ISSN 0869-6632 (Print)
ISSN 2542-1905 (Online)

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Bukina T. V., Khramova M. В., Kurkin S. A. Modern research on primary school children brain functioning in the learning process: Review. Izvestiya VUZ. Applied Nonlinear Dynamics, 2021, vol. 29, iss. 3, pp. 449-456. DOI: 10.18500/0869-6632-2021-29-3-449-456

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Modern research on primary school children brain functioning in the learning process: Review

Bukina Tatyana V., Saratov State University
Khramova Marina Викторовна, Saratov State University
Kurkin Semen Andreevich, Innopolis University

The purpose of this article is to review studies related to the study of primary school children’s brain activity in the educational process. In addition, to find out how common such researches are and to define the main directions of scientists’ activities on the topic, and their chosen research approaches. Methods. Qualitative content analysis was used to select articles suitable for the topic under study: several sets of keywords, journals with a quartile of at least the second, and English language publications were identified as requirements. Results. The analysis of research papers showed an increasing interest in the subject matter among scientists. Six main groups of research in the field of neuroimaging are identified: measurement of cognitive abilities, comparison of age categories, technical and methodological nuances of researches based on neuroimaging, study of the influence of various factors on indicators, use of neuroimaging tools in the learning process, registration of brain activity in children with developmental disabilities. Works devoted to the development of memory and attention are highlighted. The features of the study of mathematical abilities and skills, as well as reading, are considered. Advantages and disadvantages of portable electroencephalography are noted. The features of the magnetic resonance imaging procedure in children with developmental disabilities are indicated. Conclusion. Despite the variety of research areas, the use of brain–computer technologies in the learning process was not found in the review. According to the authors, there is a lack of long-term research with the use of such technologies in the specifics of subject learning, which would allow tracking its progress. Conclusions on the need for further study of this issue are presented.

This work was supported by the Russian Foundation for Basic Research, grant No. 19-29-14101
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