Disorders affecting the use of symbols, such as language, writing, and other symbolic cognitive processes. Tsvetkova believed that symbolic processes, such as the ability to use words and written symbols or manipulate mathematical signs, represented a high level of neuropsychological organization. Disruption of these processes (e.g., in dyslexia, dysgraphia, or symbolic expression disorders) reflects a lack of integration of higher neural networks, in particular those responsible for communication between the frontal, parietal, and temporal regions. The importance of this concept lies in its relationship between academic impairment and neuropsychological dysfunction, and it guides the development of specialized correctional programs to restore symbolic abilities, enabling children to overcome learning difficulties associated with symbolic processes.