2005'1, p.19
Asmolov A. G. , Tsvetkov A. V.
The role of symbolic representation in formation of emotions in retarded primary school children

The paper discusses formation of the symbol on the example of mediated visual memory in children aged 7-10. The symbol is viewed as an integrated structure comprising visual, cognitive and emotional components and is discussed within the general context of personality development, which enables the authors to prove that there is a link between voluntary regulation of mental activity in children and their mastering of symbolic representation. The paper also contains principles of developmental instruction for children with problems in operating with symbols.