СИСТЕМНАЯ ПСИХОЛОГИЯ
И СОЦИОЛОГИЯ

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UDC 159.9

DOI 10.25688/2223-6872.2020.34.2.07

VERBAL MEMORY IN THE FORMATION OF TEXTUAL COMPETENCE

IN PRESCHOOLERS

S. M. Valyavko,

MCU, Moscow,

ValyavkoSM@mgpu.ru,

O. V. Chibiskova,

MCU, Moscow,

ChibiskovaOV@mgpu.ru,

Ju. A. Shulekina,

MCU, Moscow,

Juliah@mgpu.ru

The formation of textual competence in preschool children is associated with a whole complex of psy-chophysiological and psychological transformations associated with phonological processing, sign and graphic processing, visual, auditory and semantic information processing. Based on this understanding, textual compe­tence is a complex system process that is not limited only to encoding and decoding of symbolic information contained in the text.

The article is focused on the issue of the role of memory processes, in particular, the influence of short-term and long-term verbal memory on the semantic perception of an orally presented text and its comprehension by preschoolers with normal speech development and preschoolers with general speech underdevelopment (GSU). This study was conducted on the basis of studying the capacity of short-term and long-term memory in 60 preschoolers, using the well-known method by A. R. Luria «Memorizing 10 words», and the method for studying the semantic perception of the text. The study detected that short-term and long-term memory in preschoolers with normal speech development positively correlate with the process of speech understan­ding. And as a result, it increases the semantic perception of the text, improves the quality of retelling the plot of the text by preschoolers, and optimizes the formation of textual competence in preschoolers.

The revealed connections between semantic perception of the text with the development of memory processes in preschoolers also allowed to detect some features of diferent types of memory in the semantic perception of texts of various complexity in the group of children with general speech underdevelopment (children with GSU). It is shown that short-term memory is of great importance for comprehension the hidden meaning of the text in the group of preschoolers with GSU. A similar correlation was found with long-term memory and it has a predominant significance for the process of comprehension the hidden meaning of the text in preschoolers with general speech underdevelopment.

Keywords: memory; system approach to diagnostics; verbal memory; auditory verbal memory; short-term memory; long-term memory; memory capacity; semantic perception of the text; textual competence; preschool age; general speech underdevelopment.

For citation: Valyavko S. M., Chibiskova O. V., Shulekina Ju. A. Verbal memory in the formation of textual competence in preschoolers // Systems Psychology and Sociology. 2020. № 2 (34). P. 82-93.

DOI: 10.25688/2223-6872.2020.34.2.07

Valyavko Svetlana Mikhaylovna, PhD in Psychological Sciences, Associate Professor, Associate Profes­sor at the Department of Clinical and Special Psychology at the Institute of Psychology, Sociology and Social Relations at the Moscow City University, Moscow, Russia.

E-mail: ValyavkoSM@mgpu.ru; ORCID: https://orcid.org/0000-0001-7195-6374

Chibiskova Oxana Vladimirovna, Senior Lecturer at the Department of Pedagogical, Developmental and Social Psychology at the Institute of Psychology, Sociology and Social Relations of the Moscow City University, Moscow, Russia.

E-mail: ChibiskovaOV@mgpu.ru; ORCID: https://orcid.org/0000-0002-1023-4885

Shulekina Julia Alexandrovna, PhD in Pedagogical Sciences, Associate Professor, Associate Profes­sor at the Department of Speech Therapy at the Institute of Special Education and Complex Rehabilitation of the Moscow City University, Moscow, Russia.

E-mail: Juliah@mgpu.ru; ORCID: https://orcid.org/0000-0002-0526-4190

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