels of HMF
components. Among the components the lowest dynamics was found in the
development of voluntary regulation, that is, the functions of programming,
regulation and control of activity. No significant dynamics of these functions
from the first to the third grade in children with high baseline functioning may
be related to the fall of their learning motivation as their learning proceeds in
the Zone of actual and not proximal development.";s:4:"TYPE";s:4:"html";}

Received: 08/21/2013

Pages: 48-64

Available Online: 12/30/2013

Akhutina Т.V., Babaeva Yu.D., Korneev A.A., Krichevets A.N.,Voronova M.N., Egorova O.I.(2008). Influence of individual differences in junior schoolchildren’s higher mental functions upon the writing skill formation. Moscow University Psychology Bulletin. Series 14.Psychology,3,63-79

a:2:{s:4:"TEXT";s:748:"<p>
    The article discusses development of writing in three subgroups of schoolchildren with different profiles of neurocognitive development, distinguished on the basis of neuropsychological characteristics. Precise registration of hand movements together with neuropsychological assessment allowed establishing the dependence of characteristics of writing and their dynamics on the strengths and weaknesses of components forming the functional system of writing. It may be concluded that each subgroup of schoolchildren demonstrates a specific pattern of writing quality, timing and errors, and that this pattern emerges due to the primary weak component of a child’s functional system of writing as well as to compensatory reorganizations.
</p>";s:4:"TYPE";s:4:"html";}

Received: 12/16/2005

Pages: 63-79

Available Online: 09/30/2008

Schvartz A.Yu., Obukhova O.B., Akhutina T.V.(2009). Psychogenetics and neuropsychology: analysis of the sources of individual differences in cognitive functions in adulthood .The Moscow University Herald. Series 14. Psychology, 3, 28-43

a:2:{s:4:"TEXT";s:561:"<p>The article discusses the question of application of the neuropsychological
method in psychogenetic research. It is suggested to use neuropsychological indexes
as endophenotype — an intermediate part between genotype and phenotype. Results
of experimental study of mono- and dizygotic 43—62 year old twins are reported.
Consideration of programming and control index (executive functions index) as an
endophenotype has demonstrated that neuropsychological indexes may become a basis
for the qualitative analysis of the intelligence structure.</p>";s:4:"TYPE";s:4:"html";}

Received: 12/14/2008

Pages: 28-43

Akhutina T.V., Matveeva E.Yu., Romanova A.A. (2012). Application of the Luria’s principle of the syndrome analysis in processing of neuropsychological assessment data of children with developmental disorders. The Moscow University Herald. Series 14. Psychology, 2, 84-95

a:2:{s:4:"TEXT";s:778:"
<p>Actual problem of a modern neuropsychology is elaboration of batteries of tests combining advantages of qualitative and quantitative approaches. In this article we describe an important step of quantitative processing of neuropsychological data in “Method of neuropsychological assessment of children of 6—9 years” the formation of the generalized indices. The described procedure of the statistical analysis of neuropsychological results appreciably reproduces the logic of the expert who is carrying out the qualitative syndrome analysis of HMF-dysfunction. The formation of indices is considered on an example of neuropsychological assessment of 98 elementary school students with learning disabilities and 33 students with autistic disorders. </p>
";s:4:"TYPE";s:4:"html";}

Pages: 84-95

Pylaeva N.M., Akhutina T.V. (2012). The Moscow University Herald. Series 14. Psychology, 2, 116-123

a:2:{s:4:"TEXT";s:893:"This article aims to acquaint the wide community of general and special education teachers, psychologists, speech and language therapists, including those who work in integrative and inclusive environments, with the outlines of child neuropsychology and neuropsychological approach to assessment, prevention, and remediation of learning disabilities. In the last 20 years the field of psychological theory and practice named school neuropsychology which bases itself upon Vygotsky’s and Luria’s ideas has been developing in Russia. It is actively penetrating the psychological and educational practices involving effective research based methods. Unfortunately, many professionals working in educational sphere and even school psychologists are not aware of the goals and methods of this approach to overcoming learning disabilities. This article aims to contribute in closing this gap. ";s:4:"TYPE";s:4:"html";}

Pages: 116-123


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