PSYCHOPHYSIOLOGICAL ANALYSIS OF HAND ASYMMETRY IN PRIMARY SCHOOL PUPILS DURING THE LEARNING PROCESS

This article examines the mental functions of primary school pupils, the operational functions of the left and right hemispheres of the brain, and their interrelationships and differences. Currently, teachers and parents overlook the interrelationship between the psychophysiological characteristics of children, as a result of which a number of problems in the learning process of primary school students were theoretically and experimentally analysed in terms of their significance. It has been established that the norm and success of such activities depend on the process of recognising hand asymmetry, and attempts have been made to demonstrate that this factor is fundamental to the activation of children's knowledge. Attention was paid to this characteristic, and a study was conducted to determine whether laterality — right-handedness or left-handedness — is considered one of the most important psychophysiological traits.