NEUROPHYSCHOLOGICAL ANALYSIS OF DISORDERS OF HIGHER MENTAL FUNCTIONS

Abstract

The study achieved its research aim, which was to provide a theoretical substantiation of the neuropsychological analysis of impairments in higher mental functions in child development and to determine its significance for the diagnosis and correction of cognitive development in contemporary psycho-pedagogical contexts. Comparative methods were applied at the stage of reviewing Ukrainian and international literature, along with analysis and comparison, which enabled the systematization of findings. The integration of psychological, neuroscientific, and pedagogical knowledge was considered as the foundation of modern approaches to the assessment and correction of cognitive development. The functional organization of the brain was examined on the basis of the theory of three functional energy blocks, which regulate cortical tone, process sensory information, and ensure the programming and control of voluntary activity. It was noted that each of these blocks plays a specific role in the formation of speech, memory, attention, thinking, and behavioral regulation. The results of the study demonstrate that impairments of higher mental functions are systemic in nature and manifest through the interrelation of different cognitive processes, which makes their isolated interpretation inappropriate. The significance of interhemispheric asymmetry in shaping individual cognitive profiles and the nature of possible developmental impairments was emphasized. It was shown that dysfunctions of specific brain structures lead to characteristic disturbances in speech, spatial orientation, visual and auditory perception, as well as voluntary regulation of activity. The neuropsychological approach was found to enable not only the identification of deficits but also the detection of preserved functional components that may serve as a basis for corrective interventions. The effectiveness of combining qualitative and quantitative approaches in neuropsychological assessment was demonstrated, as this integration enhances the accuracy of result interpretation and supports the development of individualized intervention programs. The role of sensorimotor correction and physical activity was highlighted as a significant factor in the development of interhemispheric interaction and speech functions in children. The necessity of developing adapted diagnostic and corrective programs aimed at supporting cognitive development in children living under complex socio-psychological conditions was also emphasized.