DOI: https://doi.org/10.36719/2706-6185/56/25-29
Gunel Ahmadova
Institute of Education of the Republic of Azerbaijan
PhD student
https://orcid.org/0009-0008-0663-3737
gunelahmedova@yandex.ru
Development of Attention in the Process of Memory Correction in
Children with Intellectual Disabilities
Abstract
The article examines the development of attention in junior schoolchildren with intellectual disabilities during the process of memory correction. The study was conducted in special education institutions in the city of Baku and involved 60 pupils who participated in a six-month corrective intervention program. The sessions were organized in small groups (6–7 children), held twice a week, and lasted 30–40 minutes each. During each session, all types of memory (auditory, visual, logical/mechanical) were systematically stimulated through game-based and integrative tasks.
Statistical analysis of the results was carried out using the SPSS software package. Improvements were observed across all types of memory, with particularly significant changes recorded in visual and mechanical memory. The level of attention was assessed using a simplified version of the Bourdon Attention Test. In the experimental group, a marked improvement was identified in attention stability, selectivity, and processing speed, whereas the control group demonstrated only minor and statistically insignificant changes.
The obtained results empirically confirm the key propositions of the cultural-historical theory developed by Lev Vygotsky and Aleksandr Luria. The systemic nature of mental functions and the interdependence of their development—where the enhancement of one cognitive function facilitates the development of others—were clearly demonstrated in this study.
Keywords: intellectual disabilities, corrective intervention, memory, attention, development