MEMORY РSYCHOLOGICAL SPECIFICITY OF PRIMARY SCHOOL CHILDREN WITH VISUAL IMPAIRMENTS

Abstract

The article analyzes and demonstrate empirical research of memory of primary school children with impaired vision who study in educational rehabilitation center. Empirically proved that primary school children with mental and physical development defects expose significantly higher visual memory indicators than auditory ones. The exploration revealed no children with very high levels of auditory memory, which in turn can complicate process of learning a significant amount of educational information.