Abstract:
The article examines average indicators of attention sustainability and concentration, attentional
set-shifting and attention volume of mentally retarded children. Authors consider features of attention development
of preschool mentally retarded children, various classifications of mental retardation. In addition, the authors reveal
various diagnostic approaches of the mental retardation. Reasons causing difficulties in forming homogeneous
children groups with the specified type of mental dyontogenesis are identified. The diagnostic significance of the
neuropsychological approach is emphasized when studying the children that demonstrate the mental retardation of
intensity.
Special attention is paid to attention peculiarities of the mentally retarded children. The authors conducted
a comparative study of the mentally retarded children and normative developed children. Twenty of 5-6 year-old
children of two groups were involved in the study. It was revealed that the normative developed children as compared
to the mentally retarded children have significantly higher levels of the attention sustainability and concentration.
