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Shemet S. I. Features of perception of time and space at teenagers with violations of intellectual development / S. I. Shemet, Yu. V. Koryagina / / Successes of modern natural science. - 2004. - No. 7. - Page 128. - Access mode (date accessed: 19.02.2019).

The problem of perception of time and space by man can be attributed to the number of global problems of natural science (Levich A. P., 1996). The degree of adaptation in society largely depends on how adequately a person reflects the time parameters (Tsukanov B. I., 2000). In the literature the questions connected with perception of time both at children, and at adults are considered (Moiseeva N. I., 1985; bushov Yu. V., Nesmelova N. N., 1994; Rubinstein S. P., 1999; Bagrova N. D., 1999; Tsukanov B. I., 2000; Surnina O. E., Lunandin V. I., 2000; Koryagina Yu. V., 2001). However, there is insufficient knowledge about the laws of development and mechanisms of violation of the perception of time and space in children with intellectual disabilities, which does not allow to develop reliable criteria for differential diagnosis and adequate methods of correction when working with such children. The aim of the study was to identify the features of the processes of perception of time and space in adolescents with intellectual development disorders. It was examined 40 children with intellectual development disorders aged 13 to 16 years (diagnosed with oligophrenia in the stage of debility), enrolled in boarding school number 18 in Omsk and 30 teenagers of the same age, students of school number 11 in Kemerovo. With the help of the computer program “the Researcher temporal and spatial properties of the person” (Nopin S. V., Koryagina, Yu., 2003) were investigated: the time of simple sensorimotor reaction to light and sound, reaction time to a moving object, the choice reaction time, the accuracy of estimating and measuring the audible and visual signals, the rhythm of the signals, the accuracy of estimating and measuring line segments, the recognition of angles, the duration of individual a minute (IM). The results of the study show that the shortest time of simple sensorimotor reaction to light was in ordinary eighth-grade and ninth-graders with intellectual disabilities. The lowest values of the time of simple sensorimotor response to sound were observed in students of the eighth and ninth grades who do not have intellectual development disorders. Reaction time to a moving object and reaction time of choice was less in ordinary ninth and eighth grade students, and the highest value - in eighth graders with intellectual disabilities. There were minor differences in the duration of MI, which ranged from 37-46 seconds and was distributed as follows: eighth-graders-40.4, ninth-graders-42.1, eighth-graders with intellectual development disorders-43.7 and ninth-graders with intellectual development disorders-44.4. More successfully memorized and reproduced the duration of light signals students with normal intellectual development. The study of the accuracy of perception of space showed that more accurately assess the segments and angles, students with normal intellectual development of the eighth, ninth grades and ninth graders with intellectual development disorders. Thus, adolescents who do not have intellectual development disorders have less reaction time to light, sound and a moving object, which indicates a sufficiently high speed and strength of nervous processes. Adolescents with intellectual disabilities make large amounts of errors in memorizing and reproducing various light and sound signals, evaluating segments and recognizing angles. All this shows that adolescents with intellectual disabilities are significantly behind their peers in terms of perception of time and space.