Anatomie und Physiologie: Aktuelle Forschung
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STUDYING INTERACTIONS BETWEEN EXAM STRESS AND COGNITIVE PROCESSES

KARAMOVA NY, GURBANOVA L M, GULIYEVA N M, JAFAROVA EE , MAMMADOV Z H

this paper analyzes the psychophysiological changes that occur when exam stress affects healthy and mentally retarded schoolchildren aged 14-16 years. Psychological and cognitive indicators were studied. The experiments were conducted in three stages: on a normal school day (control), before the exam, and after the exam. The analysis of the obtained data showed that during the exam, healthy schoolchildren experience psychophysiological changes, i.e. the level of stress indicators (anxiety) increases and cognitive indicators weaken. After the exam, there was a tendency for these indicators to return to the control level. In contrast to healthy children, mentally retarded schoolchildren had a high level of anxiety index during the control examination, and their cognitive indicators were 35% lower than normal. During the examination period, these indicators remained at a relatively constant level. A comparative analysis of the data showed that depending on the level of mental development of students, exam stress leads to stress in the psycho-emotional state of students and this can have a serious impact on their health.