Works of young research scientists in New Uzbekistan

KKq¹=(P¹-P²-P³)/P×100= (172-54-8)/172×100=64%
KKq²=(P¹-P²-P³)/P×100=(198-37-9)/198×100= 77%
KKq³=(P¹-P²-P³)/P×100=(164-67-8)/164×100=54%
KKq⁴=(P¹-P²-P³)/P×100=(139-86-11)/139×100=30%
KKq⁵=(P¹-P²-P³)/P×100=(155-72-8)/155×100=48%
KKq⁶=(P¹-P²-P³)/P×100=(175-50-10)/175×100=66%
In psychotechnics, the following criterion is adopted for the qualitative assessment of attention concentration (K). (Table 2)

Criterion	%	Testers
Very good	81-100%
good	61-80%	KKq¹ ;KKq²;KKq^6
medium	41-60%	KKq³;KKq^5
bad	21-40%	KKq^4
Too bad	0-20%

Table2
Testers' indicators of attention concentration (K): (Table 3)

Testers	%	Degree
Durdona	K¹=65%	Good
Madina	K²=77%	Good
Davron	K³=54%	Medium
Ziyodullo	K^4=30%	Bad
Zuhra	K^5=48%	Medium
Davlatbek	K^6=66%	Good

Table3
Average indicator:
(K¹+K²+K³+K⁴+K⁵+K⁶)/N=(65+77+54+30+48+66)/6=57%
5. The final stage:
In this section of our research, it is necessary to distinguish and describe the characteristics of attention and activity of schoolchildren. By organizing certain activities of children in the research process, we tried to determine the level of development of voluntary attention (its main features: cumulative mobility and productivity).
During the research, it became clear that the level of concentration of children with disabilities, i.e.children with poor hearing, is well developed. Because they have few external influences to divide their attention. Therefore, such students focus on one place. ability to collect and duration is good compared to public school students. But transfer coefficient is relatively low as a result.
Analyzing the obtained data, we came to the conclusion that compared to the control group of subjects, the considered processes were formed in individual school-aged children at an appropriate level (for this age), that is, on average (57%). At the same time, it should also be noted that the difference in the level of development of voluntary attention within the group of subjects was sometimes significant. This also allows us to say that some attention and activity are formed, while others are not sufficiently formed.
So, with all this, it should be remembered that it is very important for school-aged children to form the ability to change and divide attention, because. since the school load appears in the primary grades, these abilities are necessary for the successful mastery of subjects. In the later work, it is necessary to develop a set of exercises for it through the activity of voluntary attention on the basis of theoretical rules and practical results.