卷 51, 编号 4 (2025)

The search for patterns in the perception and understanding of art is the subject of research in many scientific fields, including psychology and neurophysiology. In this paper, the analysis of the ratio of indicators of understanding and self-assessment of the emotional impression during the perception of specially selected painting of fine art representing realism and abstractionism is carried out in comparison with psychometrically measured indicators of originality during testing of verbal and non-verbal creativity. The study involved 115 university students aged 17–20 (60 man and 55 women). For a quantitative assessment of the aesthetic impression and the time of decision-making, a computerized program for presenting stimulus pictures was used. A significantly better understanding of the content of realistic paintings was established, which is accompanied by positive emotions and a longer time spent examining them in comparison with abstractionism (respectively, 4.0 and 3.6 s). According to the results of regression analysis, the predictors of verbal originality are the time of decision-making about the impression created when viewing realism, together with the indicator of conceptual thinking (according to the performance of the subtest of the intelligence verbal component, IQ4), and the predictor of figurative originality is the time of assessing the impression and the degree of understanding of abstract paintings. Consequently, the discovered patterns indicate not only the connection between self-assessment of aesthetic impression and psychometric realization of creative abilities, but also different mechanisms of their organization: with a relatively large contribution of conceptual thinking – to verbal creativity and imagination – to figurative.

The goal of this paper was studying neurophysiological processes in the brain during presentation of visual stimuli (printed words and pictures). 84 participants took part in the investigation. The article presents the results of the analysis of event related potentials (ERP) in a three-stimulus visual test. In the time interval 80-280 ms after the second stimulus, ERP components were recorded: N1_O in the occipital area, and N1_T and P2 in the posterior temporal lobes. The N1_O, N1_T, P2 waves in response to the second word-stimulus differed in amplitude and latency from the waves in response of the image-stimulus. No difference in ERP in the posterior temporal and occipital components N1_O, N1_T, P2 between match and mismatch conditions in words comparison was found. We infer that the operation of comparing two words is not reflected all measured ERP waves. In response to the second picture-stimulus the amplitude of the occipital and posterior temporal components N1_O, N1_T was greater when the stimuli matched the first stimulus. We conclude that the recorded difference wave indicates facilitation operation during the perception when the predicted signal matches the actual input signal. In summary, the modulation of the posterior temporal P2 wave in response to the second mismatched picture-stimulus in the pairs is caused by two hypothetical psychological operations: physical repetition of the stimulus, and mismatch with the image in the working memory.

Speech perception is a complex process involving multilevel neurophysiological processing of various speech components. In the presented work, we used temporal response function (TRF), a novel method of processing the magnetoencephalogram (MEG) recorded while listening to continuous speech to analyse the neural response to auditory and semantic components of speech during its perception in vivo. The temporal response to dynamic changes in the sound envelope demonstrated an early neurophysiological response: from 20 ms with an amplitude peak at 100 ms, and the response to the perception of word onset had a peak latency at 120 ms. The semantic component of speech showed a later temporal response: from 200 ms with a peak latency of 300 ms bilaterally in temporal magnetometers. Thus, TRF showed a later response to semantic changes in speech than to changes in acoustic features in the MEG study.

The aim of the study is to reveal the peculiarities of speech and emotional sphere of children with autism spectrum disorders (ASD). For this purpose, two studies were conducted. The participants of the studies were 445 children aged 5–16 years: 175 children with ASD and 270 typically developing children. The comprehensive methodological approach including methods of spectrographic and phonetic analysis of speech, determining the physiological indicators of a child – hearing thresholds, phonemic hearing, dichotic listening test was used. The assessment of children’s emotional sphere development was conducted by standardized Child Emotional Development Method (CEDM), which includes test tasks for children on the manifestation of emotional states in voice, speech, facial expression and emotion recognition. Based on instrumental analysis, the acoustic features of the voice and speech of children with ASD were determined, which can be considered as biomarkers of the disease. The possibility of children with ASD to manifest and recognize emotions was shown. In children with ASD, the difficulties in manifesting emotional states in voice and facial expressions, recognizing emotions by abstract images and by the speech of other children were revealed. It was shown that the disease factor – the severity of autistic disorders was more important for emotional development of a child than the factor of age. The obtained data on the child speech features and the specificity of recognition and manifestation of emotions in children with ASD in complex contribute to a more accurate identification of disease markers and can be used in the development of automatic applications for the diagnosis of ASD.

Late identification of hearing impairments in children has significant negative effect on child development, with speech and communication skills to be the most severely affected. research data indicate considerable variability in speech and communication outcomes among late-identified hearing impaired children. The aim of the current study was to examine the audiological indicators in late-identified hearing-impaired children and their correlations with the level of speech and communication development. 23 children aged 5 to 8 years with bilateral permanent sensorineural hearing loss of moderate to severe degree participated in the study. All children were fitted with binaural hearing aids after the age of 2.5 years (average age of first hearing aids fitting was 4.5 years). Hearing examination including speech audiometry and the assessment of the level of speech development and communication skills were utilized. results revealed a significant decline in performance among hearing-impaired children in all speech tests, both in quiet and noisy environments, when compared with normative data. A considerable delay in the level of speech and communicative development of hearing-impaired children compared with the normative data was revealed. The results indicate that late hearing aid fitting may cause secondary impairments of auditory function, including central auditory processing disorders, which may develop against the background of prolonged auditory deprivation. The importance of the early intervention programs and the implementation of the prompt hearing screening for young and preschool children to identify delayed hearing loss is emphasized.

Specific reading impairments (developmental dyslexia) is a widespread problem: according to recent studies, from five to twenty percent of the population in different countries suffer from this impairment. Effective planning of the intervention programs for people with dyslexia requires taking into account a wide range of possible causes of impairment of complex reading skills. Experimental studies are conducted worldwide targeting the mechanisms of the developmental dyslexia at different levels: at the level of cognitive functions, at the level of brain mechanisms, at the genetic level. This paper presents an overview of scientific hypotheses on the mechanisms of dyslexia at the level of cognitive functions. The information presented in this review may be useful to speech pathologists, neurologists, speech therapists, neuropsychologists and other specialists working with people with reading disorders.