THE ROLE OF THE SPECIFICS OF SCHOOL INSTRUCTION IN RELATION TO MANIFESTATIONS OF SEMANTIC SENSORY ABILITIES AS MENTAL RESOURCES OF DIFFERENT TYPES OF MODALITY

TACTILE, TASTE, OLFACTORY, AUDITORY AND VISUAL

Abstract

The article examines the manifestations of semantic sensory abilities of different types of modality: tactile, auditory, taste, olfactory and visual, among older teens who study at two schools with different pedagogical orientation: a school with in-depth study of foreign languages and a school "Health", emphasizing attention to the physical and patriotic education of youth. The study involved 37 ninth-graders of the senior adolescence (15 years). Methodological basis of the study was "Visual semantics". The results of the study showed that there is no difference in the degree of manifestation of sensory abilities of tactile, auditory, taste, olfactory and visual types in adolescents. It probably depends on the degree of differentiation of semantic abilities to a greater extent than from the educational environment. These results emphasize both the theoretical and practical novelty of the proposed approach in view of a number of factors. First of all, a new method for diagnosing semantic sensory abilities had been approved. Furthermore, - studying regression (Alexandrov et al., 2017) of semantic sensory abilities as a variant of mental development and adaptive application of human mental resources. Finally, - data on the absence of differences in the degree of expression of sensory semantic abilities of all types in older adolescents. The established facts increase our understanding of the most basic, low-differentiated component of the conceptual experience - semantic abilities and one of its manifestations-sensory sensations, directing factors of heterogeneity in the semantic constructions of older adolescents to research. Moreover, the study of manifestations of semantic sensory sensitivity in other age periods is of particular relevance, which will allow us to reveal the temporal dynamics of the development of this component of conceptual experience.