THE STUDY OF THE MENTAL ACTIVITY OF YOUNGER SCHOOLCHILDREN WITH MENTAL RETARDATION
The article is devoted to the problem of studying the operational side of thinking of younger schoolchildren with mental retardation. It is known that such students tend to have some decrease in cognitive activity. This is especially true of thinking, which is one of the most complex cognitive processes. The implementation of the requirements of an individual and differentiated approach in the course of psychological and pedagogical support of children with mental retardation dictates the need for a deep and careful study of the features of their development, including mental activity. This underlines the relevance and practical significance of this study.