Subject/content component of thinking in primary and secondary schoolchildren with mental disorders in different time periods (2012-2023): A comparative study

Abstract

The development level of different cognitive components is essential for teaching and learning. Its assessment is one of the key aspects in the organization of education, while its results determine the choice of educational programs for different variants of ontogenesis/dysontogenesis. The purpose of the reported study was to assess possible changes in the subject/content component of thinking in school students over the past 10 years. The assessment was made using the Construction of Objects technique commonly used in child pathopsychology. The sample consisted of two groups: a normative group of children who study in Moscow and regional schools (86 people), and a clinical group of patients of the 7 th clinical department of Moscow-based Mental Health Research Centre (81 people). The results of a pilot study showed a negative relationship between 1) combinatoriality and integrity in the responses of adolescents, and 2) productivity and integrity in the responses of younger school students. The obtained results require further research, in particular, expansion of normative and clinical samples, search for new criteria for assessing the results of the Construction of Objects technique, focus on gender and age aspects and academic success.