THE INTERRELATIONSHIP BETWEEN SPEECH DISORDERS AND COGNITIVE PROCESSES: A PSYCHOLOGICAL ASPECT

Abstract

The relationship between speech disorders and cognitive processes in children of different ages has been studied, in particular, the impact of speech disorders on the development of attention, memory, thinking and executive functions. It has been shown that speech difficulties are often accompanied by a violation of the structure of cognitive activity, in particular, a decrease in working memory, slowed information processing and the complication of logical operations. It has been established that speech disorders form specific psychological compensation strategies, which are manifested through increased attention to non-verbal signals, the development of spatial thinking and enhanced visual memory. The impact of speech disorders on the formation of self-esteem, emotional regulation and social adaptation has been analyzed, it has been shown that children with such disorders demonstrate increased emotional vulnerability, a tendency to anxiety and difficulties in interpersonal interaction. The need for a comprehensive approach to speech correction is emphasized, which includes the development of cognitive skills, stimulation of executive functions and support for the child's psychological well-being. The use of integrated methods that combine speech therapy exercises with cognitive training, game and interactive techniques, as well as psychological counseling of parents and teachers is proposed to ensure effective adaptation of children in the educational environment. The importance of interdisciplinary interaction of specialists for optimizing the correction process is highlighted, in particular, the involvement of psychologists, speech therapists and teachers in order to reduce cognitive and emotional limitations associated with speech disorders. The work emphasizes that early diagnosis and systematic support of cognitive processes can significantly increase the effectiveness of speech rehabilitation and promote the social integration of the child. An overview of modern research in the field of cognitive psychology and neuropsychology of speech is presented, and the prospects for the application of innovative technologies in the development of speech and cognitive competencies are shown. The article is relevant for psychologists, speech therapists, teachers, as well as for scientists who study the relationship between speech and cognitive activity, and forms the basis for further research into effective methods of correctional work.