elements of the structure of higher mental functions:
1) Sensory level – primary processing of auditory or visual information, for example, distinguishing sounds or letters.
2) Symbolic level – the ability to understand meanings and associate linguistic symbols with concepts, i.e. cognitive and communicative aspects of language.
3) Executive level – planning and organizing speech or writing, controlling the order of thoughts, and adapting the use of language to the context.
For example, an impairment of auditory processing may manifest itself in the form of difficulties with reading or understanding speech, while impairment at the executive level may be reflected in difficulties in expressing reasoning or telling stories. Therefore, neuropsychological diagnosis of children must be accurate and determine the level of impairment within the framework of a multi-level function, and not just the actual result of the violation. This allows for the development of individual treatment or educational programs that affect each level and provide a comprehensive application of the higher mental function.