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We studied the ability of invariant recognition of the form of visual images concerning color, size and location of the image in 5-6 year-old children with typical and atypical patterns of development. It was found that the children of this age with typical development are able to identify the invariant form of a visual object regardless of any changes in its color, size or location. Children with neurodevelopmental disorders have difficulties with identifying the form of a visual object when its location is changed among a large number of figures. In children with early infantile autism, we observed different degrees of visual perception deficit. Children with milder forms of autistic disorders have difficulties only with recognizing the forms of an image when its location is changed; children with more severe forms of disorders, we observed serious disability of invariant recognition regardless of the color, size and location of images.

Texts or words/pseudowords are often used as stimuli for human verbal activity research. Our study pays attention to decoding processes of grammatical constructions consisted of two-three words--collocations. Russian and English collocation sets without any narrative were presented to Russian-speaking students with different English language skill. Stimulus material had two types of collocations: paradigmatic and syntagmatic. 30 students (average age--20.4 ± 0.22) took part in the study, they were divided into two equal groups depending on their English language skill (linguists/nonlinguists). During reading brain bioelectrical activity of cortex has been registered from 12 electrodes in alfa-, beta-, theta-bands. Coherent function reflecting cooperation of different cortical areas during reading collocations has been analyzed. Increase of interhemispheric and diagonal connections while reading collocations in different languages in the group of students with low knowledge of foreign language testifies of importance of functional cooperation between the hemispheres. It has been found out that brain bioelectrical activity of students with good foreign language knowledge during reading of all collocation types in Russian and English is characterized by economization of nervous substrate resources compared to nonlinguists. Selective activation of certain cortical areas has also been observed (depending on the grammatical construction type) in nonlinguists group that is probably related to special decoding system which processes presented stimuli. Reading Russian paradigmatic constructions by nonlinguists entailed increase between left cortical areas, reading of English syntagmatic collocations--between right ones.

It is investigated the specificity of functioning of the two pathways for visual processing--magno- and parvocellular, in solving the problem of recognition of moving objects preschool children in the norm and in case of violation of development normal and impaired development. It is shown that in children with disorder autistic spectrum, complicated by mental retardation and learning disabilities, there is a lack of functioning of the higher levels of magno- and parvocellular pathways of visual processing, related to the violation of the direction of the evaluation mechanisms for the temporal and spatial characteristics of objects. Thus the severity of the deficiency is correlated with both severity of neurological disorders, as the speech level and child development.

Neurophysiological mechanisms of visual perception of verbalized and non-verbalized stimuli have been studied in girls (n = 89) and boys (n = 109) aged 7-8 years. It has been shown that in children of this age neurophysiological mechanisms of the visual perception system during choosing verbalized and non-verbalized stimuli have a similar organization of functional rearrangements and are characterized by generalized involvement of cortical areas and by the lack of clear specialization of the cerebral hemispheres. However, the choice of non-verbalized visual stimuli is characterized by a more pronounced generalization of the functional interaction between cortical areas and by an increased spectral power of EEG high-frequency components in anterior associative areas. The increased spatial synchronization in EEG theta and beta bands in the frontal areas emphasizes the contribution of these structures to the analysis and processing of visual stimuli at this stage of development. Differences in neurophysiological mechanisms of visual perception in boys and girls have been detected. Spatial and temporal organization of BEA of the brain in girls performing visual tasks is characterized by a stronger and more varied ipsi- and contralateral statistical relationships in the fronto-occipital direction and displacement of interaction centers into the left hemisphere. In boys perceiving verbalized and non-verbalized visual stimuli a greater contribution of postcentral cortical areas has been observed. The detected differences are regarded as reflecting a greater maturity of identification mechanisms in girls aged 7-8 years as compared to boys.