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The problem of the relationship between language and thought is central for a number of sciences -- from linguistics to cognitive neuroscience. This is not surprising because language is not only a means of communication but is also a means of processing, storing and transmitting information and, in general, knowledge of the world (Gentner & Goldin-Meadow, 2003; Verbitskaya, 2013; Zinchenko, 2009; Zinchenko & Pervichko, 2013, etc.). Of particular importance is the native language of the student in the course of learning because only by means of language does a child receive new knowledge in all subject areas. Apparently, individual differences in the proficiency level of students in their native language can be associated with academic success in general. However, the process of mastering the mother tongue may be associated with individual differences in cognitive learning.Understanding the mechanisms of the formation of individual differences in academic success is important not only for the education system. It is also important for each individual student and their families because individual differences in school performance are related to subsequent events in adult life -- in higher education, professional choices, mental and physical health and even life expectancy (Power et al, 2013, etc.).A number of studies have shown that success in learning is associated with cognitive characteristics such as intelligence (Druzhinin, 2007; Malykh et al., 2012; Tikhomirova et al., 2014; Deary et al., 2007), working memory (Bull et al., 2010), speed of information processing (Semmes et al., 2011) and others. Moreover, it was shown on a sample of high school students that intelligence is the "central core" in the relationship between cognition and academic success and that intelligence has the most significant influence on academic success compared with other cognitive characteristics (Rinderman & Neubauer, 2004, p. 574).In recent years, predictors of academic success, including success in learning how to read, learning a native language and learning mathematics, have attracted the interest of researchers (e.g., Kovas et al., 2011). However, the focus shifted towards the study of cognitive predictors of success in learning mathematics, including the Russian sample (e.g., Tikhomirova et al, 2014; Morosanova et al., 2014; Rudenko, 2013). Unfortunately, most of the scientific studies on the factors that shape individual differences in language learning were conducted abroad (see review article by Krumm et al., 2008), and almost no studies have been conducted on the cognitive predictors of individual differences in successfully mastering the Russian language.The relationship between success in learning and cognitive performance may be associated with the different types of analyzed indicators of success (e.g., teacher evaluation, scores on state exams, graduation, etc.). Quite often, teachers' assessments are considered a measure of success in learning, reflecting students' understanding of certain elements of the school curriculum. However, the subjectivity of teachers' assessments can result in incorrect comparisons among the educational achievements of students, particularly from educational institutions, with different educational programs (e.g., schools for gifted children, etc.).Standardized tests on school subjects are also used as indicators of success, which are designed for research purposes, and for the diagnosis of educational achievements at the state level (state exams). These tests include same-type tasks and apply uniform methods for assessing the quality of the work done. In particular, the following final state exams were introduced in Russia: the Unified State Exam (USE) was introduced in 2009, which must be passed at the end of formal education, and the Basic State Examination (BSE) was introduced in 2010 (in terms of up to 2014 -- State Final Examination). …

Cognitive predictors of success in learning Russian