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Relevance of the article. Preschoolers are active users of modern digital devices, and therefore their media activity is increasingly becoming the subject of close attention. Scientists disagree on whether gadgets positively or negatively effect on the development of a child’s psyche, and what types of media activity have a positive effect on the success of preschoolers.

The aim of the study: to identify differences in the level of development of mental abilities of senior preschoolers in two groups: those using digital devices mainly for watching cartoons and videos, and those using digital devices mainly for video games and applications.

Description of the research progress. The study involved 267 senior preschool children and their parents. Parents filled out a questionnaire (Bortsova, Nekrasov, 2020) aimed at studying the child’s predominant way of using digital devices and screen time indicators. Children aged 5–7 years were divided into two groups: those who predominantly watch videos and cartoons (passive screen time), and those who prefer video games and applications (active screen time). The level of development of children’s mental abilities was studied using a battery of techniques created under the guidance of L.A. Venger. According to the level of imagination development, the children were divided into three groups based on the results of the “Complete the Drawing” technique (Dyachenko, 2007). The results of the development of intellectual and creative abilities of two groups of children were compared using the Student’s t-test and one-factor analysis of variance.

Research results. Children using digital devices primarily for video games and applications had a higher level of mental development compared to the group of children using digital devices primarily for watching cartoons and videos. Children with low levels of nonverbal imagination spent more time in front of digital device screens than children with medium and high levels.

Conclusions. Modern computer games and applications have the potential to develop the intellectual abilities of older preschoolers. At the same time, interaction with digital devices negatively affects the development of imagination.

Child neuropsychology studies brain functional causes of learning disabilities. Such causes might be conformed as types or neuropsychological profiles, each of which might be commonly established during neuropsychological clinical assessment.

The aim of the article is to show the possibilities of historical and cultural approach in neuropsychology for conformation and study of such qualitative profiles. The authors, basing on own experience during more them two decades of direction of neuropsychological assessment, present types of neuropsychological profiles, which are common in Russia and Mexico in cases of learning disabilities, according to diversity of different errors and mistakes found in each particular case.

It’s interesting to notice that there are both coincidence and difference within the process of identification of neuropsychological profiles by specialists. The article discusses the necessity of continuation of clinical analysis of syndromes as typical and atypical qualitative profiles in order to understand and provide optimal assessment and treatment in cases of learning disabilities.