Prof. Mariam M. Bezrukikh, DSc.
Dr. Ekaterina S. Loginova, DSc.
Dr. Nadezhda N. Terebova, DSc.
Alexsandra G. Uscova
Dr. Ludmila V. Makarova, DSc.
Institute of Developmental physiology
Russian Academy of Education - Moscow
https://doi.org/10.53656/for22.11rech
Absract. In the context of general intensification and use of ES, the risks of
their negative impact on the cognitive and speech development of adolescents increase. It is shown that adolescents 10-12 years old have an unformed basic/ basic speech functions, which can manifest themselves in different ways in different types of speech and intellectual activity. The mistakes made by students indicate a lack of ability to build complex syntactic structures and use words that do not carry the main informative load. The results indicate that the limitation of the total time of using the EI from 30 min. up to 1.5-2 hours a day does not have a negative effect on the formation of general vocabulary and executive functions, while the child's failure to comply with the family's time limits for using electronic devices outside of school affects the development of cognitive functions in general. The use of EI by parents for more than 2 hours a day can have a negative impact on the formation of the main structural components of speech and cognitive activity. Reading books and a child's hobbies in their free time can have a positive impact on the formation of a holistic, multi-level speech activity.
Keywords: speech development, adolescents; psychophysiological structure of speech activity; basic speech functions; formation of speech activity; intellectual development; mode and time of use of EI by adolescents and parents
