Introduction. The Taylor Complex Figure (TCF) technique is one of the neuropsychologist’s tools and is used to diagnose children after 4 y.o. and adults for assessing visual spatial characteristics, visual constructive skills and visual memory.

However, the lack of quantitative standards for using the Taylor method obtained within the Russian sample makes it difficult to apply it both in research and in practical work.

The Objective is to obtain age standards of the “Taylor Integrated Figure” technique on children 4–17 years old, and also to validate it according to the results of a neuropsychological examination.

Procedure. The study used the quantitative approach to assess the “Taylor Integrated Figure” children of 4–17 years. Each of the 18 elements of the figure was evaluated by the quality of the pattern and the correctness of the placement in space. The figure obtained by copying the original image and the figure reproduced by memory 20 minutes after copying were separately evaluated. Additionally, a qualitative assessment of the figures was carried out according to the level of development of metric and structural topological representations. The study involved 377 children, of which 243 boys and 134 girls aged from 52 to 214 months (average age - 117 ± 42 months).

Results. The nonlinear dependence of the estimated indicators on age was found. Age standards for the implementation of the technique for 5 age groups (4–5, 6–7, 8–9, 10–12, 13–17 years) were calculated. Indicators of the complexity of working with each element of the figure were obtained. Based on the analysis of the success ratio of the simplest and most complex elements of the figure, a mathematically grounded threshold for making a decision on the presence of aggravation has been proposed. The validity of the technique was assessed based on the results of a neuropsychological examination. It is shown that the technique to the greatest extent measures structural and spatial functions and visual memory in children under 13 years, it has low discriminant validity with respect to other neuropsychological characteristics. The substantive validity of qualitative assessments and quantitative indicators is in many respects the same, while quantitative indicators are about 1.5 times more strongly associated with the results of neuropsychological diagnostics.

Conclusion. Analysis of the predictive ability of logistic regression models indicates the possibility of applying the technique for screening diagnostics at school. The method allows separating children without neurocognitive deficiency from those who need to undergo a full neuropsychological examination.

Background. The issue of antisocial behaviour and adolescent aggressiveness are usually studied from the perspective of family psychological well-being. Social and economic inequality of contemporary families are important factors of cultural and historical context of the of modern adolescents’ developmental situation.

Objective. The paper provides an attempt of articulating the theoretical basis of adolescents’ aggression, i.e. family SES analysis. The paper is also dedicated to the research of differences in adolescents’ aggression indicators within gender- and family SES- groups spectrum.

Design. The research was conducted as an online survey in the public schools of Russian Federation. The present sample consisted of 883 respondents (59% were females, 41% were males). The average age was 16 years. Adolescents’ aggression was assessed by the short version of Buss-Durkey Inventory. Statistical analysis methods included Kruskall-Wallis test, T-test, Mann-Whitney test and factor analysis (maximum likelihood).

Results. The study revealed that differences in aggression indicators are mainly reflected in the subjective aspects of aggression (resentment and guilt), and also a general indicator of aggression depending on the socio-economic status of the family. Different levels of preparedness for physical aggression are shown by respondents from families in which only the father or only the mother works. Both females and males are prone to various manifestations of aggressiveness. Differences in indicators of aggression in the context of cultural capital and the socio-economic status of the family are reflected mainly in the subjective aspects of aggression.

Conclusion. Statistically speaking, the differences obtained are quite significant, but from an absolute point of view they are extremely small. The indicators of socio-economic well-being of a family are related to adolescent aggression indirectly, with psychological characteristics being the key point. Specific features of the relationship between parents and the child, features of educational practices preferred by parents, features of family organization, etc. Economic well-being appear only a condition that facilitates or, conversely, complicates the implementation of educational practices adopted in the family. The major role belongs to the activity of both parents and children. A further research is required to verify the latter.