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

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.

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.

The paper presents the specificity of the verbal memory impairments in pediatric patients with drug-resistant focal epilepsy depending on the localization of the epileptogenic lesion. 81 children (age 7—17) performed comprehensive neuropsychological assessment including verbal and spatial memory tests. Scores in memory tests were associated with operational, motivational and neurodynamic components of memory function. The neuropsychological qualitative analysis shows the specificity of verbal memory disorders in pediatric patients with drug-resistant focal (temporal and frontal lobe) symptomatic epilepsy depending on the localization of epileptogenic lesion. Children with refractory temporal lobe epilepsy demonstrate the decrease in volume of auditory perception and immediate recall. Children with refractory frontal lobe epilepsy demonstrate lower performance in almost all scores of verbal memory that emphasize deterioration of motivational and neurodynamic components of memory function.

The paper determines and analyzes the term subject oriented neuropsychology, its relations to the cultural-historical theory, its conformity to the main features of Luria’s work and its value for efficient development of neuropsychology. 

Neuropsychological testing in 7—10 children with learning and behavioral dif- ficulties is described. All children were school studying and visiting Center for children intellectual development. Several syndromes of higher cortical functions violations are sorted out.

The paper analyses theoretical and methodological principles of neuropsychological assessment of preschool children and the most used psychometric methods of preschooler evaluation. Russian battery for preschoolers’ neuropsychological assessment, qualitative analysis and scoring of results was adopted in Portugal. The Portuguese version of this battery follows Luria’s principle of interaction with the examined child with the aim to determine the zone of his proximal development.