Researcher, Department of Methodology of Psychology, Faculty of Psychology, Lomonosov Moscow State University (Moscow, Russia)
Kristina S. Tarasova
2016, 6
p. 46–57
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337
The article deals with issues related to the characteristics of competitive situations in general, and those involving games, in particular, that may have a positive and a negative effect on child development depending on their age characteristics and individual characteristics. Article examines the place of competitive games in the lives of younger schoolchildren compared to those of preschoolers and their relationship with learning, the dominant activity of this age. Based on the proposed diagnostic methodology different constructive and non-constructive types of competitive behavior in competitive game situations involving older preschoolers and primary school children are described. Based on the selection of ineffective behaviors authors pose the question about the criteria determining children’s readiness for competitive situations in the preschool and early school ages.
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2018, 8
p. 54–61
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209
This study provided a detailed analysis of lexical development in children with different level of executive functions in preschool age. The study was conducted by a sample of 279 children 5-6 years old, which were examined the level of executive functioning (executive-loaded working memory, switching, inhibition) and language ability to verbal fluency performance. We used the test “Associative series” to evaluate language ability to verbal fluency performance in free associations. The relationships between verbal fluency performance in free associations and executive functioning were discovered in lexical development of speech with auditory working memory and cognitive flexibility. Productivity in free associations was connected with spatial working memory and directed associations (naming of actions and animals) was connected with inhibition.
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DOI: 10.24411/1997-9657-2018-10035