kemsuСибСкриптSibScript2949-21222949-2092Kemerovo State University10.21603/2078-8975-2019-21-3-751-762kemsu-2772Research ArticleПсихологияPsychologyИмитация и способность формировать социальный опыт на основе модели психического в дошкольном возрастеImitation and Ability to Form Social Experience Based on a Mental Model in Preschoolershttps://orcid.org/0000-0001-5453-0144СмирноваЯ. К.SmirnovaYa. K.

656049, г. Барнаул, пр-т Ленина, 61

61, Lenina Ave., Barnaul, 656049

Yana.smirnova@mail.ruАлтайский государственный университетРоссияAltai State UniversityRussian Federation201904102019213751762Copyright © Смирнова Я.К., 20192019Смирнова Я.К.Smirnova Y.K.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.sibscript.ru/jour/article/view/2772

В статье обсуждается проблема базовых нарушений и дефицита модели психического как способности перевести перспективу действий другого человека в перспективу собственных действий в процессе имитации. На выборке из 124 детей дошкольного возраста произведено сравнение развития модели психического и имитации в трех контрастных группах: обычно развивающиеся дети, дети с задержкой психического развития и задержкой речевого развития. Найдены групповые различия имитации в соотношении к уровню модели психического на группах дошкольников с разными формами атипичного развития. Полученные данные о различной степени родства оценки развития модели психического и имитации в разных клинических группах дополняют понимание врожденных основ социального познания. Показано, что нарушения, связанные с имитацией, могут выступать в качестве объяснения когнитивных аспектов дефицита развития модели психического у детей дошкольного возраста и могут быть универсальным, основным симптомом, который нарушает раннее социальное взаимодействие и в конечном итоге приводит к каскаду социальных и коммуникационных дефицитов. Анализ результатов исследования позволяет прийти к выводу, что для продуктивного выполнения имитационных схем необходимо понимание и распознавание ментальных состояний собеседника и их организации в ментальные модели (единичные, ситуативные и внеситуативные). Можно сделать вывод, что имитация возникает вслед за возрастающей способностью ребёнка интегрировать информацию о себе, другом человеке и об объединении своих намерений и намерений другого человека по отношению к внешнему объекту (триадические отношения).

The article features basic violations and absence of “mental model” as an ability to identify with another person’s actions in the process of imitation. 124 preschoolers were studied to compare the development of mental model and imitation. They were divided into three contrasting groups: normally developing children, children with special needs, and children with delayed speech development. The study revealed imitation differences in relation to the level of the mental model. The obtained data complement the understanding of the innate foundations of social cognition. Violations associated with imitation can explain the cognitive aspects of the mental development deficit in preschool children. They can be a universal symptom that disrupts early social interaction and ultimately leads to various social and communication deficits. For a productive implementation of simulation schemes, it is necessary to understand and recognize the mental states of the interlocutor and their organization into mental models (single, situational, or extra-narrative). Imitation arises when the children are able to integrate information about themselves and about others and can combine their own intentions and the intentions of others in relation to an external object (triadic relations).

подражаниесовместное вниманиеориентировочная основа деятельностиатипичное развитиеаутизмзадержка психического развитиязадержка речевого развитияimitationjoint attentiontentative basis of activityatypical developmentautismmental retardationdelayed speech developmentИсследование выполнено при поддержке гранта президента МК-3052.2018.6 «Становление механизмов произвольной регуляции ориентировочной части совместной деятельности на ранних этапах онтогенеза».ReferencesMeltzoff A. N., Gopnik A. The role of imitation in understanding persons and developing a theory of mind // Baron-Cohen S., Tager-Flusberg H. Understanding other minds: Perspectives from autism. N. Y.: Oxford University Press, 1993. P. 335–366.Meltzoff A. N., Gopnik A. The role of imitation in understanding persons and developing a theory of mind. Baron-Cohen S., Tager-Flusberg H. Understanding other minds: Perspectives from autism. N. Y.: Oxford University Press, 1993, 335–366.Ingersoll B., Gergans S. The effect of a parentimplemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism // Research in Developmental Disabilities. 2007. № 28. P. 163–175.Ingersoll B., Gergans S. The effect of a parentimplemented naturalistic imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 2007, (28): 163–175.Ingersoll B. Pilot randomized controlled trial of Reciprocal Imitation Training for teaching elicited and spontaneous imitation to children with autism // Autism Dev Disord. 2010. № 40. P. 1154–1160. DOI: 10.1007/s10803-010-0966-2Ingersoll B. Pilot randomized controlled trial of Reciprocal Imitation Training for teaching elicited and spontaneous imitation to children with autism. Autism Dev Disord, 2010, (40): 1154–1160. DOI: 10.1007/s10803-010-0966-2Uzgiris I. Imitation as activity: Its developmental aspects // Nadel J., Butterworth G. Imitation and Autism. Imitation in infancy. Cambridge, UK: Cambridge University Press, 1999. P. 186–206.Uzgiris I. Imitation as activity: Its developmental aspects. Nadel J., Butterworth G. Imitation and Autism. Imitation in infancy. Cambridge, UK: Cambridge University Press, 1999, 186–206.Rogers S., Pennington B. A theoretical approach to the deficits in infantile autism // Developmental Psychology. 1991. № 3. P. 137–162.Rogers S., Pennington B. A theoretical approach to the deficits in infantile autism. Developmental Psychology, 1991, (3): 137–162.Выготский Л. С. Собрание сочинений. В 6 т. М.: Педагогика, 1983. Т. 3. 368 с.Vygotsky L. S. Collected Works. Moscow: Pedagogika, 1983, vol. 3, 368. (In Russ.)Обухова Л. Ф., Шаповаленко И. В. Формы и функции подражания в детском возрасте. М.: Изд-во Моск. ун-та, 1994. 112 с.Obukhova L. F., Shapovalenko I. V. Forms and functions of imitation in childhood. Moscow: Izd-vo Mosk. un-ta, 1994, 112. (In Russ.)Ingersoll B., Dvortcsak A., Whalen C., Sikora D. The effect of a developmental, social pragmatic language intervention on expressive language skills in young children with autism spectrum disorders // Focus on Autism and Other Developmental Disabilities. 2005. № 20. P. 213–222.Ingersoll B., Dvortcsak A., Whalen C., Sikora D. The effect of a developmental, social pragmatic language intervention on expressive language skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 2005, (20): 213–222.Nadel J. Perception-action coupling and imitation in autism spectrum disorder // Developmental Medicine, Child Neurology. 2015. № 57. P. 55–58.Nadel J. Perception-action coupling and imitation in autism spectrum disorder. Developmental Medicine, Child Neurology, 2015, (57): 55–58.Nadel J., Guerini C., Peze A., Rivet C. The evolving nature of imitation as a format for communication // Nadel J., Butterworth G. Imitation in infancy. Cambridge, UK: Cambridge University Press, 1999. P. 209–233.Nadel J., Guerini C., Peze A., Rivet C. The evolving nature of imitation as a format for communication. Nadel J., Butterworth G. Imitation in infancy. Cambridge, UK: Cambridge University Press, 1999, 209–233.Nadel J. Does imitation matter to children with autism? // Rogers S. J., Williams J. H. G. Imitation and the Social Mind: Autism and typical development. N. Y.: The Guilford Press, 2006. P. 118–137.Nadel J. Does imitation matter to children with autism? Rogers S. J., Williams J. H. G. Imitation and the Social Mind: Autism and typical development. N. Y.: The Guilford Press, 2006, 118–137.Jones S. Imitation in infancy: the development of imitation // Psychological Science. 2007. № 18. P. 593–599.Jones S. Imitation in infancy: the development of imitation. Psychological Science, 2007, (18): 593–599.Killen M., Uzgiris I. C. Imitation of actions with objects: The role of social meaning // Journal of Genetic Psychology. 1981. № 138. P. 219–229.Killen M., Uzgiris I. C. Imitation of actions with objects: The role of social meaning. Journal of Genetic Psychology, 1981, (138): 219–229.Elsner B. Infants' imitation of goal-directed actions: The role of movements and action effects // Acta Psychologica. 2007. № 124. P. 44–59.Elsner B. Infants’ imitation of goal-directed actions: The role of movements and action effects. Acta Psychologica, 2007, (124): 44–59.Young G. S., Rogers S. J., Hutman T., Rozga A., Sigman M., Ozonoff S. Imitation from 12 to 24 months in autism and typical development: a longitudinal Rasch analysis // Developmental Psychology. 2011. № 47. P. 1565–1578. DOI: 10.1037/a0025418Young G. S., Rogers S. J., Hutman T., Rozga A., Sigman M., Ozonoff S. Imitation from 12 to 24 months in autism and typical development: a longitudinal Rasch analysis. Developmental Psychology, 2011, (47): 1565–1578. DOI: 10.1037/a0025418Ingersoll B. Teaching imitation to children with autism: A focus on social reciprocity // The Journal of Speech and Language Pathology – Applied Behavior Analysis. 2007. № 2. P. 269–277.Ingersoll B. Teaching imitation to children with autism: A focus on social reciprocity. The Journal of Speech and Language Pathology – Applied Behavior Analysis, 2007, (2): 269–277.Trevarthen C., Kokkinaki T., Fiamenghi G. What infants' imitations communicate: With mothers, with fathers and with peers // Nadel J., Butterworth G. Imitation in infancy. Cambridge, UK: Cambridge University Press, 1999. P. 127–185.Trevarthen C., Kokkinaki T., Fiamenghi G. What infants’ imitations communicate: With mothers, with fathers and with peers. Nadel J., Butterworth G. Imitation in infancy. Cambridge, UK: Cambridge University Press, 1999, 127–185.Waxler C., Yarrow M. An observational study of maternal models // Developmental Psychology. 1975. № 11. P. 485–494.Waxler C., Yarrow M. An observational study of maternal models. Developmental Psychology, 1975, (11): 485–494.Kuczynski L., Zahn-Waxler C., Radke-Yarrow M. Development and content of imitation in the second and third years of life: A socialization perspective // Developmental Psychology. 1987. № 23. P. 276–282.Kuczynski L., Zahn-Waxler C., Radke-Yarrow M. Development and content of imitation in the second and third years of life: A socialization perspective. Developmental Psychology, 1987, (23): 276–282.Eckerman C. O. Toddlers' achievement of coordinated action with conspecifics: A dynamic systems perspective // Smith L. B., Thelen E. A dynamic systems approach to development: Applications. Cambridge, MA: The MIT Press, 1993. P. 333–357.Eckerman C. O. Toddlers' achievement of coordinated action with conspecifics: A dynamic systems perspective. Smith L. B., Thelen E. A dynamic systems approach to development: Applications. Cambridge, MA: The MIT Press, 1993, 333–357.Grusec J., Abramovitch R. Imitation of peers and adults in a natural setting: A functional analysis // Child Development. 1982. № 53. P. 636–642.Grusec J., Abramovitch R. Imitation of peers and adults in a natural setting: A functional analysis. Child Development, 1982, (53): 636–642.Baudonniere P. Evolution in mode of social exchange in 2, 3, and 4 year old peers // European Bulletin of Cognitive Psychology. 1988. № 8. P. 241–263.Baudonniere P. Evolution in mode of social exchange in 2, 3, and 4 year old peers. European Bulletin of Cognitive Psychology, 1988, (8): 241–263.Morrison H., Kuhn D. Cognitive aspects of preschoolers’ peer imitation in a play situation // Child Development. 1983. № 54. P. 1041–1053.Morrison H., Kuhn D. Cognitive aspects of preschoolers' peer imitation in a play situation. Child Development, 1983, (54): 1041–1053.Baron Cohen S., Campbell R., Karmiloff Smith A., Grant J., Walker J. Are children with autism blind to the mentalistic significance of the eyes? // British Journal of Developmental Psychology. 1995. № 13. P. 379–398. DOI: 10.1111/j.2044-835X.1995.tb00687.xBaron Cohen S., Campbell R., Karmiloff Smith A., Grant J., Walker J. Are children with autism blind to the mentalistic significance of the eyes? British Journal of Developmental Psychology, 1995, (13): 379–398. DOI: 10.1111/j.2044-835X.1995.tb00687.xKasari C., Sigman M., Mundy P., Yirmiya N. Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children // Journal of Autism and Developmental Disorders. 1990. № 20. P. 87–100.Kasari C., Sigman M., Mundy P., Yirmiya N. Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children. Journal of Autism and Developmental Disorders, 1990, (20): 87–100.Mundy P., Sigman M., Ungerer J., Sherman T. Nonverbal communication and play correlates of language development in autistic children // Journal of Autism and Developmental Disorders. 1987. № 17. P. 349–364.Mundy P., Sigman M., Ungerer J., Sherman T. Nonverbal communication and play correlates of language development in autistic children. Journal of Autism and Developmental Disorders, 1987, (17): 349–364.Sigman M., Ungerer J. Cognitive and language skills in autistic, mentally retarded and normal children // Developmental Psychology. 1984. № 20. P. 293–302.Sigman M., Ungerer J. Cognitive and language skills in autistic, mentally retarded and normal children. Developmental Psychology, 1984, (20): 293–302.Yirmiya N., Kasari C., Sigman M., Mundy P. Facial expressions of affect in autistic, mentally retarded and normal children // Journal of Child Psychology and Psychiatry. 1989. № 30. P. 725–735.Yirmiya N., Kasari C., Sigman M., Mundy P. Facial expressions of affect in autistic, mentally retarded and normal children. Journal of Child Psychology and Psychiatry, 1989, (30): 725–735.Rogers S. J., Williams J. H. G. Imitation in Autism Findings and Controversies // Rogers S. J., Williams J. H. G. Imitation and the Social Mind: Autism and Typical Development. N. Y.: Guilford press, 2006. P. 277–309.Rogers S. J., Williams J. H. G. Imitation in Autism Findings and Controversies. Rogers S. J., Williams J. H. G. Imitation and the Social Mind: Autism and Typical Development. N. Y.: Guilford press, 2006, 277–309.Bellini S., Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders // Exceptional children. 2007. Vol. 73. № 3. P. 264–287.Bellini S., Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional children, 2007, 73(3): 264–287.Новгородцева А. П., Яковлева Н. В. Видеомоделирование от первого лица как способ обучения имитации детей с аутизмом // Клиническая и специальная психология. 2018. Т. 7. № 3. С. 167–176.Novgorodtseva A. P., Yakovleva N. V. First person video modeling as a way to learn how to imitate children with autism. Klinicheskaia i spetsialnaia psikhologiia, 2018, (3): 167–176. (In Russ.)Bololoi D., Rizeanu S. Teaching gross motor imitation skills to children diagnosed with autism. Romanian // Journal of Psychological Studies. 2017. № 5. P. 17–23.Bololoi D., Rizeanu S. Teaching gross motor imitation skills to children diagnosed with autism. Romanian. Journal of Psychological Studies, 2017, (5): 17–23.Williams J. H. G., Whiten A., Singh T. A systematic review of action imitation in autistic spectrum disorder // Journal of Autism and Developmental Disorders. 2004. № 34. P. 285–299.Williams J. H. G., Whiten A., Singh T. A systematic review of action imitation in autistic spectrum disorder. Journal of Autism and Developmental Disorders, 2004, (34): 285–299.Rogers S. J., Bennetto L., McEvoy R., Pennington B.F. Imitation and Pantomime in High Functioning Adolescents with Autism Spectrum Disorders // Child Development. 1996. № 67. P. 2060–2073. DOI: 10.1111/j.1467-8624.1996.tb01843.xRogers S. J., Bennetto L., McEvoy R., Pennington B. F. Imitation and Pantomime in High Functioning Adolescents with Autism Spectrum Disorders. Child Development, 1996, (67): 2060–2073. DOI:10.1111/j.1467-8624.1996.tb01843.xStone W. L., Yoder P. J. Predicting spoken language level in children with autism spectrum disorders // Autism. 2001. № 5. P. 341–361.Stone W. L., Yoder P. J. Predicting spoken language level in children with autism spectrum disorders. Autism, 2001, (5): 341–361.Rogers S. J., Hepburn S. L., Stackhouse T. Imitation performance in toddlers with autism and those with other developmental disorders // Journal of Child Psychology and Psychiatry and Allied Disciplines. 2003. № 44. P. 763–781.Rogers S. J., Hepburn S. L., Stackhouse T. Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2003, (44): 763–781.Henschell T. Over-Imitation in Four-to-Six-Year-Old Children with Autism and Typically Developing // Rehabilitation, human resources and communication disorders undergraduate honors thesese. 2013. № 6. P. 2–26.Henschell T. Over-Imitation in Four-to-Six-Year-Old Children with Autism and Typically Developing. Rehabilitation, human resources and communication disorders undergraduate honors thesese, 2013, (6): 2–26.Simpson A., Riggs K. J. Three- and four-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulation // Developmental Psychology. 2011. № 47. P. 834–840. DOI: 10.1037/a0023270Simpson A., Riggs K. J. Three- and 4-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulation. Developmental Psychology, 2011, (47): 834–840. DOI: 10.1037/a0023270McDuffie A., Yoder P., Stone W. Prelinguistic predictors of vocabulary in young children with autism spectrum disorders // Journal of Speech, Language and Hearing Research. 2005. № 48. P. 112–125.McDuffie A., Yoder P., Stone W. Prelinguistic predictors of vocabulary in young children with autism spectrum disorders. Journal of Speech, Language and Hearing Research, 2005, (48): 112–125.Dawson G., Rogers S., Munson J., Smith M., Winter J. Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model // Pediatrics. 2010. № 125. P. 17–23.Dawson G., Rogers S., Munson J., Smith M., Winter J. Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics, 2010, (125): 17–23.Charman T., Baron-Cohen S., Swettenham J., Baird G., Drew A., Cox A. Predicting language outcome in infants with autism and pervasive developmental disorder // International Journal of Language and Communication Disorders. 2003. № 38. P. 265–285.Charman T., Baron-Cohen S., Swettenham J., Baird G., Drew A., Cox A. Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 2003, (38): 265–285.Zwaigenbaum L., Bryson S., Rogers T., Roberts W., Brian J., Szatmari P. Behavioral manifestations of autism in the first year of life // International Journal of Developmental Neuroscience. 2005. № 23. P. 143–152.Zwaigenbaum L., Bryson S., Rogers T., Roberts W., Brian J., Szatmari P. Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 2005, (23): 143–152.Robins D. L., Fein D., Barton M. L., Green J. A. The modified checklist for autism in toddlers: An initial study investigating the early detection of autism and pervasive developmental disorders // Journal of Autism and Developmental Disorders. 2001. № 31. P. 131–144.Robins D. L., Fein D., Barton M. L., Green J. A. The modified checklist for autism in toddlers: An initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 2001, (31): 131–144.Watson L. R., Barenek G. T., Crais E. R., Reznick J. S., Dykstra J, Perryman T. The first year inventory: Retrospective parent responses to a questionnaire designed to identify one-year olds at risk for autism // Journal of Autism and Developmental Disorders. 2007. № 37. P. 49–61.Watson L. R., Barenek G. T., Crais E. R., Reznick J. S., Dykstra J, Perryman T. The first year inventory: Retrospective parent responses to a questionnaire designed to identify one-year olds at risk for autism. Journal of Autism and Developmental Disorders, 2007, (37): 49–61.Smith I. M., Bryson S. E. Gesture imitation in autism I: Nonsymbolic postures and sequences // Cognitive Neuropsychology. 1998. № 15. P. 747–770.Smith I. M., Bryson S. E. Gesture imitation in autism I: Nonsymbolic postures and sequences. Cognitive Neuropsychology, 1998, (15): 747–770.Avikainen S., Wohlschlager A., Hari R. Impaired mirror-image imitation in Asperger and high-functioning autistic subjects // Current Biology. 2003. № 13. P. 339–341.Avikainen S., Wohlschlager A., Hari R. Impaired mirror-image imitation in Asperger and high-functioning autistic subjects. Current Biology, 2003, (13): 339–341.Meyer J., Hobson R. P. Orientation in relation to self and other; the case of autism // Interaction Studies. 2004. № 5. P. 221–244.Meyer J., Hobson R. P. Orientation in relation to self and other; the case of autism. Interaction Studies, 2004, (5): 221–244.Nikopoulos C. K., Keenan M. Promoting social initiation in children with autism using video modeling // Behavioral Interventions. 2003. № 18. P. 87–108.Nikopoulos C. K., Keenan M. Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 2003, (18): 87–108.Smith V., Mirenda P., Zaidman-Zait A. Predictors of expressive vocabulary growth in children with Autism // Speech Lang Hear Res. 2007. № 50. P. 14960.Smith V., Mirenda P., Zaidman-Zait A. Predictors of expressive vocabulary growth in children with Autism. Speech Lang Hear Res, 2007, (50): 14960.Escalona A., Field T., Nadel J., Lundy B. Brief report: imitation effects on children with autism // Autism Dev Disord. 2002. № 32. P. 141–144.Escalona A., Field T., Nadel J., Lundy B. Brief report: imitation effects on children with autism. Autism Dev Disord, 2002, (32): 141–144.Field T., Field T., Sanders C., Nadel J. Children with autism display more social behaviors after repeated imitation sessions // Autism. 2001. № 5. P. 317–323.Field T., Field T., Sanders C., Nadel J. Children with autism display more social behaviors after repeated imitation sessions. Autism, 2001, (5): 317–323.Heimann M., Laberg K. E., Nordoen B. Imitative interaction increases social interest and elicited imitation in non-verbal children with autism // Infant and Child Development. 2006. № 15. P. 297–309.Heimann M., Laberg K. E., Nordoen B. Imitative interaction increases social interest and elicited imitation in non-verbal children with autism. Infant and Child Development, 2006, (15): 297–309.Yeu Yu, Yanjie Su, Chan R. The Relationship between Visual Perspective Taking and Imitation Impairments in Children with Autism // Autism. Book 3. Mohammad-Reza: Mohammadi, 2011. P. 369–384.Yeu Yu, Yanjie Su, Chan R. The Relationship between Visual Perspective Taking and Imitation Impairments in Children with Autism. Autism. Book 3. Mohammad-Reza: Mohammadi, 2011, 369–384.Milne E., Griffiths H. J. Visual Perception and Visual Dysfunction in Autism Spectrum Disorder: A Literature Review // Irish Orthopt. 2007. № 4. P. 15–20.Milne E., Griffiths H. J. Visual Perception and Visual Dysfunction in Autism Spectrum Disorder: A Literature Review. Irish Orthopt, 2007, (4): 15–20.Provost B., Heirnerl S., Lopez B. R. Levels of Gross and Fine Motor Development in Young Children with Autism Spectrum Disorder // Physical, Occupational Therapy in Pediatrics. 2007. № 27. P. 21–36.Provost B., Heirnerl S., Lopez B. R. Levels of Gross and Fine Motor Development in Young Children with Autism Spectrum Disorder. Physical, Occupational Therapy in Pediatrics, 2007, (27): 21–36.Volker M. A., Lopata C., Vujnovic K., Smerbeck A. M., Toomey J. A., Rodgers J. D. Comparison of the Bender Gestalt-II and VMI-V in samples of typical children and children with high-functioning autism spectrum disorders // Journal of Psychoeducational Assessment. 2010. № 28. P. 187–200. DOI: 10.1177/0734282909348216Volker M. A., Lopata C., Vujnovic K., Smerbeck A. M., Toomey J. A., Rodgers J. D. Comparison of the Bender Gestalt-II and VMI-V in samples of typical children and children with high-functioning autism spectrum disorders. Journal of Psychoeducational Assessment, 2010, (28): 187–200. DOI: 10.1177/0734282909348216Novales B. D. Visual-motor abilities in individuals with Asperger syndrome. Texas: ProQuest Dissertations Publishing, 2006. 70 р.Novales B. D. Visual-motor abilities in individuals with Asperger syndrome. Texas: ProQuest Dissertations Publishing, 2006, 70.Ming X., Brimacombe M., Wagner G. C. Prevalence of motor impairment in autism spectrum disorders // Brain and Development. 2007. № 29. P. 565–570.Ming X., Brimacombe M., Wagner G. C. Prevalence of motor impairment in autism spectrum disorders. Brain and Development, 2007, (29): 565–570.Field T., Nadel J., Ezell S. Imitation Therapy for Young Children with Autism // Autism Spectrum Disorders – From Genes to Environment. 2011. DOI: 10.5772/20731Field T., Nadel J., Ezell S. Imitation Therapy for Young Children with Autism. Autism Spectrum Disorders – From Genes to Environment. 2011. DOI: 10.5772/20731.Jarrold C., Brock J. To match or not to match? Methodological issues in autism-related research // Journal of Autism and Developmental Disorders. 2004. № 34. P. 81–86.Jarrold C., Brock J. To match or not to match? Methodological issues in autism-related research. Journal of Autism and Developmental Disorders, 2004, (34): 81–86.Kleeberger V., Pat M. Teaching generalized imitation skills to a preschooler with autism using video modelling // Journal of positive behaviour interventions. 2008. Vol. 2. P. 116–127.Kleeberger V., Pat M. Teaching generalized imitation skills to a preschooler with autism using video modelling. Journal of positive behaviour interventions, 2008, 2: 116–127.Сергиенко Е. А., Лебедева Е. И., Прусакова О. А. Модель психического в онтогенезе человека. М.: ИП РАН, 2009. 415 с.Sergienko E. A., Lebedeva E. I., Prusakova O. A. Mental model in human ontogenesis. Moscow: IP RAN, 2009, 415. (In Russ.)Балашова Е. Ю. Пространственная организация произвольных движений при нормальном и патологическом старении // Психологические исследования. 2015. Т. 8. № 41. С. 1.Balashova E. Yu. Spatial organization of voluntary movements during normal and pathological aging. Psikhologicheskie issledovaniia, 2015, (41): 1. (In Russ.)

The authors declare that there are no conflicts of interest present.