theories that state that the higher mental functions of a child arise initially as a result of social interaction, and then move to the intrapersonal level, emphasizing the role of education and culture in the formation of the brain and its functions. According to the Vygotsky-Luria school, higher mental functions are formed on the basis of social (interpsychological) interactions, where the child learns to use language, symbols, and cognitive strategies through interaction with adults or more experienced peers. These processes are then gradually transformed into intrapsychological functions, that is, they become regulatory tools that the child independently uses to control his behavior, thinking and attention. The theory emphasizes that learning and cultural experience are not just cognitive content, but the structuring power of the neural structure itself, since social interaction directly contributes to the development of higher executive and cognitive functions.