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Bicherova Elena N.

Psychology and Pedagogy Faculty, Petrovski Bryansk State University, Bryansk, Russia

Publications by Bicherova Elena N.

Bicherova E.N. (2017). Dependence of success in foreign language acquisition at primary school age on reaction type and cognitive control. Psychology in Russia: State of the Art, 10 (4), 10-21.

Background. This article reveals the importance of studying the problem of success in foreign language acquisition during the rst stage of study in the modern educational environment. Particular attention is paid to factors of successful foreign language acquisition during the primary-school ages, which depends on cognitive style features, such as reaction type and cognitive control. e content and characteristics of cognitive styles as individual styles of foreign language acquisition are analyzed in the context of a leading activity of primary school students.

Objective. A hypothesis of this research was that success in foreign language acquisition depends on reaction type and cognitive control, particularly the extent of the cognitive styles of impulsivity, re exivity, rigidity and exibility in primary-school students.

Design. To implement the proposed empirical tasks, the author organized and conducted research using a combination of methods intended to study the correlation between success in foreign language acquisition by primary-school students and reaction type as well as the features of cognitive control. A total of 74 elementary-school pupils aged 8-11 years were studied. A direct connection between success in foreign language acquisition and the indicators of the cognitive style “impulsivity — re exivity” was iden- ti ed using mathematical statistics methods.

Results. This study found no statistically signi cant correlation between success in foreign language acquisition and the indicators of the cognitive style “rigidity — exibility”. erefore, the results con rm that success in foreign language acquisition at prima- ry-school ages is determined more by reaction type (impulsive or re exive) than by the features of cognitive control (rigidity or exibility).

Conclusion: The practical significance of the study is that the obtained results can be used in the work of teachers and psychologists to improve the educational process in primary school and to promote the e ective study of foreign language by students.


DOI:  10.11621/pir.2017.0402
Pages:  10-21
ThemesEducational psychology
Keywords:  cognitive style, reaction type, cognitive control, impulsivity, re exivity, rigid- ity, exibility, success in foreign language acquisition, primary-school age

Available Online: 12.01.2017