The article discusses the problem of the influence of digital space and digital environment on the cognitive strategies of primary school students. The features of the personality included in the digital space are given and theoretically analyzed. The contradictions in the concept of a "digital identity" are noted.The study involved 95 primary school children, 53 of whom were active users of the digital environment; and 42 were passive users. The following methods were used in the study: expert assessment, questionnaires, and psychological tests. The empirical study revealed significant differences in such parameters as attentiveness, statistical (re)presentation, development of imagination, the ability to linearly distinguish and draw the inference from linear relationships and the ability to respond quickly. Unlike students with passive digital behavior, primary school students with active digital behavior have a high level of responsiveness to changing conditions. It is noted that the number of elements in the proposed experimental problems negatively affects the speed with which primary school students with active digital behavior troubleshoot. The study also revealed levels of abstraction and dynamic synthesis, including the ability to determine the development of dynamic series in sample groups quantitatively.Empirically revealed differences between respondents in terms of cognitive strategies include: impulsivity, reflexivity, flexibility of thinking and rigidity. Studies (showed the presence of) revealed typologies of primary school students with active and passive behavior in digital environment, depending on the parameters of thinking and cognitive processes in general.

digital behavior, primary school children, cognitive styles, digital activity, digital environment.