PSYCHODIAGNOSTICS AND PSYCHOCORRECTION OF STUDENTS' COGNITIVE PROCESSES: MODERN APPROACHES AND PRACTICAL PROBLEMS
Abstract
This article explores modern approaches to the psychodiagnostics and psychocorrection of cognitive processes in schoolchildren, including perception, thinking, memory, and attention. It provides an analysis of scientifically grounded methods used to diagnose cognitive functions and their significance in the educational context. The paper also addresses practical issues encountered in identifying cognitive impairments and proposes effective corrective strategies. The findings offer valuable insights for school psychologists and educators seeking to implement evidence-based diagnostic and correction techniques in their practice.
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