Volume 03 Issue 05-2023
57
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
57-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the characteristics and tasks of the formation of visual image thinking in students with mental
retardation are highlighted. It has been shown that the thinking of mentally retarded students is frozen in one place
and inertness, slowness of pace, lack of development of abstract thinking affects almost all mental operations.
KEYWORDS
Mental retardation, disability, thinking, thinking, correctional-pedagogical work, organic injury, primary and secondary
disability.
INTRODUCTION
In the studies, it was noted that mental retardation is
related to persistent impairment of cognitive activity
as a result of organic injury of the central nervous
system
(S.Y.
Rubinshtein,
G.YE.
Sukhareva).
Disturbances in conditioned reflex activity, interaction
of excitation and inhibition processes, and interaction
of the first and second signal systems in children with
mental retardation, all of which show that the child's
mental activity is disturbed on the basis of
physiological bases and mechanisms. raised According
to L.S. Vygotsky's theory, the mental development of
mentally retarded children is determined by the
intensity of the primary and secondary defects.
THE MAIN RESULTS AND FINDINGS
Often, as a secondary syndrome, higher mental
functions in mental retardation, i.e., memory, thinking,
and character disorders are observed.
The grouping of mental retardation is determined by
the degree of intellectual disability (V.G. Petrova, V.I.
Lubovsky, A.P. Gozova, I.G. Yeremenko, V.V. Kovalev,
T.YE. Sukhareva).
Some researchers have noted in their work that mental
retardation is manifested in the slow formation of
various mental functions. Mental retardation is caused
by organic injury of the brain due to infectious diseases
Research Article
CHARACTERISTICS OF THE FORMATION OF EXHIBITION IMAGERY
THINKING IN MENTALLY PAINTED STUDENTS
Submission Date:
May 13, 2023,
Accepted Date:
May 18, 2023,
Published Date:
May 23, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue05-12
M.P.Khamidova
Phd., Associate Professor, Named After Nizami Tashkent State Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 05-2023
58
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
57-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and various other diseases occurring at an early age in
prenatal, intrapartum and postnatal periods.
Stiffness and inertness of thinking of students with
mental retardation, slowness of pace, lack of
development of abstract thinking affect almost all
mental operations. For example, analysis is
characterized by the lack of systematicity and the
selection of only the main signs of the surrounding
things. An analysis characterized by the lack of
systematicity and the selection of only the most
significant signs of the surrounding reality. Synthesis is
characterized by the lack of connections between
different parts of things, which undoubtedly leads to
difficulties in forming concepts about the properties of
things and its meaning.
The comparison is made not according to the main,
important features of the object, but according to its
insignificant, sometimes even insignificant features.
Abstract thinking is characterized by the inability to
understand the meaning of words and the inability to
apply knowledge about general relationships. In
critical thinking, students cannot independently
analyze the work done, notice and correct their
mistakes, cannot immediately understand the purpose
of the task, create a plan of action or listen to the
teacher's instructions to the end.
Students with mental retardation need more time to
learn information than students with normal
development [14].
For students with mental retardation, performance of
tasks will be at a low level:
1) students do not know how to analyze; 2) low activity;
3) practical work is needed to reveal the nature of the
subject; 4) low level of perception.
In students with mental retardation, it is shown that it
is aimed at focusing attention and relying on mental
operations, taking into account the features shown in
the development of visual thinking. Psychological
development of the child requires corrective and
pedagogical work. It is necessary to solve the following
tasks with the development of figurative thinking in
students with mental retardation:
-
creation of the necessary conditions for the
development of figurative thinking;
-
ways to form orientation and implement it in
solving practical issues;
-
inclusion of speech in the process of solving all
cognitive tasks;
-
formation of the ability to rely on past practical
experience in solving problems;
-
formation of the understanding of cause and time
relations;
-
forming the ability to perform tasks for
classification, generalization and comparison;
-
formation of necessary conditions for the
development of verbal and logical thinking.
It is the mastery of figurative forms of cognition that
leads students with mental retardation to logically
understand the rules, and the exhibition helps to
develop figurative thinking. Having studied the special
literature, we came to the conclusion that one of the
indicators of mental retardation is the lack of cognitive
development. Figurative thinking in students with
mental retardation is characterized by specific features
that can be determined using specially selected
diagnostic tools.
For students who are developing under the age of 7,
educational activity becomes a leading activity, which
is characterized by acquiring new knowledge, skills,
and gathering systematic information about the world,
nature, and society.
Volume 03 Issue 05-2023
59
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
57-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Based on the analysis of psychological and pedagogical
literature, we have come to the conclusion that
students are able to identify important features
between objects around them, relying on visual
thinking. Students who develop normally, relying on
their life experiences, quickly absorb concepts that
reflect the important laws of events.
Later, normally developing students move from visual-
image thinking to abstract-logical thinking. abstract-
logical thinking leads to the restructuring of all mental
processes: it allows the child to solve problems based
on internal properties, important properties and
relationships. According to E. S. Galanjina, normally
developing students solve problems faster and easier
if they rely on clear images of objects, images or
actions. At first, they remember interesting,
emotionally colorful, unexpected and new things that
made the biggest impression on them. As a result,
normally developing students do not have difficulties
in solving problems based on the exhibition, they easily
imagine situations based on visual perception, not
performing practical actions with objects, this
exhibition affects the formation of figurative thinking.
Unlike typically developing students, the primary
activity of students with mental retardation is play.
Analyzing the psychological-pedagogical literature, it
should be noted that the delay in the development of
thinking is one of the main indicators characteristic of
mentally retarded students.
The analysis of psychological and pedagogical
literature showed that the delay in the development of
thinking of students with mental retardation is one of
their characteristic indicators. Psychologists and
pedagogues emphasize that the development of
thinking in students with mental retardation should
involve their independent implementation of practical
activities.
(J.I.Shif,
V.N.Sinev).
Demonstration-
movement and demonstration-image thinking in
mentally retarded students also develop on the basis
of the same laws. According to many studies, it is said
that the development of all types of thinking of
students with mental retardation lags significantly
behind children with normal development. The
exhibition is a model for figurative thinking and solving
mental problems according to imagination.
In normally developing students, visual-image thinking
is mainly formed at preschool age. The analysis and
synthesis of perceived and described things is not well
developed in students with mental retardation.
T.A.Protsko studied visual-image thinking of students
with mental retardation. The author identified a
number of features characteristic of the development
of visual-image thinking of students with mental
retardation.
During the perception of things, their analysis
operations were fragmentary, poor, insufficient,
unsystematic. Attention to specific external features
(color, size, familiar shape); to some conspicuous
parts; focuses on some functional features that occur
in a situation known to children. In the oral description
of perceived objects, students do not distinguish the
important signs of objects, even if it is necessary in
speech.
CONCLUSION
As a result of the study and analysis of the literature,
we witnessed that the visual-image thinking of
students with mental retardation is not sufficiently
developed compared to children with normal
development. There are difficulties in the process of
using images, which affect the general development of
visual-image thinking in students with mental
retardation. The results of the study of visual-visual
Volume 03 Issue 05-2023
60
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
57-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
thinking of students with mental retardation in the
literature serve as a basis for organizing and
conducting a psychological-pedagogical experiment.
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Psychology lits umstvennoy otstalostyu: three.
method. posobie /sostavitel E. A. Kalmykova. -
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121 p.
3.
Khamidova M. P., Ruziev I. D. OSOBENNOSTI
KORREKTSIONNO-PEDAGOGIChESKOY
RABOTY S UMSTVENNO OTSTALYMI DETMI
DOSHKOLNOGO VOZRASTA //SCIENCE AND
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