FUNCTIONING OF THE CENTRAL NERVOUS SYSTEM AND FEATURES OF MENTAL PERFORMANCE OF STUDENTS OF VARIOUS SPECIALTIE
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Abstract
Materials and Methods. The study, conducted in the middle of the second semester, involved students of the Educational and Scientific Institute of Physical Culture, Sports and Health specializing in A6.03 “Orthopedagogy” (24 participants), and students of the Educational and Scientific Institute of Pedagogical Education, Social Work and Art specializing in A6.01 “Speech Therapy” (22 participants). Indicators of the functional state of the central nervous system (CNS) were assessed using the proofreading test method modified by M. S. Grombach. Testing was conducted before the beginning of the first class, at the beginning of the second class, and at the end of the fourth class twice a week (Tuesday and Friday). Average indicators of the speed and quality of proofreading performance were determined. Based on the ratio of qualitative and quantitative indicators, an individual integral assessment of the level of mental performance of each student and the group as a whole was carried out. For each group, the coefficient representing the ratio of cases with high and low integral assessments was calculated.
Results. The study established that the volume and complexity of the educational material corresponded to the psychophysiological capabilities of students in both groups. This is evidenced by the relatively stable dynamics of intellectual work productivity indicators throughout the academic day (P = 1.66 a.u. – 1.38 a.u. and P = 0.87 a.u. – 1.16 a.u.). However, the daily dynamics of psychophysiological indicators among students of related specializations differed significantly. Students specializing in A6.03 “Orthopedagogy” demonstrated a higher speed of information processing (p < 0.05 – p < 0.01). This may be explained by their higher level of motor activity, which stimulates brain neuroplasticity. In contrast, students specializing in A6.01 “Speech Therapy” demonstrated better qualitative indicators throughout the academic day than the Orthopedagogy students (p < 0.05). This suggests a high level of concentration on details associated with the specific nature of their training.
Conclusions. Monitoring neurodynamic indicators makes it possible not only to diagnose fatigue states and assess the adequacy of academic workload, but also to use these indicators as criteria for evaluating psychophysiological potential and predicting students’ professional aptitude.
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