Cognitive development of primary school students in Russian empirical studies from 2010 to 2024
Year: 2026
Type: article
Abstract: Introduction. The social conditions for the development of primary school students are changing dynamically, with digitalization of various spheres of life being a significant influencing factor. A new normative social developmental situation is emerging, which requires the study of changes occurring in the cognitive sphere of primary school students. This article aims to identify relevant areas of research on cognitive processes in primary school students and to describe the current age-related characteristics of this group within the new social context. Materials and Methods. The primary research method was a narrative review of Russian scientific publications for the period from 2010 to 2024, using keyword searches in the bibliographic databases elibrary.ru. Review articles without empirical data or methodology descriptions were excluded. A total of 66 sources were selected for analysis. Results. The review showed that from 2010 to 2024 the main research areas on cognitive processes in primary school students included: the relationship of cognitive development with academic performance and learning skills development; environmental influences on cognitive development; differential psychological characteristics; diagnostic criteria for intellectual potential and predictive capabilities of testing methods; and the creation and evaluation of programs for cognitive development. Changes in the cognitive development of primary school students associated with the new social context are characterized by a lack of consistency, a lack of depth in thinking, and a deficit in meta-subject competencies (planning, reflection), accompanied by a decrease in cognitive motivation. The speed of information processing is becoming the key factor in learning success. There are research findings that indicate an ambiguous influence of the use of digital devices on the development of various cognitive processes. Conclusion. The review identified a lack of fundamental research on the impact of modern educational technologies and digitalization on the cognitive development of primary school students. Conducting such research in the future may answer key questions: what age-related patterns remain relevant or transform, whether normative indicators of cognitive development change, and how immersion in the internet environment affects learning forms and cognitive development in children.
Source: Psychology in Education
Institution: Herzen University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7203579308