RUDN Journal of Language Studies, Semiotics and SemanticsRUDN Journal of Language Studies, Semiotics and SemanticsВестник Российского университета дружбы народов. Серия: Теория языка. Семиотика. Семантика2313-22992411-1236Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4610310.22363/2313-2299-2025-16-2-337-364IZDLADPSYCHOLINGUISTICSПСИХОЛИНГВИСТИКАResearch ArticleBiopsychosocial Model of Psycholinguistic Mechanisms of Speech Communication Skills Development in ChildrenБиопсихосоциальная модель психолингвистических механизмов формирования навыков речевой коммуникации у детейhttps://orcid.org/0000-0002-6406-123856982662600B-6504- 2018KornevAleksandr N.КорневАлександр Николаевич

MD, D.Sc. in Psychology, Assoc. Prof., the Head of the Department of Logopathology, the Head of the Laboratory for Neurocognitive Technologies of the Center of Scientific Research

кандидат медицинских наук, доктор психологических наук, доцент, заведующий кафедрой логопатологии, заведующий лабораторией нейрокогнитивных технологий НИЦ

k1949@yandex.ruhttps://orcid.org/0000-0002-8307-110825642358700L-9731-2013BalčiūnienėIngridaБалчюниенеИнгрида

PhD in Linguistics, Assoc. Prof. of the Department of Lithuanian Studies

PhD, доцент кафедры литовского языка

ingrimi@gmail.comSaint Petersburg State Pediatric Medical UniversityСанкт-Петербургский государственный педиатрический медицинский университетVytautas Magnus UniversityУниверситет Витовта Великого25092025162Current issues in psycholinguistics, cross-cultural studies, and multichannel communicationАктуальные проблемы психолингвистики, кросс-культурных исследований и поликанальной коммуникации33736426092025Copyright ©; 2025, Kornev A.N., Balčiūnienė I.Copyright ©; 2025, Корнев А.Н., Балчюниене И.2025Kornev A.N., Balčiūnienė I.Корнев А.Н., Балчюниене И.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/semiotics-semantics/article/view/46103

The study is an attempt to build a biopsychosocial model (hereinafter - BPSM) of psycholinguistic mechanisms of speech development based on the synthesis of modern scientific data on the early stages of speech development obtained in natural and human sciences, including the authors’ research. In this model, the process of acquiring communicative-speech skills by a child is considered as the formation of an adaptive form of socially oriented behavior in the context of certain individual intents and real relationships with people, in which the child is the subject of these relationships. The formation of the functional speech and language system (FUSLAS) coincides with the acquisition of speech communication experience. During the first three years of life, a child’s FUSLAS changes and restructures not only quantitatively but also qualitatively. Thus, it is reasonable to distinguish between transitional versions of the FUSLASr in children and the final, mature version of the FUSLASr in adults. The unique thing about the FSNRF is that the communicative pragmatics block has a lot of weight. In children, this block is what helps them understand the communication situation, separate the adult’s speech (word choice), and connect it to the referent. This is needed for both communicating and teaching themselves correct speech. The study deals with the formation of FSNRR mechanisms including five blocks: the block of communicative pragmatics, the block of programming/decoding utterances, the semiotic block, the regulation block and the block of operational support. It is shown that the mechanisms of speech development are diverse, heterogeneous and change at different stages of child development. As is characteristic of any functional system, these mechanisms interact and mutually modulate each other. In the struggle for cognitive resources, components of speech activity compete with each other. This interaction takes place at three levels: psychophysiological, psycholinguistic and socio-psychological. The proposed BPSM seems promising for studying both norms and pathologies of speech development.

Представлена попытка построения биопсихосоциальной модели (далее - БПСМ) психолингвистических механизмов речевого развития на основе синтеза современных научных данных о ранних этапах речевого развития, полученных в естественных и гуманитарных науках, в том числе и в исследованиях авторов. В данной модели процесс овладения ребенком коммуникативно-речевыми навыками рассматривается как формирование адаптивной формы социально ориентированного поведения в контексте определенных индивидуальных интенций и реальных отношений с людьми, в которых ребенок является субъектом этих отношений. Приобретение опыта речевой коммуникации сопровождается формированием функциональной системы языка и речи (ФСЯР). На протяжении первых трех лет жизни ФСЯР детей не только количественно, но и качественно изменяется, перестраивается. Таким образом, целесообразно различать транзиторные версии ФСЯР у детей и окончательную, зрелую версию ФСЯР у взрослых. Особенностью механизмов ФСЯР является большой вес блока коммуникативной прагматики, ответственного у детей за распознавание коммуникативной ситуации, сегментацию речи взрослого (выделение слов) и соотнесение с референтом, что необходимо как для коммуникации, так и для самообучения правильной речи. Рассмотрено формирование механизмов ФСЯР, включающих пять блоков: блок коммуникативной прагматики, блок программирования/декодирования высказываний, семиотическая блок, регуляционный блок и блок операционального обеспечения. Показано, что механизмы речевого развития многообразны, неоднородны и меняются на разных этапах развития ребенка. Как это и свойственно любой функциональной системе, механизмы взаимодействуют и взаимно модулируют друг друга, а компоненты речевой деятельности конкурируют друг с другом в борьбе за когнитивные ресурсы. Это взаимодействие происходит на трех уровнях: психофизиологическом, психолингвистическом и социально-психологическом. Предложенная БПСМ представляется перспективной для изучения, как нормы, так и патологии речевого развития.

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