"Norm" and "anomaly", "ontogenesis" and "dysontogenesis": analysis of definitions

- Кобильченко, В.В. (2015) "Norm" and "anomaly", "ontogenesis" and "dysontogenesis": analysis of definitions Освіта осіб з особливими потребами: шляхи розбудови (8). pp. 59-67. ISSN ISBN 978-966-8977-58-9

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Abstract

Determined that insufficient knowledge of the psyche and its very essence determines the presence of a wide variety of theoretical and methodological approaches to the definition of psychological norm and its borders. Determining the degree of "normativity" of development has always been the stumbling block of psychology, since the notion of "norm", the dynamic changes not only mental processes, psychological states, but also indicators of Iheir interaction, is the subject of debate. Until now, the concept of "normal" and "regulatory development" seen as a set of statistically-defined quantitative indicators characterizing a "slice" of mental development at a particular time (the age of the child). Qualitative change in the structure of all mental activity of the child, the hierarchy of higher mental functions, including he "leading" and "slave" system of education and a priori assessed as changing only at the boundaries of age periods (age crises). It was found that the main criterion is dysontogenesis defect caused by genetic or non-genetic factors. Depending on ihc nature and structure of the defect, dysontogenesis divided into affected, disharmonious, deficit and delayed development. The existence of concepts in psychology "norm" and "anomaly" allows you to select a specific derivative, with respect to which it is possible to specify the causes of those or other deviations from the norm, to find out how they affect the child's development and on this basis to build a practice psychologist.

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