RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4376310.22363/2313-1683-2024-21-3-887-909HDZWGICURRENT TRENDS IN PERSONALITY RESEARCHСОВРЕМЕННЫЕ ТЕНДЕНЦИИ РАЗВИТИЯ ИССЛЕДОВАНИЙ ЛИЧНОСТИResearch ArticleDigital Tools for Assessing Children's Mental Development: Validity in Visual Working Memory TestingЦифровые инструменты для оценки психического развития детей: эффективность на примере диагностики зрительной рабочей памятиhttps://orcid.org/0000-0002-8458-52666955-9705GavrilovaMargarita N.ГавриловаМаргарита Николаевна

Ph.D. in Psychology, Junior Researcher of the Department of Psychology of Education and Pedagogy

кандидат психологических наук, научный сотрудник кафедры психологии образования и педагогики, факультет психологии

gavrilovamrg@gmail.comhttps://orcid.org/0000-0002-3150-221X3764-4682AslanovaMargarita S.АслановаМаргарита Сергеевна

Researcher of the Department of Psychology of Education and Pedagogy

научный сотрудник кафедры психологии образования и педагогики

simomargarita@ya.ruhttps://orcid.org/0000-0002-4466-9799AirapetyanZlata V.АйрапетянЗлата Валерьевна

Junior Researcher of the Department of Psychology of Education and Pedagogy

младший научный сотрудник кафедры психологии образования и педагогики, факультет психологии

zlata.a.v@yandex.ruLomonosov Moscow State UniversityМосковский государственный университет имени М.В. Ломоносова0304202521388790909042025Copyright ©; 2024, Gavrilova M.N., Aslanova M.S., Airapetyan Z.V.Copyright ©; 2024, Гаврилова М.Н., Асланова М.С., Айрапетян З.В.2024Gavrilova M.N., Aslanova M.S., Airapetyan Z.V.Гаврилова М.Н., Асланова М.С., Айрапетян З.В.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/43763

Diagnostics of mental development is a prerequisite for the timely identification of potential developmental risks and their correction in children of all ages. The development and implementation of digital versions of professional diagnostic methods will make it possible to ensure their availability, significantly reduce the procedural burden and improve the quality of the collected data. This study is aimed at assessing the diagnostic capabilities and psychometric characteristics of the digital version of the NEPSY II battery subtest: Memory for Designs. The study was conducted according to an intra-individual scheme on a sample of 62 preschool children. The sample was divided into two groups depending on the sequence of the traditional and digital versions of the methodology. The results confirmed the high consistency and internal reliability of both versions. Medium and strong positive correlations between the indicators of the method were found, regardless of the method of presentation. No significant differences were recorded in the results of visual working memory diagnostics depending on the form of the presented method. The results obtained open up new prospects for further research in the field of child development; in particular, they allow large-scale screening studies using the digital version of the methodology. However, it is important to remember that each digital tool must undergo a testing procedure before being used in large-scale screening studies, which includes a more detailed assessment of its psychometric properties and ergonomics.

Диагностика психического развития является необходимым условием для своевременного выявления потенциальных рисков развития и их коррекции у детей всех возрастов. Разработка и внедрение цифровых версий методик позволит обеспечить доступность профессиональных методов диагностики, а также существенно сократить процедурную нагрузку и повысить качество собираемых данных. Цель исследования - оценка диагностических возможностей и психометрических характеристик цифровой версии субтеста батареи The NEPSY II - «Память на конструирование». Исследование проводилось по интраиндивидуальной схеме на выборке из 62 детей дошкольного возраста. Выборку разделили на две группы в зависимости от последовательности проведения традиционной и цифровой версий методики. Полученные результаты подтвердили, что обе версии методики имеют высокую согласованность и внутреннюю надежность. Выявлены средние и сильные положительные корреляции между показателями методики безотносительно способа предъявления. Не обнаружено значимых различий в результатах диагностики зрительной рабочей памяти в зависимости от формы предъявления методики. Полученные результаты открывают новые перспективы для дальнейших исследований в области детского развития, в частности, масштабных скрининговых исследований (МСИ) с использованием цифровой версии методики. Однако необходимо помнить, что каждый цифровой инструмент перед включением в МСИ должен проходить процедуру апробации с детальной оценкой психометрических свойств и эргономичности.

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