Distance learning unexpectedly arrived to Russian schools in March 2020, schools and teachers were not ready for this training type. The aim of present paper is to collect and evaluate parents’ view on family preparedness to distance education and on parents’ and children’ coping with school assignments during the lockdown. 304 parents were interviewed. The data provide evidence that the higher level of parental education is a factor in the efficient distance learning of their children. The higher level of parental education correlates with fewer children in the family, with the time spent by children on home assignments and the number of devices per family member. It was demonstrated that mothers lived through this period more easily than fathers. We found that the parents with a PhD degree provided the most effective support. It could be assumed, that studies at higher education institutions require time management. Having learned this skill, parents with higher education know how to self-organize and teach their children the same. Then, if our schools switch to remote teaching even partially, special guidelines with step-by-step explanations of the material shall be developed for parents. Furthermore, online counselling can be arranged for parents to present the course structure and the sequence of educational activities.

This paper raises the question of the relationship between two mechanisms of working memory - Retrieval-Induced Forgetting (RIF) and Retrieval-Based Learning (RBL) in ontogenesis. Working memory is an element of executive functions, the effectiveness of which predetermines the success of learning, which determines the importance of studying the mechanisms of its implementation. RIF is a deterioration in the reproduction of subsequent stimuli as a result of reproduction of previous stimuli that are similar in some parameter. RBL is the reverse process, in which each subsequent reproduction in the working memory leads to better memorization of information when the memory is repeatedly tested. Comparison of works representing specific ages of the subjects does not allow us to imagine the complete change in the interaction of the two mechanisms with age. This is what became the task of this study. An original computerized technique was used (Razumnikova et al., 2016) which had been designed to memorize visual objects presented on a computer screen. The technique included three series, during which the same set of simple objects were presented, but the order of the presentation varied from series to series. The study involved 201 children: 17 children who were 3-4 years old, 90 children who were 5-7 years old, 47 children 10-11 who were years old and 47 children who were 12-14 years old. It is shown that RIF processes are mostly formed in children 3-4 years old. The effectiveness of RBL increases with age and reaches its greatest values by adolescence.

Опубликовано Российским государственным педагогическим университетом им. А. И. Герцена. Открытый доступ на условиях лицензии CC BY-NC 4.0.Аннотация. В работе анализируются ответы 304 родителей на анкету, посвященную проблемам, с которыми сталкивались родители весной 2020 г. при внезапном переходе школы на дистанционное обучение в связи с пандемией. В Google Форму были помещены вопросы относительно готовности семьи к дистанционному обучению и того, как дети выполняли домашнее задание с точки зрения родителей. Большую часть респондентов составили родители от 30 до 50 лет. Эту группу составили те, у кого есть дети -учащиеся того или иного возраста и кто активно включен в процесс поддержки обучения. 62,8 % испытуемых проживали в мегаполисе, 28,9 % -в большом городе. Остальные респонденты проживали в малых городах и сельской местности. Семьи имели преимущественно одногодвух детей, хотя в четырех семьях было пять и более детей. Основная масса была представлена родителями детей младшей и средней школы. Распределение родителей по типу образования было следующим: 76,6 % имели высшее образование, 2,9 % -научную степень, остальные -среднее профессиональное и среднее образование. Полученные данные свидетельствуют о том, что одним из факторов, способствующих эффективному прохождению дистанционного обучения в семье, является более высокое образование родителей. В таких семьях больше гаджетов и практически всегда есть компьютер. Это позволяет детям быстрее и эффективнее делать задания. У таких родителей меньше детей, что делает их помощь детям более легкой. Наконец, им легче понять те задания, которые дает учитель, и предложить компетентный ответ на вопрос ребенка.

Open access under CC BY-NC License 4.0. Аbstract. The paper presents the results of a study of visual perception in mentally retarded children using the EyeTech VT3 mini IT tracker with a sampling frequency of 60 Hz and MangoldVision software. The survey involved 31 primary schoolchildren aged 8-11 (9.5 ± 0.8 years) diagnosed with mental retardation (F70) according to the international classification of diseases (ICD-10). The control group consisted of 42 students aged 8-9 (8.5 ± 0.5 years) with normative development and students from a gymnasium specializing in the English language. The stimulus material included five texts in various visual formats adapted in terms of content and volume (55 words). The oculomotor activity patterns were evaluated using the hardware method of recording eye movements. The parameters analyzed included reading duration, total number of fixations on the text, average duration of fixations, average amplitude of saccades. The analysis concerned spatial and temporal parameters of the oculomotor activity of students with mild mental retardation when reading aloud texts in various visual formats. It was found that texts with a shortened line length, highlighted syllables and black background could be considered the easiest for children with mild mental retardation. In contrast, reading illustrated texts takes more time and effort.

The present study has tested the hypothesis of the connection of speech problems in children with left-handedness with the realisation of some high-speed reactions, in particular, a simple sensorimotor reaction in the paradigm of go/go. The handedness is determined on the basis of a set of tests; their results correlate with the results of dichotic testing. The study involves 90 children without any speech disorders and 47 children with complex speech disturbances (CSD). It is shown that the children with CSD are more likely to be not left-handed but mixed-handed in comparison with children with no speech disorders. The probability of speech diagnosis is connected with the mother's age at birth and her level of education. The older the mother at birth is and the higher the level of her education is, the less likelihood of speech diagnosis is. The children without any CSD are more steady and better at performing the task in the go/go paradigm in comparison with the children with CSD. The stability of the task performance is associated with the age of the parents. The older the father and mother are, the more effective the child without any CSD during the second part of the task works.