Glozman Zhanna Markovna - scientific adviser Research Center for Child Neuropsychology named after. A.R. Luria. Doctor psychological sciences, professor, leading researcher at the laboratory of neuropsychology, faculty of psychology, Moscow State University. M.V. Lomonosov. Specialist in the field of neuropsychological diagnostics and rehabilitation of adults and children. J.M. Glozman published more than 400 scientific works, among which more than 150 scientific articles, 36 monographs, 45 conference reports, 34 abstracts, 5 research papers, etc.
Receiving in the department "Airport" And "Slavyansky Boulevard".
International recognition:
Membership: New York Academy of Sciences, International Committee of the International Neuropsychiatric Association, Scientific Advisory Council of the American Biographical Institute, Polish Society of Neuropsychologists, Editorial Board of journals: " International Journal of Contemporary NeuroScience", "East European Journal of Psycholinguistics", "Annals of the University of Maria Curie-Skladowska, Pedagogia-Psychologia", "Acta Neuropsychologica". Biography of J.M. Glozman published in "Who is Who in the World - 14th ed." (1997), "2000 Outstanding Intellectuals of the 20th Century" (1998), "Who is Who in Science and Engineering" (2001 and 2006), "2000 Outstanding Scientists of the 20th Century" (2004).
Selected publications:
Books:
- Glozman Zh.M. Personality and communication disorders. M.: Moscow State University Publishing House, 1987. - 151 p.
- Glozman Zh.M.. Quantification neuropsychological examination data. M.: Center for Curative Pedagogy, 1999. - 149 p.
- Glozman Zh.M.. Pathology of communication and personality. M.: Moscow State University Publishing House, 2000. - 86 p.
- Glozman Zh.M.. Communication and personal health. M.: Academy, 2002. - 208 p.
- Glozman Zh.M.. (ed.) Game methods correction of learning difficulties at school. M.: Sfera, 2006. - 96 p.
- Glozman Zh.M.. Neuropsychology childhood. M.: Academy, 2009. - 270 p.
- Glozman Zh.M.. (ed.) Practical neuropsychology. Help for underachieving schoolchildren. M.: Eksmo, 2010. - 290 p.
- Glozman Zh.M.. Child neuropsychology. Collection of lectures. Saarbrücken, Germany: LAP Lambert Academic Publishing, 2011. - 245 p.
- Glozman Zh.M.. Neuropsychological examination: qualitative and quantitative assessment of data. M.: Smysl, 2012. - 265 p.
Articles and abstracts of reports:
- Glozman Zh.M.. Tasks and principles of correctional and developmental education // Psychology and modern Russian education. Materials of the IV All-Russian Congress of Educational Psychologists of Russia. T. 2. - M.: Publishing House of the Federation of Educational Psychologists of Russia, 2008. P. 294-296.
- Glozman Zh.M.. Specificity of neuropsychological diagnostics in preschool age// Methods of neuropsychological diagnostics. Reader / Ed. E.Yu. Balashova, M.S. Kovyazina. - M.; Voronezh: Publishing house of the Moscow Psychological and Social Institute, 2009. pp. 380-390.
- Glozman Zh.M.. Forms and methods of mediation in neuropsychological rehabilitation and correction // Psychologist. magazine T. 30, 2009. No. 4. P. 87-91.
- Glozman Zh.M.. Children in the social situation of bilingualism // Other childhood / Ed. L.F. Obukhova. - M.: Publishing house MGPPU, 2009. P. 94-108.
- Glozman Zh.M.. Tasks and forms of neuropsychological correction in childhood // Practical neuropsychology. Help for underachieving schoolchildren / Ed. J.M. Glozman. - M.: Eksmo, 2010. P. 5-14.
- Glozman Zh.M.. Preschool neuropsychology // Modern preschool education: Theory and practice. 2010. No. 3. P. 52-53.
- Glozman Zh.M.. Ideas L.S. Vygotsky in helping children with learning difficulties // Materials of the International scientific conference“L.S. Vygotsky and modern cultural-historical psychology: problems of personality development in a changing world.” - Gomel: Publishing House of Gomel University named after Francis Skorina, 2010. P. 133-138.
- Glozman Zh.M.. Child abroad // Modern preschool education. Theory and practice. 2010. No. 6. P. 68-71.
- Glozman Zh.M.. If a child does not want to eat // Modern preschool education: Theory and practice. 2010. No. 5. P. 64-66 .
- Glozman Zh.M.. Specifics of neuropsychological diagnostics in preschool age // Modern preschool education: Theory and practice. 2011. No. 2. P. 44-48.
- Glozman Zh.M.. Communication as a healing factor // Psychology of communication. encyclopedic Dictionary/ Under general ed. A.A. Bodaleva. - M.: Kogito, 2011. P. 451-452.
- Glozman Zh.M.. The preschooler went to school. How can I help him? // Modern preschool education. 2011. No. 4. P. 74-79.
- Glozman Zh.M.. Neuropsychological approach to the development of thinking in childhood // Modern preschool education: Theory and practice. 2012. No. 6. P. 62-71.
- Glozman Zh.M.. Principles of correctional and developmental education for children with learning difficulties at school // Materials of the IV International Congress “Neurorehabilitation-2012”. - M.: Publishing house of the Ministry of Health of the Russian Federation, 2012. P. 114-115.
- Glozman Zh.M.. Possibility of combining quality and quantitative approaches in Luriev neuropsychological diagnostics // Heritage A.R. Luria in the modern scientific and cultural-historical context. On the 110th anniversary of the birth of A.R. Luria . - M.: Faculty of Psychology of Moscow State University, 2012. P. 266-286.
- Glozman Zh.M.. The role of a neuropsychologist in a general education and correctional children's institution // Materials of the III International Conference “Education and Education of Children” younger age" - M.: Mozaika-Sintez, 2013. P. 76-81.
- Glozman Zh.M.. Bilingualism and learning difficulties at school // Abstracts of the IX International Conference “Psycholinguistics in the Modern World”. — Pereyaslav-Khmelnitsky: Publishing house of Pereyaslav-Khmelnitsky State Pedagogical University named after Grigory Skovoroda, 2014. P. 16.
- Glozman Zh.M.. Neuropsychological approach to the problem of thinking // Materials of the XV International Readings in memory of L.S. Vygotsky “Thinking and Speech. Approaches, problems, solutions." M.: RSUH; Institute of Psychology. them. L.S. Vygotsky, 2014. T. 2. P. 13-19.
- Glozman Zh.M.. Anniversary of the Research Center for Child Neuropsychology // Modern preschool education: Theory and practice. 2015. No. 2. P. 10-11.
- Glozman Zh.M. Semantic and grammatical categories in normal and pathological conditions / East European Journal of Psycholinguistics 2015, v.2, # 1, p. 34-42.
Glozman Zh.M.. Luriev's approach to neuropsychological diagnostics of preschool children // Materials III International conference in memory of A.R. Luria. - M.; Belgorod: Publishing and Printing Center "POLITERRA", 2007. P. 70.
n2.doc
Zh. M. Glozman A. Yu. Potanina A. E. Soboleva
2nd edition
Moscow ■ St. Petersburg ■ Nizhny Novgorod■ Voronezh Rostov-on-Don ■ Yekaterinburg ■ Samara ■ Novosibirsk Kyiv ■ Kharkov ■ Minsk
2008
BBK 88.485 UDC 616.89-02-07 G54
GlozmanAND.M.,PotaninA.YU.,SobolevaA.E.
G54 Neuropsychological diagnostics in preschool age. 2nd ed. - St. Petersburg: Peter, 2008. - 80 p.: ill. - (Series “To the Child Psychologist”).
ISBN 978-5-388-00442-0
The book is the first systematic presentation of the theoretical foundations and methods of neuropsychological diagnostics of children up to school age. It analyzes theoretical issues of the specifics of neuropsychological diagnostics of children, considers the possibilities and advantages of the Luriev approach for identifying symptoms of underdevelopment, deficiency and atypical development of children. Age-differentiated methods are described and stimulus material (album) for neuropsychological diagnostics of preschool children is provided. The principles, criteria and scales for quantitative assessment of the results of neuropsychological analysis and their dynamics during correctional and developmental education are given. The book is intended for psychologists, speech therapists, defectologists, and doctors.
BBK 88.485 UDC 616.89-02-07
Glozman J. M., Potanina A. Yu., Soboleva A. E.
Neuropsychological assessment of preschool children
The book exposes theoretical foundations and methods of neuropsychological assessment of preschool children. Specific features of children neuropsychological assessment are discussed. The potentials and advantages of Luria's battery for revealing child underdevelopment or abnormal development are stated. The book describes the methods of neuropsychological assessment of preschool children at different ages as well as the procedures of scoring the results. The book is supplied with an album of pictures for assessment.
ISBN 978-5-388-00442-0
The book is intended for psychologists, special educators, speech therapists and physicians.
All rights reserved. No part of this book may be reproduced in any form without the written permission of the copyright holders.
© Peter Press LLC, 2008
Table of contents
Part I
Chapter1.
Objectives of neuropsychological diagnostics in children
Chapter 1. Objectives of neuropsychological diagnostics in childhood 5
Chapter 2. Specifics of neuropsychological diagnostics in preschool age 11
Requirements for the examination procedure 12
The problem of standards 13
Chapter 3. Methodology testing data 16
Neuropsychological diagnostics in preschool age 16
Chapter 4. Neuropsychological scheme 25
Examinations of preschool children and procedure for analyzing results 25
4.1. General provisions 25
4.2. Design and quantification of data 27
Neuropsychological examination of the child 27
Chapter 5. Example of application of the technique 42
Neuropsychological diagnostics of preschool children 42
5.1.General information about social status, perinatal and postnatal development of the child 42
5.2. Neuropsychological syndrome in the dynamics of correctional and developmental classes 43
Conclusion 56
LITERATURE 58
Appendix 1 61
Examination protocol for a 3-year-old child 61
Appendix 2 67
Examination protocol for a 4-year-old child 67
Appendix 3 71
Examination protocol for a child aged 5-6 years 71
Appendix 4 Questionnaire for parents 73
RESEARCH CENTER FOR CHILD NEUROPSYCHOLOGY 77
PSYCHOLOGICAL AND PEDAGOGICAL CENTER “NORMA+” 77
BOOK BUSINESS SPECIALISTS! 80
Part II
Album for neuropsychological examination of preschool children
Part I
Theoretical and methodological basis neuropsychological diagnostics in preschool age
Chapter 1. Objectives of neuropsychological diagnostics in childhood
Neuropsychologist, armed with knowledge of ontogenesis (morpho- and func- tionogenesis) various forms mental activity and the mechanisms of their functioning in normal and pathological conditions, can competently conduct a systematic analysis of disorders (deficiencies) of higher mental functions (HMF) in adults and children in order to solve the following tasks.
Description of individual characteristics and diagnosis of the state of mental functions in normal conditions and with various deviations (atypia) of mental functioning.
Definition of a deficient (immature) brain block (in Lurie’s understanding of the term), a primary defect and its systemic influence on other mental functions that constitute the risk zone for their loss (underdevelopment) both as a result of suffering of this functional system and due to a violation ( weakening, underdevelopment) of its connections with intact functional systems.
Differential early diagnosis of a number of diseases of the central nervous system, differentiation of organic and psychogenic disorders of mental functioning.
Making a topical diagnosis of organic damage or deficiency (underdevelopment, atypical development) of brain structures.
Determination of the causes and prevention of various forms of abnormal mental functioning: disadaptation, school failure, etc.
Development, based on a qualitative analysis of impaired and preserved forms of mental functioning, of a strategy and prognosis for rehabilitation or correctional measures, as well as methods for preventing the development and deepening of defects.
Development and application of systems of differentiated and individualized methods of restorative or correctional-developmental education, adequate to the structure of the mental defect.
8. Assessment of the dynamics of the state of mental functions and efficiency various types targeted therapeutic or correctional effects: surgical, pharmacological, psychological and pedagogical, psychotherapeutic, etc.
Thus, in Lurievsky neuropsychological analysis can highlight differential diagnostic, corrective, prognostic And preventive aspects.
Currently central to the work of a neuropsychologist are tasks identifying specifics deficiency(unformed) mental functions on different stages ontogeny and the features of their compensation, research into the dynamics of development of HMF, establishing the causes and developing methods of prevention and correction school failure(E. G. Simernitskaya, 1991, 1995; Yu. V. Mikadze, N. K. Korsakova, 1994; T. V. Akhutina et al., 1996; N. K. Korsakova et al., 1997; L. S Tsvetkova, 1998, 2001; A. A. Tsyganok, M. S. Kovyazina, 1998; N. G. Manelis, 1999; A. V. Semenovich, 2002; A. A. Tsyganok, 2003; T. V. Akhutina , N. M. Pylaeva, 2003; A. Yu. Potanina, A. E. Soboleva, 2004; L. Kiessling, 1990; D. Tupper & K. Cicerone, 1991). Wherein special meaning has unformed mental functions, skills and abilities that are most in demand social situation development baby- schooling and its intensification in modern society against the backdrop of environmental deterioration, a decrease in the psychophysical health of children and, in general, insufficient attention of adults to the child. It is at the end of preschool - beginning of school age that all the unfavorable features of the child’s early development (both psychophysiological and social) often manifest themselves, which are expressed, first of all, in the difficulties of preparing (unpreparedness) for schooling. School failure may be based on both cognitive and motor underdevelopment and weakness of regulatory functions and, first of all, verbal regulation of voluntary action (A.R. Luria, 1950, 1956, 1958; V.I. Lubovsky, 1978) . In other words, in differential neuropsychological diagnostics, Luriev’s concept of three functional blocks of the brain acquires exceptional importance (A. R. Luria, 1973a). This has been convincingly shown in a number of studies (N. M. Pylaeva, 1995; N. K. Korsakova et al., 1997; A. A. Tsyganok, M. S. Kovyazina, 1998; T. V. Akhutina, 2001; Zh. M. Glozman, A. Yu. Potanina, 2004).
As is known, various brain structures, their interaction and, consequently, various mental functions reach full development in at different ages(E. G. Simernitskaya, 1985; T. M. Maryutina, 1994; D. A. Farber et al., 1998; V. V. Lebedinsky, 1998; Yu. V. Mikadze, 2002; G. Gottlieb, 1992). In other words, mental functions have not only a systemic, but also a “chronogenic” organization (L. S. Vygotsky, 1982, p. 173). This factor is genetically determined heterochrony development individual (environmental) characteristics of the development and upbringing of each child, individual characteristics of intra- and interhemispheric interaction of brain structures in the organization of mental processes, cognitive strategies and emotional sphere child. There is also data on the influence of population socio-economic, environmental and climatic-geographical conditions of ontogenesis, as well as sex differences, on the functional maturity of brain structures (V. M. Polyakov, 2003). All these features can cause uneven development of the child, when “the partial lag of some functions is not sufficiently compensated by other functions with more high level development" (T.V. Akhutina, N.M. Pylaeva, 2003a, p. 182).
Currently, all over the world there is a sharp increase in the population of schoolchildren, borderline between normal and pathological, i.e. children who do not have clinical diagnoses, but demonstrate pronounced signs of maladaptive behavior and learning difficulties - a kind of “lower-normative type of development” , constituting a risk group for subsequent pathological development (G. Rourke, 1985; K. Tapio, 1988; R. Santana, 1991; A. V. Semenovich, S. O. Umrikhin, A. A. Tsyganok, 1992; Yu. V. Mikadze, N.K. Korsakova, 1994). According to the US Department of Education, over the past 15 years the percentage of such children has tripled (cited from: T.V. Akhutina, N.M. Pylaeva, 2003, p. 183).
Adverse manifestations of maladjustment in children, in addition to failure in school disciplines, include negativism, difficulties in contact with peers or adults, refusal to attend kindergarten or school, fears, increased excitability or inhibition, etc. For parents, this is increased tension, increased anxiety, emotional discomfort, awareness of family troubles, incorrect forms of interaction with the child.
Luriev neuropsychological analysis makes it possible to differentiate learning and behavioral difficulties caused by individual characteristics of the functioning of brain structures from maladaptation associated with incorrect pedagogical influence or with pathocharacterological characteristics of the child’s personality. Differentiated description quality features, strong and weak links in the mental functioning of each individual child is the main condition effective assistance children with developmental and learning problems. The help of a neuropsychologist is required both for children with learning difficulties due to functional immaturity, atypical development of HMF (including giftedness) or due to psychosomatic diseases, and for children who succeed in school, but achieve this at the expense of their health.
An urgent task of our time is the development of a compact but sensitive scheme for neuropsychological examinations preschoolers, capable of diagnosing children with high risk appearance difficulties subsequent training V school. In other words, it is necessary to identify developmental delays as early as possible. pre-school skills and necessary for their subsequent development of cognitive and regulatory abilities - the basic foundations of cognitive functions. This task is posed by neuropsychologists in different countries(K. Amano, 2002). The neuropsychological research method is the leading one in determining the readiness of children for subsequent school education and predicting its success. At the same time, it is indicated that the most important characteristics of the mental activity of a preschooler, necessary for successful learning in the primary grades, are the state voluntary regulation and the formation of the need for communication (O. A. Goncharov, 1998), as well as the formation arbitrary behavior, orientation-research activities, mastery of standards and means of cognitive activity, transition from egocentrism to decentration (L. F. Obukhova, 1997).
The level of development of auditory-verbal memory is also of great importance, visual-figurative thinking, visual-spatial and verbal-perceptual functions and kinesthetic organization of hand movements, as well as the neurodynamics of mental activity. The underdevelopment or weakness of these abilities not only leads to the child’s failure in primary school(O. A. Goncharov et al., 1996; T. V. Akhutina, N. M. Pylaeva, 2003b), but it can also be the cause of school disadaptation, the inability to meet the requirements imposed on a child by a mass school (Zh. M. Glozman, A. Yu. Potanina, 2001; A. Yu. Potanina, A. E. Soboleva, 2004). Great value for the timely detection of these defects, the “tracking diagnostics” technique is presented - systematic observation over the child’s activities in the group (N. M. Pylaeva, 1995).
Only on the basis of differentiated and systemic neuropsychological diagnostics, not limited to identifying weak links in the child’s development, but determining the zone of his proximal development (L. S. Vygotsky, 1984), i.e., the possibilities and conditions for correcting defects in the interactive mode of conducting neuropsychological examination (A.R. Luria, 1973b), a timely individual program of correctional and developmental education (replacement ontogenesis) of the child can be built. Such a program must take into account
two-way
interaction
between
morphogenesis
brain
And
formation
psyche: on the one hand, for the appearance of a certain function, a certain degree of maturity of the nervous system is required, on the other hand, the functioning itself and active correctional and developmental influence influence the maturation of the corresponding structural elements(P. Ya. Galperin et al., 1978). All this further increases the requirements for early neuropsychological diagnosis of the state of mental functioning of the child.
Chapter 2. Specifics of neuropsychological diagnostics in preschool age
When examining children, and especially preschool children, it is necessary to conduct a thorough selection diagnostic material according to the following criteria:
accessibility (complexity);
familiarity;
attractiveness (visuality, entertainingness, ability to attract attention).
For example, the use of story-based material that is too complex for preschoolers could lead to an incorrect conclusion about the lack of formation of visual-figurative thinking in children 6-7 years old, even those recognized according to a neuropsychological examination as ready for school education (O. A. Goncharov, 1998 ). Or, for example, N. G. Manelis (1999) and T. V. Akhutina and N. M. Pylaeva (2003b) describe the difficulties of recognizing a cap from the Luriev album, which was recognized by most children as a basin or bowl, which indicates that that this picture (as well as several others in this album) are not adequate for the study of visual perception in young children.
Even the material of Luriev’s album, previously adapted for children, used in a number of neuropsychological studies (Yu. V. Mikadze, N. K. Korsakova, 1994; T. V. Akhutina et al., 1996; O. A. Goncharov et al. , 1996; N. K. Korsakova et al., 1997; T. V. Akhutina, 1998; O. A. Goncharov, 1998; N. G. Manelis, 1999; A. V. Semenovich, 2001; T. V. Akhutina, N. M. Pylaeva, 2003b), requires testing on different age groups preschoolers And differentiation methods And material For each age groups.
In addition, inaccuracy or distortion of the results obtained during testing may be due to the fact that the child does not participate in joint activities with the psychologist, often not because he has not yet formed the need to communicate with an adult, but due to a lack of interest in proposed experimental material. Our experience shows that interest in color material is significantly higher than in black and white; therefore, when examining preschoolers application colored images (more consistent with his perceptual experience) is necessary. For example, performing sensitized tests for visual gnosis (superimposed images) or tests for understanding logical-grammatical relations turns out to be accessible to young children only in color and inaccessible in black and white.
Stimulus material for preschoolers should be presented primarily in clear color images. Objects should be depicted as simply and concretely as possible, without abstract details. When studying preschoolers, alphabetic and numerical material is not applicable, with the exception of children whose reading and counting processes are formed and automated in preschool age.
Requirements for the examination procedure
It is known that preschool children cannot maintain attention on one type of activity for a long time. Therefore, when conducting a neuropsychological examination, especially with 3-year-old children, it is necessary to give them opportunity switch to others active species activity after approximately 10 minutes of testing. After such a break, the child can effectively move on to next stage examinations. At 4-5 years of age, a child can maintain attention for about 15 minutes, after which he needs to be given a 5-10-minute break, preferably filled with physical exercise. At the age of 6, on average, a child can maintain attention on tasks for about half an hour. Therefore, when examining children, it is necessary to choose the most informative and time-saving methods, i.e., provide compactness techniques.
To ensure the possibility of switching during the examination, it is necessary to alternate heterogeneous tasks without sequentially presenting tests of the same type. For example, it is advisable not to examine visual memory after testing visual gnosis, since the child may, due to physiological age characteristics, perseverate previous task(which is not a symptom of pathology).
Should be considered restrictions volume perception And attention preschooler. Therefore, you need to present each pair of pictures separately, covering the others with a sheet of paper (for example, when studying logical grammatical relations), otherwise the child’s attention may slip.
For the same reasons, instructions for young children should be divided into sub-instructions to limit the scope of acoustic perception and compensate for the insufficient development of speech regulation processes.
It should be noted that even at 3 years old, children are more quickly involved in the examination process and answer questions more accurately in a competitive environment than during an individual examination behind a closed door.
It is better to begin the examination of young children in the form of group testing with elements competitive games(for example: “Who will be the first to guess what is drawn here?”), and only then move on to an individual examination, letting the other guys run around. This is especially important because among three-year-olds there are many children who do not want or are afraid to participate in an experiment conducted by “strangers,” but this fact does not mean at all that they are not developed according to their age; Most likely, here we can talk about the specific characteristics of the child’s character: shyness, timidity, etc.
These problems are alleviated by the presence of the mother or, when examining in a group, two or three peers during the examination (or part of it). Even children who started crying for no apparent reason calmed down and gladly answered questions that were not addressed to them. With such children, it is better to begin the examination (and sometimes complete it) not at the table, but sitting on the carpet and gradually including tests in the process of playing together. N. M. Pylaeva (1995) makes similar observations about the specifics of examining children aged 5-6 years, advising that children be studied in a microgroup, starting the task with a child who is more ready for contact, and is gradually joined by less contact children. Sometimes it is necessary for the teacher to complete the task in advance.
The game form is the best type of testing (given the leading role play activity in preschool age). For example, in the Benton test of spatial perception (A. Benton et al., 1983), the baby will be more willing to connect similar figures with lines, as he often does in board games, than to simply select a similar figure among distractors. Instead of classifying emotional states or their verbal designation, used in many methods for the perception of emotions, it is better to offer the child a game: “Send (connect with red threads/stripes) all the funny little animals to this funny pussy, with black threads - all the evil ones to this evil cat” and etc. Tests for visual-object gnosis turn into guessing riddles, and tests for acoustic gnosis turn into playing sailors, etc.
The problem of standards
Currently, there is very little data in the literature on neuropsychological examinations of young children. Most researchers use neuropsychological methods to study children starting from 6 years old (T. V. Akhutina et al., 1997; O. A. Goncharov, 1998; T. V. Akhutina, N. M. Pylaeva, 2003b) . However, there is evidence of the possibility of using Luriev tests in research younger preschoolers. In the sample of N. G. Manelis, the minimum age for neuropsychological testing in children was 5 years, and in the studies of A. V. Semenovich (2002), children from 4 years old took part. Both authors examined, using the methods of A. R. Luria, children who attended kindergarten or public school and did not have chronic diseases, as well as, according to educators and teachers, difficulties in learning and behavior.
When researching motor spheres it turned out that performing tests on praxis poses Available for 4-year-old children. Preschoolers experienced significant difficulties in performing tests on dynamic praxis, errors were observed in both hands. Monolateral errors in the right hand only gradually decreased with age. Difficulties in performing tests only in the left hand occurred approximately equally likely in all age groups up to 7 (A. V. Semenovich, 2002) or even 10 years (N. G. Manelis, 1999).
Children at the age of 5, according to the results of N. G. Manelis, have unformed interhemispheric interaction, which is confirmed by a test for reciprocal coordination. At the age of 5, children experience especially great difficulties when performing this test with the right hand, and from the age of 6, errors are most often observed in the left hand. Moreover, this happens simultaneously with the disappearance of signs of unformed interhemispheric interaction. According to A.V. Semenovich, the test for reciprocal hand coordination is fully automated only by the age of 8. Tests for spatial praxis and optical-constructive activity are not available to preschoolers, however, by the age of 6, elementary opportunities for reproducing structural, topological and coordinate elements drawing while maintaining metric errors (A. V. Semenovich, 2002). By the age of 5, it becomes possible to draw typical spatial gestalts (square, rectangle) (N. G. Manelis, 1999).
When researching visual perception It was found that children 4-5 years old accurately recognize realistic images and most crossed-out images, but sometimes there is a slow selection of the word name. These difficulties (perceptual-verbal errors) persist in 6-7 year old children (T.V. Akhutina, N.M. Pylaeva, 2003b).
Interpretation of one-acts plot pictures(“Broken Window”, “The Ice Hole”) was difficult up to 7 years old, while the description of serial images was up to 9 years old, but perhaps this indicates the following: firstly, for young children it is necessary to select a special set of color pictures that are thematically relevant to their life experiences;
Secondly, understanding the sequence of events in a series of plot paintings must be differentiated from the rather late-forming serial organization of action - in in this case actions to arrange a logical sequence of pictures.
In other words, when testing for preschoolers to compose a story based on a series of plot pictures, the sequence must be given in advance.
The volume of auditory-speech and visual memory reaches 5-6 elements by 5 years, but up to 7 years there are difficulties in maintaining the correct sequence of elements, and up to 9 years there is increased inhibition of traces after interfering activity. Phonemic hearing And understanding logical-grammatical relations are formed, according to N. G. Manelis and A. V. Semenovich, no earlier than 7 years.
In order for a neuropsychological examination to reveal the immaturity of certain mental processes, certain standards for the development of the child’s HMF are necessary. At the same time, it seems to us absolutely unacceptable to use adult standards of mental functioning, as is done in some neuropsychological studies of children (O. A. Goncharov et al., 1996). It is not surprising that only 3 out of 25 high-achieving 7-8 year old schoolchildren examined by the authors turn out to be the “norm” when applying these standards.
Problem standards in child neuropsychology is very complex, since the child’s mental processes and brain are in a state of development, which, as mentioned above, is characterized by unevenness, individual tempo and heterochrony. Each year of a child’s life can produce both quantitative and qualitative changes in the characteristics of mental functioning, “qualitatively special, specific relationships between the child and the adult (social situation of development); a certain hierarchy of activities and its leading type; the main psychological achievements of the child, indicating the development of his psyche, consciousness and personality” (T. I. Alieva et al., 2001, p. 6).
Therefore, firstly, the testing of methods for neuropsychological examination of preschoolers should be strictly differentiated by age. And, secondly, we can only talk about relative standards, i.e., about those test performance indicators that characterize the absolute majority (at least 70%) of healthy children of a given age group. We considered those tests that were passed by fewer children to be inadequate for the neuropsychological examination of children of this age.
Chapter 3. Method testing data
neuropsychological diagnostics in preschool age
When testing the methods of the Luriev neuropsychological examination for preschoolers, we were guided by the following:
firstly, the methodological criteria outlined above for examining children of this age (requirements for the material and research procedure), which forced us to significantly change and simplify the material of many samples;
secondly, special attention was paid to organizing the child’s activity, i.e., in accordance with the Lurievian approach, identifying conditions that can make the implementation of this test successful for children of each age group;
thirdly, we excluded from the examination those tests that, according to other neuropsychologists, are inaccessible to preschoolers, as well as time-consuming tests, which contributed to compliance with the requirement of compactness of the study and its compliance with psychophysiological age characteristics I.
Study of children from youngestagegroups showed that they are unable to perform most neuropsychological tests due to difficulties in understanding instructions (even in a simplified form) and insufficient formation of voluntary regulation of their own activity, despite the fact that the children willingly contacted the psychologist and could concentrate attention on the task for 10 minutes, after which it was necessary to change the type of activity or give a short pause with active motor actions (jump, run) in order to again attract the child’s attention.
IN conversation with the child, it turns out that all children know their name and age, which, as a rule, is shown on their fingers (“that’s how many”), they know that they go to kindergarten, but most cannot name the number “three”, i.e. The connection between the concept and the name of the number has not yet been formed.
Answers to all other questions (where do you live? Is it winter or summer? When is your birthday? Which kindergarten group do you go to? etc.) caused difficulties for most healthy children of this age.
Many 3-year-old children could name their mother's name only when they saw her. It should be noted that some children of this age cannot immediately clearly understand and accept the examination situation and only after a while, after running around the hall, are they able to approach the experimenter and give the correct answer without the need to repeat the question.
Analysis lateralization functions And interhemispheric interaction shows their incomplete formation at this age. Even in cases where all household operations (eating, brushing teeth, combing one’s hair) are performed only with the right hand, the child, when drawing, takes a pencil first with his left hand, sometimes with his right hand. right hand, crosses fingers and arms differently, manifests the dominant ear and eye differently, has difficulty closing one eye or hopping on one leg.
Along with this, it turned out that 3-year-old children available performance simple samples on dynamic praxis(“fist-edge”, “palm-fist”), subject to the associated preliminary execution of each series. After showing each program and three associated executions (together with a psychologist), 70% of children were able to continue serial movements independently without errors and transfer the learned program to the other hand. Memorizing two series of movements in a row and transferring them to the other hand is not possible at this age. 30% of children could perform this test only conjugately and stopped moving as soon as the psychologist stopped. Speech pronunciation of the program at this age has no effect. It should be noted that children of 3 years old did not encounter errors of the type of stereotypy (vertical fist), characteristic of older children, i.e. this stereotype has not yet been formed by the age of 3.
Unlike the dynamic praxis test, in reactions choice(“finger-fist”, “fist-finger”) the child could learn the instructions, repeat them and even use them to correct their own impulsive echopraxic performance (“fist-fist”, “finger-finger”) if the psychologist asked: “What is needed show?". Some children had to repeat the instructions. However, even after multiple corrections, the child continued to give echopraxic reactions, i.e. this test is inaccessible to 3-year-old children in the same way as the test for reciprocal coordination, spatial praxis (Head’s test), oral praxis, assessment and reproduction of rhythms, to compose a story based on a plot picture or arrange a simple series of plot pictures in the correct sequence.
Praxis poses fingers is largely formed by the age of 3, but single (1-2) errors with self-correction occurred only in the left hand.
Drawing 3 year old children have a number specific features: Almost all children of this age can copy a circle and a square, but when copying a triangle and a rhombus, most children either refuse to complete the task or reproduce these figures with large spatial distortions. Drawing by name at this age is impossible, since these concepts have not yet been formed.
IN visual gnosis By the age of 3, only recognition of real objects has been formed. When the task became more complex (recognition of crossed out or superimposed objects), the children were unable to organize active, goal-directed activity to isolate the figure from the distractors and, as a rule, refused to complete the task.
All examined children developed phrasal speech(at the level of a simple three-syllable construction: “subject-predicate-object”). However, adjectives and pronouns were very rarely found in their phrases (often the child spoke about himself in the third person: “Kolya wants to play”).
Naming And understanding items 12 real objects from the album for preschoolers (see Part II) were accessible to almost all children (in the group there was no more than one error of the type: bench/chair or computer/TV), but one of the objects - a nail - could be named by all the boys and only half girls.
When researching memory all 3-year-old children were able to remember 3 pictures and correctly find them among distractors without retaining the sequence of presented stimuli. When presented with a new series of 3 pictures, the children were unable to inhibit the previously presented stimuli or showed distractor stimuli. Verbal reinforcement (naming stimulus images) did not compensate for the difficulties. The volume of auditory-verbal memory at 3 years was also 3 elements out of 5 presented words, but not a single child was able to return to them after heterogeneous interference (“count your fingers”). Symptoms of fluctuations and exhaustion were often observed - a decrease in the volume of memorization by the third presentation or a refusal to memorize (“tired”).
Ordinal check up to five was available only with support from real objects (sticks, fingers, etc.). Without this support, only 3 out of 10 children completed the task. Counting backwards and simple counting operations (1 + 1) are not possible at this age.
Surgery available for children exceptions concepts(fourth extra) only with external definition of pictures with the same name (flower-flower-flower-mushroom; fish-fish-fish-duck), but the formation and exclusion of a concept made up of different names (apple-pear-orange-onion) is not possible.
As for telling a story based on pictures or retelling and analyzing the meaning of a story, at 3 years old children still do not have enough verbal means for the successful implementation of this activity.
Thus, a neuropsychological examination of 3-year-old children may include the following (Appendix 1).
A conversation to determine the formation of phrasal speech.
Praxis test of finger poses and a simple version of dynamic praxis test.
Drawing simple figures: circle and square (copying).
Memorizing one series out of 3 real images and choosing them among distractors.
Memorizing a series of 5 words.
Count to five with external support.
Elimination of concepts (the first 2 pictures of the “fourth wheel” test)
Children's Study averageagegroups(4 years) showed that by this period there is a significant leap in the psychological development of children.
IN conversation Almost all children correctly name their age without relying on their fingers, they know their address, which kindergarten group they go to. When asked about the time of year, all the children answered “winter,” seeing snow outside the window (the survey was carried out in March). In the proofreading test (special version for preschoolers - sheet 1 of the Album), most 4-year-old children can find in a minute from 6 to 10 figures corresponding to a given sample, while making 1-4 mistakes (crossing out a similar figure).
Analysis lateralization functions shows its practical development and compliance with the generally accepted distribution of “right-handedness-left-handedness” in childhood. Along with this, interhemispheric interaction, as shown by the reciprocal coordination test, is just beginning to form, and performing bimanual movements causes great difficulties. Children can only perform them in conjunction with a psychologist, helping themselves by spreading their arms in space.
IN motor sphere it is revealed that voluntary regulation of one’s own activity (choice reaction) has not yet been formed. Only one child from the sample performed this test correctly. IN simple version tests for dynamic praxis (“fist-edge”, “palm-fist”), most children perform both programs of serial movements independently and can perform the learned programs with the other hand without errors. In isolated cases, a variant of three movements is also available. A graphic test for dynamic praxis is performed by most children with perseverations, spatial inversions and dysmetria. Praxis of the pose is practically formed with single spatial errors amenable to self-correction. At 4 years old, children copy 3 figures relatively correctly: circle, square And triangle. The rhombus is copied with significant distortion of the shape. Simple oral praxis tests (imitation) are also available to children: puff out your cheeks, puff out one cheek, click, put your tongue on your cheek.
IN gnosis most children are able to recognize real objects even in sensitized conditions (3 crossed out and 3 overlaid colored figures). Recognition of simple spatially oriented figures from the modified Benton test is also available (Appendix 2). When studying acoustic gnosis, children correctly evaluate simple rhythmic structures presented at a slow pace, but cannot reproduce them according to a model or instructions due to the immaturity of voluntary regulation of their own activity.
Naming And understanding items 14 real objects from the Album for preschoolers (sheets 2, 3) do not cause difficulties even when presented with pairs of names.
Spontaneous speech at this age it has become developed, children become able to compose a story based on a picture and retell the text based on questions, i.e., understand the relationships between objects, actions and phenomena. At the same time, when compiling a story based on a series of plot pictures, children up to 5 years old cannot arrange them in order, so the material is offered already in unfolded form. Children 4 years old can understand and select a picture that corresponds to the presented simple (direct) reversible construction: “a boy saves a girl”, “uncle splashed auntie”, “mom is taking her daughter/daughter is taking her mother”. Children of this age can reproduce strengthened speech series: counting from 1 to 10 in in direct order.
Volume of verbal memory increased to 5-6 elements, and the volume of visual memory remains at the same level. Symptoms of fluctuations and exhaustion during memorization are normative for this age.
Perform two simple tests on exception concepts(flowers and fish - sheets 5 and 6) are already available without the help of a psychologist, the other two (birds and shoes - sheets 7-8) are performed when the concept is verbalized by a psychologist.
Thus, a neuropsychological examination of 4-year-old children may include the following (Appendix 2).
Conversation with answers to simple questions: How old are you? where do you live? What time of year is it now? Which kindergarten group do you go to?
Establishment of lateralization of functions.
Test for reciprocal coordination during its conjugate execution.
A simple version of the dynamic praxis test (2 series of 2 movements).
Praxis test of finger poses.
Drawing of 3 simple shapes: circle, square, triangle (copying).
Recognition of real, crossed out and superimposed images (sheets 2-4 of the Album).
Recognition (connection by lines) of spatially oriented simple figures (modified Benton test).
Understanding simple logical-grammatical structures (sheet 15 of the Album).
Reproduction of strengthened speech sequences (counting to ten in direct order).
Evaluation of simple rhythmic structures presented at a slow tempo.
Naming real images (sheets 2-3 of the Album).
Display of real images by word name (sheets 2-3 of the Album).
Memorizing one series of 3 real images and selecting them from distractors (sheets 18 and 20 of the Album).
Memorizing a series of 7 words.
Memorizing a series of 2 movements and transferring the program to the other hand.
Compiling a story based on a picture and a series of pre-arranged pictures (sheets 21-23 of the Album).
Retelling the text based on questions (sheet 25 of the Album).
Simple tests for eliminating concepts (fourth extra) (sheets 5-8 of the Album).
Understanding simple logical-grammatical relations (sheet 15 of the Album).
Study of children from olderagegroups(5-6 years) shows that by the age of 5 conversation All children not only correctly state their age, their address (street or name of the nearest metro station), which kindergarten group they go to, but almost all (and by the age of 6 - all) know the season, but not the month.
IN proofreading sample(special version for preschoolers - see sheet 1 of the Album) most 5-year-old children can find in a minute from 9 to 12 figures corresponding to a given sample, while making 1-2 mistakes (crossing out a similar figure). By the age of 6, selectivity and activation of activity increase: errors practically disappear, and the volume of activity increases to 11-12 correctly identified figures in 1 minute.
Interhemispheric interaction, as shown try on reciprocal coordination, improves by 5 years, but is not yet fully formed, tests are performed with isolated failures. Children can already perform tasks independently, and not only in conjunction with a psychologist, as at 4 years old, but still helping themselves by spreading their arms in space and synkinetic movements of other parts of the body. In this test, 6-year-old children differ slightly from their 5-year-old peers.
Arbitrary regulation of one's own activities (reaction choice) accessible at the age of 5 when a psychologist organizes attention (“what needs to be done?”) and is practically formed by the age of 6.
At 5-6 years old, children are already able to perform a more complex version of the test. dynamic praxis(“palm-fist-rib”, “fist-palm-rib”), however, the assimilation of the sequence of movements is slow and requires additional presentation and organization of the child’s attention. A clear tendency towards stereotypy is also noticeable. Most children transfer the learned program to the other hand after several errors with self-correction when attracting attention to them.
Graphic try on dynamic praxis performed by most children aged 5 years with single perseverations and dysmetria, which practically disappear by 6 years. Praxis of posture is practically formed by the age of 5, although isolated errors with self-correction still occur in the left hand, which we no longer observe in children of 6 years. At 5 years old, children relatively correctly copy all 4 figures: circle, square, rhombus and triangle, as well as some simple figures from the Denmann test (according to A.V. Semenovich, 2002). Tests for spatial praxis (Head's test) are not available to preschoolers.
When researching acoustic gnosis children correctly evaluate simple rhythmic structures presented even at a fast pace, and can reproduce them according to instructions with isolated errors and independent correction. Samples for visual And spatial gnosis are executed flawlessly. Children also have access to a test for identification emotions(sheet 26 of the Album).
Volume expanded understanding of logical-grammatical relations.
Children 5-6 years old understand not only active, but also direct passive designs(the book is covered with a newspaper), as well as direct reversible constructions (mother is carrying her daughter/daughter is carrying her mother). Playback speech rows (ordinal counting to ten) is possible both in direct and in reverse order.
Volume memorization increases to 6-7 verbal and visual elements, but the reproduction of learned traces after interference and the retention of a sequence of visual stimuli are not yet available. Symptoms of fluctuations and exhaustion during memorization also persist.
Children can retell By questions short text, correctly formulating its meaning, compose short stories By plot picture And series pictures, laying them out correctly and adequately understanding the contents, as well as performing tests on generalization And exception concepts(fourth wheel) and excretion analogies, that is, by the age of 5, many basic categories of thinking are formed: causality, object - system of objects, etc.
Thus, by the age of 5, a complete neuropsychological examination becomes possible, including the following (Appendix 3).
Conversation with answers to questions: last name, first name, names of parents? How old are you? where do you live? What time of year is it now? Which kindergarten group do you go to?
Tests for lateralization of functions.
Study of mental performance and attention (proofreading test - sheet 1 of the Album).
Reciprocal coordination test.
Tests for dynamic praxis (2 series of 3 movements and a graphic test).
Praxis tests of finger poses.
Simple tests for oral praxis.
Copying 4 simple shapes: circle, square, rhombus and triangle and 3 shapes from the Denmann test (Appendix 3).
Recognition of crossed out and superimposed real images (sheet 4 of the Album).
Recognition (connection by lines) of spatially oriented simple figures (modified Benton test) (Appendix 3).
Evaluation and reproduction of simple rhythmic structures according to instructions.
Identification emotional state(select a picture with a similar emotion) (sheet 26 of the Album).
Reproduction of speech sequences (ordinal counting to ten) in forward and reverse order.
Naming real images, including low-frequency words (sheets 2-3 of the Album).
Displaying pairs of real images by word name (sheets 23 of the Album).
Understanding logical-grammatical relations (sheets 15-17 of the Album).
Memorizing 2 series of 3 real images and selecting them from distractors (sheets 18-20 of the Album).
Memorizing a series of 7 words.
Compiling a story based on a picture and a series of plot pictures (sheets 21-23 of the Album).
Retelling the text based on questions (sheet 25 of the Album).
Test for eliminating concepts (fourth extra) (sheets 8-13 of the Album).
Test for understanding analogies (sheets 27-28 of the Album).
Additional information about the child necessary for developing a strategy and selecting methods of correctional work is provided by a questionnaire for parents turning to a psychologist (Appendix 4). Its task is to provide information about the characteristics of the peri- and postnatal development of the child, his problems in the family and children's team.
Since 2000, scientific director of the Research Center for Child Neuropsychology.
Glozman Zh.M. has been working at the Faculty of Psychology of Moscow State University since 1970 as a junior researcher, since 1977 as a senior researcher, and since 1993 as a leading researcher at the Laboratory of Neuropsychology of the Faculty of Psychology of Moscow State University. Since 2000, scientific director of the Research Center for Child Neuropsychology.
Graduated from Moscow in 1963 Linguistic University in the specialty “general linguistics” and in 1970, the Department of Neuro- and Pathopsychology, Faculty of Psychology, Moscow State University. M.V. Lomonosov (with honors). Head thesis was A.R. Luria. In 1974 she defended it under the guidance of L.S. Tsvetkova’s candidate thesis on the topic “Neuropsychological and neurolinguistic analysis of agrammatisms in aphasia.” In 2000 she defended her doctoral dissertation on the topic: “Neuropsychology of Communication.” In 2001 awarded honorary title"Honored Researcher of Moscow University." The academic title of professor was awarded in 2002.
Sphere of professional interests
Neuropsychology, neurolinguistics, neuropsychology of old age, child neuropsychology, history of neuropsychology. Founded and developed new scientific direction“Neuropsychology of Communication”, which presents a systematic analysis of communication disorders in their relationship with personality changes. Author of the original scale for quantitative assessment of data from the Luriev Neuropsychological Examination for adults and children, published in Russian, English and Portuguese. Author of a scale for measuring the quality of life of chronically ill patients and their relatives, published and used in Russian, English, French, Spanish, Czech and Greek.
Under the leadership of Zh.M. Glozman has defended 10 candidate dissertations and 3 more are preparing for defense.
Pedagogical activity
Zh.M. Glozman reads special courses for students of the Department of Neuropsychology and the Department of Personality Psychology of the Faculty of Psychology of Moscow State University “Personality and Communication Disorders” and “Neuropsychology of Communication”, leads a special workshop on neuropsychological correction, teaches a specialization course in neuropsychological diagnostics for young specialists of Moscow State University of Psychology and Education, teaches courses in neuropsychology for psychologists of the Institute of Applied and educational psychology(IPAF) in Brazil and Portugal.
Awards, prizes, scientific recognition
She was awarded the medal “Veteran of Labor” (1994), the medal of the Krakow Academy of Rehabilitation (1994), the honorary badge “850th anniversary of Moscow” (1997), the honorary badge “250th anniversary of Moscow State University” (2005), the Vygotsky Prize of the Portuguese Society “Vygotsky in Teaching” "(2010).
Scientific activity J.M. Glozman has received international recognition: she was elected a full member of the New York Academy of Sciences, a member of the International Committee of the International Neuropsychiatric Association and the Scientific Advisory Council of the American Biographical Institute, and an honorary member of the Polish Society of Neuropsychologists. She is also a member of the editorial board of the international journals Neuropsychology Review and Acta Neuropsychologica. Biography of J.M. Glozman was published in the 14th edition of “Who’s Who in the World” (1997), in the book “2000 outstanding people 20th century" (1998), in the book "Famous Russians" (1999), in the 6th and 9th editions of "Who's Who in Science and Technology" (2001 and 2006), in the book "2000 Outstanding Scientists of the 21st Century" (2004), in the biographical dictionary “Moscow University in Women’s Faces” (2004), in the “Encyclopedia of Moscow University, Faculty of Psychology, Biographical Dictionary (2006)”.
Publications and reports
J.M. Glozman is the author and editor of 340 scientific works (including 22 monographs, collections and textbooks), published in Russian, English, French, German, Portuguese and Polish languages. She has given presentations, led symposia and sessions at more than 100 international and national conferences, including at the 26, 27, 28, 29 International Psychological Congresses, 4th International Congress on Neurolinguistics, 8th International Physiological Congress, 5th, 6th All-Union Congresses of Psychologists of the USSR, 3rd and 4th Congresses of RPO , 3rd European Neurological Congress, 11th European Congress of Psychologists, 27th International Congress on applied psychology and etc.
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all reviewsGlozman Zhanna Markovna
Glozman Zh.M. has been working at the Faculty of Psychology of Moscow State University since 1970 as a junior researcher, since 1977 as a senior researcher, and since 1993 as a leading researcher at the Laboratory of Neuropsychology of the Faculty of Psychology of Moscow State University. Since 2000, scientific director of the Research Center for Child Neuropsychology.
She graduated from the Moscow Linguistic University in 1963 with a degree in general linguistics and in 1970 from the Department of Neuro- and Pathopsychology, Faculty of Psychology, Moscow State University. M.V. Lomonosov (with honors). The supervisor of the thesis was. In 1974, she defended her PhD thesis under supervision on the topic “Neuropsychological and neurolinguistic analysis of agrammatisms in aphasia.” In 2000 she defended her doctoral dissertation on the topic: “Neuropsychology of Communication.” In 2001, he was awarded the honorary title “Honored Researcher of Moscow University.” The academic title of professor was awarded in 2002.
Sphere of professional interests
Neuropsychology, neurolinguistics, neuropsychology of old age, child neuropsychology, history of neuropsychology. She substantiated and developed a new scientific direction, “Neuropsychology of Communication,” which represents a systematic analysis of communication disorders in their relationship with personality changes. Author of the original scale for quantitative assessment of data from the Luriev Neuropsychological Examination for adults and children, published in Russian, English and Portuguese. Author of a scale for measuring the quality of life of chronically ill patients and their relatives, published and used in Russian, English, French, Spanish, Czech and Greek.
Under the leadership of Zh.M. Glozman has defended 10 candidate dissertations and 3 more are preparing for defense.
Pedagogical activity
Zh.M. Glozman reads special courses for students of the Department of Neuropsychology and the Department of Personality Psychology of the Faculty of Psychology of Moscow State University “Personality and Communication Disorders” and “Neuropsychology of Communication”, leads a special workshop on neuropsychological correction, teaches a specialization course in neuropsychological diagnostics for young specialists of Moscow State University of Psychology and Education, teaches courses in neuropsychology for psychologists of the Institute of Applied and Educational Psychology (IPAF) in Brazil and Portugal.
Awards, prizes, scientific recognition
Awarded medal “Veteran of Labor” (1994), medal of the Krakow Academy of Rehabilitation (1994), honorary badge “850th anniversary of Moscow” (1997), honorary badge “250th anniversary of Moscow State University” (2005), Vygotsky Prize of the Portuguese Society “Vygotsky in Teaching” (2010), Chelpanov medal (2014).
Scientific activity of Zh.M. Glozman received international recognition : she was elected a full member of the New York Academy of Sciences, a member of the International Committee of the International Neuropsychiatric Association and the Scientific Advisory Council of the American Biographical Institute, and an honorary member of the Polish Society of Neuropsychologists. Chairman of the International Executive Committee of the International Society of Applied Neuropsychology (ISAN).
She is also a member of the editorial board of international journals “International Journal of Contemporary NeuroScience”, East European Journal of Psycholinguistics, Annales of the University of Maria Curie-Sklodowska in Lublin, sec. J, Pedagogia – Psychologia and “Acta Neuropsychologica”.
Biography of J.M. Glozman was published in the 14th edition of “Who's Who in the World” (1997), in the book “2000 Outstanding People of the 20th Century” (1998), in the book “Famous Russians” (1999), in the 6th and 9th editions of “ Who's Who in Science and Technology" (2001 and 2006), in the book "2000 Outstanding Scientists of the 21st Century" (2004), in the biographical dictionary "Moscow University in Women's Faces" (2004), in the "Encyclopedia of Moscow University, Faculty of Psychology, Biographical Dictionary (2006)".
Publications and reports
J.M. Glozman is the author and editor of 400 scientific works (including 36 monographs, collections and textbooks) published in Russian, English, French, German, Portuguese and Polish. She has given presentations, led symposia and sessions at more than 100 international and national conferences, including the 26th, 27th, 28th, 29th International Congresses of Psychology, the 4th International Congress of Neurolinguistics, the 8th International Congress of Physiology, 5 -th, 6th All-Union Congresses of Psychologists of the USSR, 3rd and 4th Congresses of RPO, 3rd European Neurological Congress, 11th European Congress of Psychologists, 27th International Congress of Applied Psychology, etc.
Main publications:
- Agrammatism in aphasia (co-author). M.: Moscow State University Publishing House, 1978;
- Social and psychological aspect of rehabilitation of patients with aphasia (co-author). M.: Moscow State University Publishing House, 1980;
- Personality and communication disorders. M.: Moscow State University Publishing House, 1987;
- Quantitative assessment of neuropsychological assessment data. M. Publishing house of the Center for Curative Pedagogy. 1999;
- Communication and personal health. - M.: Academy, 2002;
- Communication Disorders and Personality. New York: Kluwer Academic/Plenum Publishers, 2004;
- Game methods for correcting learning difficulties at school (co-authored). M.: Creative Center Sphere, 2006;
- Neuropsychological diagnostics of preschool children (co-author). M.: Petersburg Publishing House, 2006, 2nd edition, 2008;
- A Avaliaçao Quantitativa dos Dados da Investigaçao Neuropsicologica. Sao Paulo: Edizao I.P.A.F., 2006;
- Neuropsychology of childhood. M.: Academy, 2009;
- Practical neuropsychology (co-author). M.: Eksmo, 2010.
See also:
- Photos from the anniversary of Zh.M. Glozman (December 7, 2010)