NEUROPEDAGOGICAL MODELING OF COGNITIVE PROFILES: A DIFFERENTIAL ANALYSIS OF INFORMATION ASSIMILATION AND ACADEMIC YIELD IN SECONDARY EDUCATION

Аннотация

The contemporary paradigm of secondary education requires a systematic transition from uniform pedagogical models toward neurocognitively differentiated, personality-oriented instructional designs. This empirical study investigates the differential neurocognitive mechanisms that dictate how secondary school students perceive, process, encode, and retrieve educational information. Utilizing a highly structured mixed-methods methodology, we assessed a cohort of N=120 seventh and eighth-grade students across a six-month interventional window. Sensory processing modalities were isolated using the Fleming VARK (Visual, Auditory, Read/Write, Kinesthetic) profiling matrix, while functional interhemispheric asymmetry was mapped via Luria's Neuropsychological Battery. Statistical evaluations using independent samples t-tests and Pearson product-moment correlation coefficients revealed a severe academic mismatch within traditional expository educational frameworks, which predominantly penalize kinesthetic and right-hemisphere dominant learners.