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All psychological interventions rely on the power of language. Even those that emphasize silence use imagery, induce hypnosis, or use exercises to promote direct contact with the present place and time, and do so using language processes. Psychotherapists rarely intervene directly in the lives of their patients. They largely create change through conversation. Effective therapists, by nature and training, are skilled at using language (speaking clearly, listening attentively and understanding) and promoting psychological well-being through dialogue. Language builds alliance, provokes deep understanding and expresses empathy. It teaches concepts, shapes new skills, and guides therapeutic exercises. Language is not just a vehicle for therapeutic intervention, it is the intervention., {"references":["1.\tBIEVER, Joan L., M., CASTANO, Teresa, DE LAS FUENTES, Cynthia, GONZALEZ Cynthia, SERVIN-LOPEZ Selia, SPROWLS Christie, TRIPP, Charlotte G., (2002), The role of language in training psychologists to work with Hispanic clients. Our Lady of the Lake University: Professional Psychology: Research and Practice 2002, Vol. 33, No. 3, 330–336","2.\tBOOTHE, Beáta (1991), Analysis of Verbal Presentation - A Problem in Psychotherapy Process Research. Psychother Psychosom Med Psychol, Jan; 41(1):22-30","3. JAVIER, Rafael A. (1989), Linguistic considerations in the treatment of bilinguals. Psychoanalytic Psychology, 6(1), 87-96. doi:10.1037/0736-9735.6.1.87","4.\tFRENCZI, Sandor (1916), « On obscene words ». In: Sex and Psychoanalysis, transl. by E. Jones, Boston, Gorham Press","5.\tKROLL, Judith, STEWART, Erika (1994), Journal of Memory and Language. Volume 33, Issue 2, April 1994, Pages 149-174","6.\tROSENBLUM, Sofia Maia (2011), The role of language in therapy: how bilingual/multilingual therapists experience their work with bilingual/multilingual clients; Theses Dissertations and Projects; Smith College: https://scholarworks.smith.edu/theses","7.\tSANTIAGO-RIVERA, Azara & ALTARRIBA, Jeannette (2002), The role of language in therapy with the Spanish-English bilingual client. Professional Psychology: Research and Practice, 33(1), 30- 38. doi:10.1037/0735-7028.33.1.30","8.\tSCHLECHTER, Pascal; HELLMANN, Jens H.; WINGBERMÜHLE, Pia (2021), Which psychological characteristics influence therapists' readiness to work with refugees?. Morina, Nexhmedin Clinical Psychology and Psychotherapy, Vol.28 (2), p. 334-344","9.\tVÖGELE, Claus (2016), Does Anyone Still Understand Me? Psychotherapy and Multilingualism, Verhaltenstherapie, 26:156-157; https://doi.org/10.1159/000448818","10.\thttps://ontariotechu.ca","11.\thttps://scholarworks.smith.edu/","12.\thttps://www.karger.com/","13. https://pubmed.ncbi.nlm.nih.gov/"]}

The purpose of this work is to reveal the correlation of the semantics of phraseological units (PU) with the meaning of their prototypes containing letter names in their structure and to consider the formation mechanism of these PUs in the cognitive aspect. The object of analysis is PU with metaphorically rethought components – the names of letters, as well as their figurative components. The subject of the study is the structural and semantic features of metaphorically rethought components of phraseological units, the cognitive mechanisms of metaphorization and its role in the formation of PU with letter components. The study used methods of etymological, cognitive, onomasiological and semantic analysis, as well as a descriptive method. The Results of the research: structural and semantic features of PU with letter components are revealed and the mechanism of metaphorization of their formation is clarified. Conclusions. In the process of idiom formation, an important role is played by alphabetical metaphors, which serve as a way to comprehend the diverse facts of reality and express emotions, and a cognitive matrix for their interpretation. In the Russian language, the formation of phraseological units with components – the names of letters is carried out according to seven models. Most of these units are motivated by the visual image of the letter, and its place in the alphabet. The two models that single out orthography and the numerative function as the basis for transfer are unique. The practical value of the research results lies in the fact that they can be used in educational and pedagogical practice when reading courses on the phraseology of the Russian language, in developing courses in cognitive linguistics and linguoculturology, and in compiling dictionaries., Цель данной работы – раскрыть соотношение семантики фразеологических единиц (ФЕ) со значением их прототипов, содержащих в своей структуре названия букв, и рассмотреть механизм формирования этих ФЕ в когнитивном аспекте. Объект анализа – ФЕ с метафорически переосмысленными компонентами – названиями букв, а также их образные составляющие. Предмет исследования – структурно-семантические особенности метафорически переосмысленных компонентов ФЕ, когнитивные механизмы метафоризации и eё роль в формировании ФЕ с буквенными компонентами. В исследовании использованы методы этимологического, когнитивного, ономасиологического и семантического анализа, а также описательный метод. Результаты исследования: выявлены структурно-семантические признаки ФЕ с буквенными компонентами и прояснён механизм метафоризации их формирования. Выводы. В процессе фразообразования важную роль играют алфавитные метафоры, служащие способом осмысления многообразных фактов действительности и выражения эмоций, когнитивной матрицей для их интерпретации. В русском языке образование ФЕ с компонентами – названиями букв осуществляется по семи метафорическим моделям. Большинство таких единиц мотивированы зрительным образом буквы, а также её местом в алфавите. Две модели, в которых в качестве основания переноса выделяются орфография и нумеративная функция, уникальны. Практическое применение результатов исследования заключается в том, что они могут быть использованы в учебно-педагогической практике при чтении курсов по фразеологии русского языка, в разработке курсов по когнитивной лингвистике и лингвокультурологии, в составлении словарей., Мета цієї роботи – розкрити співвідношення семантики фразеологічних одиниць (ФО) зі значенням їх прототипів, що містять у своїй структурі назви букв, і розглянути механізм формування цих ФО в когнітивному аспекті. Об’єкт аналізу – ФО з метафорично переосмисленими компонентами – назвами букв, а також їх образні складові. Предмет дослідження – структурно-семантичні особливості метафорично переосмислених компонентів ФО, когнітивні механізми метафоризації та її роль у формуванні ФО з буквеними компонентами. У дослідженні використані методи етимологічного, когнітивного, ономасіологічного й семантичного аналізу, а також описовий метод. Результати дослідження: виявлені структурно-семантичні ознаки ФО з літерними компонентами і розкрито механізм метафоризації їх формування. Висновки. У процесі фразоутворення важлива роль належить алфавітним метафорам, що служать способом осмислення різноманітних фактів дійсності й вираження емоцій, когнітивною матрицею для їх інтерпретації. У російській мові утворення ФО з компонентами – назвами букв здійснюється за сімома метафоричними моделями. Більшість таких одиниць мотивована зоровим образом букви, її місцем в алфавіті. Дві моделі, у яких підставами переосмислення є орфографія й нумеративна функція, унікальні. Практичне застосування результатів дослідження полягає в тому, що вони можуть бути використані в навчально-педагогічній практиці під час читання курсів із фразеології російської мови, у розробці курсів із когнітивної лінгвістики й лінгвокультурології, у складанні словників.

Антропоцентрическая направленность современной науки актуализировала разноаспектные проблемы, связанные с взаимодействием языка и культуры, пониманием языкового сознания и др. В современных лингвистических исследованиях особую значимость приобретают парадигмы, ориентированные на связь языка с ментальными категориями. Методика преподавания русского языка как иностранного в последнее время также сочетает принципы системного представления языка и интегративного подхода к явлениям языка и культуры. Каждому языку свойственны свои национально-специфические особенности, проявляющиеся в разных функциональных стилях и на разных языковых уровнях. Научный стиль, обслуживающий сферу науки и производства, также характеризуется своими национально-специфическими особенностями, проявляющимися на разных языковых уровнях: в терминологии, морфологии, синтаксисе и т. д. Их учет позволяет выявить проблемные темы, предусмотреть трудности при переводе и избежать ошибок. Знание данных языковых особенностей помогает мотивировать студентов на успешное овладение научным стилем речи и дальнейшее использование его в своей профессиональной деятельности., The anthropocentric orientation of modern science has foregrounded multi-aspect issues connected with language and culture interaction, language consciousness comprehension, etc. In modern linguistic researches paradigms centred on the relation between language and mental categories have acquired particular importance. The methodology of teaching Russian as a foreign language has also recently combined the principles of the systematic conception of the language and the integrative approach to the language and culture phenomena. Every language has its own national characteristics featured in various functional styles and on different levels of the language. The scientific style dealing with the field of science and production also has its own national characteristics featured on different language levels: terminology, morphology, syntax, etc. Accounting for them allows to reveal problematical areas, anticipate translation difficulties and avoid errors. Knowledge of these linguistic features helps to motivate students to successfully master the scientific style of speech and further use it in their professional activities.

Objective: The aim of this study was to investigate age group, gender, and baseline depressive symptom severity as possible effect moderators in (1) cognitive versus behavioral based CBT-modules and (2) sequences of modules that started either with cognitive or behavioral modules in indicated depression prevention in adolescents. Method: We conducted a pragmatic cluster-randomized trial under four parallel conditions. Each condition consisted of four CBT-modules of three sessions (cognitive restructuring, problem solving, behavioral activation, relaxation), but the sequencing of modules differed. The CBT-modules and sequences were clustered into more cognitive versus more behavioral based approaches. The sample involved 282 Dutch adolescents with elevated depressive symptoms (Mage = 13.8; 55.7% girls, 92.9% Dutch). Assessments were conducted at baseline, after three sessions, at post-intervention and 6-month follow-up with self-reported depressive symptoms as the primary outcome. Results: We found no evidence for substantial moderation effects. Age group, gender, and depressive symptom severity level at baseline did not moderate the effects of cognitive versus behavioral modules after three sessions. No evidence was also found that these characteristics moderated the effectiveness of sequences of modules that started either with cognitive or behavioral modules at post-intervention and 6-month follow-up. Conclusion: Cognitive and behavioral based modules and sequences in the prevention of depression in adolescents might apply to a relatively wide range of adolescents in terms of age group, gender, and severity levels of depressive symptoms. Abbreviation: CDI-2:F: Children’s Depression Inventory-2 Full-length version; CDI-2:S: Children’s Depression Inventory-2 Short version; STARr: Solve, Think, Act, Relax, and repeat.

Despite the importance of theonymy as a special sector of the onomastic space, it presents a particular difficulty for the modern researcher, in contrast to other types of proper names. The fact that those onyms are insufficiently commented onomatically is due, first of all, to the fact that many of them belong to the most ancient lexical layers, to moreover, often carefully guarded in the environment of use, as well as the fact that in their teaching one should not proceed from modern scientific and philosophical concepts, but from the role that this onymic type played at the moment of occurrence, which requires the reconstruction of the worldview of people of that time, their religious picture of the world. The purpose of this study is to describe the cultural and cognitive characteristics of toponyms as part of the linguistic picture of the world and to identify the cognitive mechanisms for creating geographical names based on religious concepts. The study of the toponym is considered as a certain structure of knowledge, which makes it possible to identify and describe mental representations of the space as a whole. Practical and theoretical part of onomastic linguoconceptology in further research of practical tasks, monographs, higher education in the preparation of teaching materials for places, etc. can be used. This article defines the cultural and cognitive characteristics of the study of toponyms in religious works. Particular attention is paid to the works carried out in line with the cognitive and functional approaches to the analysis of toponymic material. The subject of this article is toponymy in Orkhan-Yenisei manuscripts. As a result of the research, cognitive analysis of examples of toponyms in religious works was made and conclusions were given from a cultural-cognitive point of view., Теонимияның ономастикалық кеңістіктің ерекше секторы ретіндегі маңыздылығына қарамастан, ол жалқы есімдердің басқа түрлерінен айырмашылығы қазіргі зерттеушіге ерекше қиындық туғызады. Ол онимдердің ономикалық тұрғыдан жеткіліксіз түсініктеме берілуі, ең алдымен, олардың көпшілігінің ең көне лексикалық қабаттарға жататындығынан, сонымен қатар, жиі қолданыс ортасында мұқият сақталуына байланысты. олардың ілімі қазіргі ғылыми-философиялық концепциялардан емес, сол кездегі адамдардың дүниетанымын, дүниенің діни бейнесін қайта құруды талап ететін осы онимдік түрдің пайда болу сәтінде атқарған рөлінен шығуы керек. Бұл зерттеудің мақсаты – топонимдердің әлемнің тілдік бейнесінің бір бөлігі ретінде, олардың мәдени-танымдық ерекшеліктерін сипаттау және діни ұғымдар негізінде географиялық атаулардың жасалуының когнитивтік сипатын беру. Топонимді зерттеу жалпы кеңістіктегі танымдық бейнелерін анықтауға және сипаттауға мүмкіндік беретін білімнің белгілі бір құрылымы ретінде қарастырылады. Ономастикалық лингвоконцептологияның практикалық және теориялық бөлігін практикалық тапсырмаларды, монографияларды одан әрі зерттеуде, жоғары оқу орындарын оқу-әдістемелік кешендерді дайындауда және т.б. пайдалануға болады. Зерттеу діни еңбектердегі топонимдерді талдауда өзіндік мәдени-танымдық ерекшеліктерімен айқындалады. Топонимикалық материалды талдаудың когнитивтік және функционалдық тәсілдеріне сәйкес жүргізілген орхан-енисей еңбектеріне ерекше назар аударылды. Бұл мақаланың пәні – Орхан-Енисей қолжазбаларындағы топонимика болып табылады. Зерттеу нәтижесінде діни еңбектердегі топонимдер мысалдарын когнитивтік талдау жасалып, мәдени-танымдық тұрғыдан тұжырымдар берілді., Несмотря на важность теонимии как особого сектора ономастического пространства, она представляет особую трудность для современного исследователя, в отличие от других типов имен собственных. То, что эти онимы недостаточно прокомментированы ономастически, объясняется, прежде всего, тем, что многие из них относятся к древнейшим лексическим пластам, к тому же часто тщательно охраняемым в среде употребления, а также тем, что при их изучении следует исходить не из современных научных и философских концепций, а из той роли, которую данный онимический тип играл в момент возникновения, что требует реконструкции мировоззрения людей того времени, их религиозной картины мира. Цель данного исследования – описание культурно-познавательной характеристики топонимов как части языковой картины мира и выявление когнитивных механизмов создания географических названий на основе религиозных понятий. Изучение топонима рассматривается как определенная структура знаний, позволяющая выявить и описать ментальные представления о пространстве в целом. Практическая и теоретическая часть ономастической лингвоконцептологии может быть использована в дальнейших исследованиях практических задач, монографиях, в высшем образовании при подготовке учебных материалов и т.д. В данной статье определяется культурно-познавательная характеристика исследований топонимов в религиозных произведениях. Особое внимание уделяется работам, выполненным в русле когнитивного и функционального подходов при анализе топонимического материала в орхоно-енисейских памятниках. Предметом данной статьи является топонимия в орхоно-енисейских памятниках. В результате исследования проведен когнитивный анализ примеров топонимов в религиозных произведениях, даны выводы с точки зрения культурно-когнитивного аспекта., Филологические науки, Выпуск 1 (68) 2023

The paper sets out to investigate the interplay between image and text with reference to chosen cognitive models in order to pinpoint the image of distance learning during the COVID-19 pandemic. The bilateral nature of memes will be discussed in relation to the cognitive linguistics framework, in particular the Conceptual Metaphor Theory (CMT) (Lakoff and Johnson 1980, Kovecses 2002, Forceville 1996, 2008, 2009), Frame Semantics (Fillmore 1988) construal (Langacker 1987, 2008), blending theory (Fauconnier and Turner 2002), Discourse Viewpoint Space (Dancyngier and Vandelanotte 2017).

Purpose of the study. The aim of the study is to create and develop modern cyber physical systems. The evolution of cyber physical systems (CPS) is associated with the development of a cognitive approach within the framework of the application of mechanisms used by humans to solve their daily tasks. In the cognitive approach to working with cyber physical systems, gestalt is considered as one of the ways of solving modern tasks within the framework of the new Industry 4.0 technology. In the cognitive approach a simple task is considered for cyber physical systems of the Internet of Things (CPS IoT) with gestalt processing. When investigating such a task for a simple cyber physical system, it will be possible to use a gestalt with a simple structure. The complication of the task and structure of gestalt can occur with the development of CPS IoT. The article examines an intelligent cyber physical system of the Internet of Things using methods of gestalt processing of their states - a picture of the world, while solving various problems of the Internet of Things.Materials and research methods. To solve tasks within the framework of a cognitive approach to the construction and development of cyber physical systems, new methods and developments of specialists in the field of intelligent systems are required. In the context of Industry 4.0 technologies, the Internet of Things the gestalt processing of CPS IoT is considered. Within the framework of the cognitive approach sensory images, concept-representations, concept-scenarios, concept-gestalts of cyber physical systems are used to interact with the real world. It is important to use concept gestalts that can reflect CPS IoT with new emergent properties. CPS IoT gestalt refers to a certain state of the cyber physical system and its habitat, which occurs when a need arises and closes after the need is satisfied. The main task of gestalt processing for a cyber physical system is to satisfy its needs. The solution to this problem includes: the organization of the collection and the direct collection of the necessary elements for the formation of the gestalt, and later for its closure; the formation of the gestalt; the closure of the gestalt. For the accumulation of experience, its use and development, it is proposed to use machine learning methods. Machine learning results can be presented in the form of concept representations, concept scenarios.Results. The concepts-gestalts of CPS IoT, gestalt processing of CPS IoT are proposed within the framework of the cognitive approach. As the main stages of gestalt processing, the article highlights: - preparation of initial data for the formation of the need for CPS IoT: - formation of an imaginative perception - a picture of the world, including the current state of CPS IoT and necessary for the closure of the gestalt; - formation of gestalt; – formation of initial data for planning the control actions necessary for closing the CPS IoT gestalt; - implementation of control actions to close the CPS IoT gestalt; - saving the gestalt processing scenario for possible reuse in the future. These stages of gestalt processing relate to IoT CPS of any nature and are focused on any tasks of the Internet of Things. The demo example shows the use of gestalt processing for CPS IoT with a simple model without training.Conclusion. The article discusses the cognitive approach that refers to the use and development of intelligent cyber physical systems for the Internet of things and the Internet of everything. A method related to the gestalt processing of CPS IoT situations is proposed, which allows recognizing a need, and forming of a gestalt. Based on the generated CPS IoT gestalt, control actions are planned to close the CPS IoT gestalt. The implementation of the proposed approach, development and use of gestalt concepts will allow to reflect CPS IoT with new emergent properties.

The article contains a critical review of modern problems of Universal Grammar theory by Noam Chomsky. It examines the origins of the theory, the process of its development, the transition to the ‘Second Cognitive Revolution’ and some recent objections to Chomsky’s hypothesis about the innate status of our knowledge of language.

Цель статьи заключается в кратком обзоре трех основных направлений когнитивного подхода к исследованию фразеологии в отечественной лингвистике: моделирования репрезентированных фразеологическими единицами концептов, применения теории фреймов для анализа формирования фразеологической семантики, интерпретации концептуальных оснований фразеологической семантики на фоне культуры. Определяются существенные характеристики и вариативность каждого из направлений, при этом констатируется связь выделенных направлений друг с другом. Устанавливается соотношение указанных направлений с парадигматическим и синтагматическим подходами к исследованию фразеологических знаков. Выявляется преобладание синхронно-диахронического ракурса рассмотрения семантики фразеологических единиц, учитывающего как их этимологию, так и актуальную мотивировку, а также реализацию в контексте. В заключение констатируется перспективность исследования фразеологических единиц с позиций когнитивной лингвистики., The article is aimed at a brief overview of the three basic lines of the cognitive approach to phraseological studies in Russian linguistics: modelling the concepts, represented by phraseological units, applying the theory of frames to the analysis of the formation of phraseological semantics, and interpreting the conceptual foundations of phraseological semantics against the cultural background. The most significant characteristics and variety of the three lines of research are determined; herewith the connection of these lines with one another is stated. The relation of the lines of cognitive approach to the paradigmatic and syntagmatic studies of phraseological signs is established. The article reveals the dominance of synchronic-diachronic view of the semantics of phraseological units, taking into account their etymology and the actual motivation, as well as their usage in the text. In conclusion, the prospects of the studies of phraseological units within the framework of cognitive linguistics are stated., Russian Linguistic Bulletin, Выпуск 8 (36) 2022

Virtual reality-guided imagery (VRGI) and mirror therapy (MT) have been used in isolation to treat patients suffering from different injuries. However, no attempts have been made to understand the effects of combined VRGI and MT added to conventional physical therapy, and no information exists regarding perceptual responses to these rehabilitation strategies in female football players. Thus, this study aimed to examine the effect of MT added to conventional rehabilitation on psychological readiness and perception of pain in ACL-injured female football players. Thirty ACL-injured female football players competing in the 2nd and 3rd Italian tier who underwent an ACL rehabilitation program from the same clinic participated in this study. Players were randomly distributed in an MT group (n = 15) and a CON group (n = 15). All participants reported their perception of pain on a VAS before and after the interventions and their psychological readiness to return to sport after ACL injury and reconstruction surgery on the ACL-RSI scale after the intervention. An independent-sample t-test was performed to assess between-group differences in post-intervention ACL-RSI, and a further independent-sample t-test to assume non-significant differences between VAS values before the intervention. A two-way repeated-measures analysis of variance was used to test the null hypothesis of no different change in VAS over time between groups. After the intervention, the MT group perceived largely greater psychological readiness (p < 0.01). MT and CON groups experienced a large reduction in VAS after the intervention (p < 0.001). However, a small time × group interaction was observed (p = 0.023). MT reported a greater perception of the psychological readiness of the soccer players and a lower perception of pain than those who performed conventional therapy.

This article is devoted to the consideration of cognitive principles that justify the concept of introducing knowledge about ethnic variants of the German language into the educational process. The presented problem is relevant in connection with the need of modern society in personnel possessing cross-cultural communication skills, including the use of relevant language structures reflecting language variability. The dynamics of national language contacts encourages the development of methodological foundations for teaching linguistic and cultural differences at the lexical level. The stated topic involves consideration of the mental processes that determine the assimilation of language knowledge and their use in communication. The aim of the work is to formulate the cognitive principles of pluricentric knowledge assimilation in the framework of the intercultural competence formation. In the linguistic part of the work, the methods of comparative and conceptual analysis are used in the study of factual material. The didactic component of the study is based on the awareness of the learning process from the standpoint of cognitive processes responsible for the processing and assimilation of various types of information. The use of logical methods of analysis and synthesis, as well as the method of observation implemented in the course of experimental work, made it possible to create a pluricentrically-oriented concept of teaching German. The pluricentricity of the German language is realized in the existence of the Austrian and Swiss national variants. As a result of the study, the cognitive principles of introducing knowledge about German language variants into the educational process were formulated: consideration of the importance of the transition from the sensory stage of cognition to the rational one and the need for the formation of individual cognitive models and strategies that optimize the assimilation of territorial differences. The set of exercises and tasks developed in the course of the experimental work includes language, adaptive and real speech exercises and tasks aimed at the formation of cross-cultural competence within the framework of the development of lexical skills.

The current meta-analysis examines the cognitive approach to lie detection. Our goal was to assess the practical utility of this approach by examining whether it improves the lie detection ability of human observers. The cognitive approach to lie detection led to an average accuracy rate of 60.00%, 95% CI [56.42; 63.53] and a bias corrected average accuracy rate of 55.03%, 95% CI [48.83; 61.16]. Critically, this result is moderated by whether observers were informed, or not, about which cues to focus on. Naïve observers had average accuracy rates of 52.37%, 95% CI [48.80%; 55.93%], little better than chance. In contrast, informed observers had average accuracy rates of 75.81%, 95% CI [71.52%; 79.86%]. This promising result is qualified by indications of publication bias, considerable heterogeneity between studies, and a lack of research on important practical issues, such as the influence of counter-measures. Although these shortcomings raise a note of caution, we remain optimistic about future research on the topic.

The article examines the strategic action of activists who shape the policy community of territorial discussion in Brazil highlighting the role of ideas and the experience contributed by these actors in the federal government that began in 2003, culminating in with the formulation of the development policy of rural territories. Among the different theoretical perspectives, we chose to use the interface of US and French. Among the different theoretical perspectives, we chose to use the interface of North American and French contributions, the public policy community and the cognitive approach, respectively. The article brings together the trajectories, experiences and ideas of the actors who participated in the management of the Secretariat for Territorial Development (SDT) in PT governments, researchers on the theme of rural development and representatives of social movements. This information was collected through in-depth interviews, research on newspaper sites and reading of the minutes of the National Council for Sustainable Rural Development. The main conclusions indicate that these militants, when integrating the policy community responsible for the adoption of a new global framework, decisively influenced the foundations and outlines of public policies for rural development in Brazil. El artículo examina la acción estratégica de los activistas que formaron la comunidad política de la discusión territorial rural en Brasil, destacando el papel de las ideas y experiencias aportadas por estos actores en la gestión federal iniciada en 2003, que culminó en la formulación de la política de desarrollo de los territorios rurales. Entre las diferentes perspectivas teóricas, elegimos utilizar la interfaz de las contribuciones de América del Norte y Francia, la comunidad de políticas públicas y el enfoque cognitivo, respectivamente. El artículo reúne las trayectorias, experiencias e ideas de los actores que participaron en la gestión de la Secretaría de Desarrollo Territorial (SDT) en los gobiernos del PT, investigadores sobre el tema del desarrollo rural y representantes de los movimientos sociales. En términos de procedimientos metodológicos, adoptamos una combinación que comprende investigación bibliográfica, investigación documental e investigación de campo (entrevistas semiestructuradas). Las principales conclusiones indican que estos militantes, al integrar la comunidad de políticas públicas, fueron responsables de la adopción de un nuevo marco global, influyeron decisivamente en los fundamentos y los contornos de las políticas públicas para el desarrollo rural en Brasil. O artigo examina a ação estratégica de ativistas que conformaram a comunidade política da discussão territorial rural no Brasil, evidenciando o papel das ideias e das experiências aportadas por esses atores na gestão federal iniciada em 2003, culminando com a formulação da política de desenvolvimento dos territórios rurais. Dentre as distintas perspectivas teóricas, optamos por utilizar a interface de contribuições norte-americanas e francesas, de comunidade de políticas públicas e da abordagem cognitiva, respectivamente. O artigo reúne trajetórias, experiências e as ideias dos atores que participaram da gestão da Secretaria de Desenvolvimento Territorial (SDT) nos governos petistas, pesquisadores da temática do desenvolvimento rural e de representantes de movimentos sociais. Essas informações foram coletadas através de entrevistas em profundidade, pesquisas em sites de jornais e leitura das atas do Conselho Nacional de Desenvolvimento Rural Sustentável. As principais conclusões indicam que esses militantes, ao integrarem a comunidade de políticas públicas responsável pela adoção de um novo referencial global, influenciaram de forma decisiva os fundamentos e os contornos das políticas públicas de desenvolvimento rural no Brasil.

The purpose of this article is to define the communicative functions which monologue speech performs; to describe the characteristics of monologue speech; to show psychological approaches for building up a monologue-story. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. We distinguish the main psychological approaches which help pupils to understand English texts. The first one is the approach of Hermeneutics. It sees in the interpretation of the subject perceiving the novel, which is based on the imagination and intuition of the recipient, which allows him / her not only to reveal the author’s idea, but also to feel the process of creating the text. General theoretical backgrounds of hermeneutics and the approach to understanding as the actualization of reflection will be presented in our further articles. The process of understanding how to build meanings occurs by actualizing reflection, the most important source of the person’s experience that allows a person to improve his / her personality. The next approach is psycho-linguistic. We proved that the comprehension of the text was directly connected with the understanding of the person’s speech. We formulated the main aspects, which in subsequent psycholinguistic and cognitive studies were explained in the following aspects: 1) the activity basis of speech, such as its extralingual characteristics; 2) internal speech or universal subject code; 3) the concept of meaning and significance. Conclusions. The main for building up a monologue-story is a cognitive approach. The defining feature of the cognitive approach for the study of comprehension was the position that language was only a small part of the holistic phenomenon that speakers are trying to learn. The process of cognition is based on the complex interactions of memory processes, physiological characteristics of a man, his / her knowledge of the world, the social context of utterances, ways of interaction of all the activities of the individual in general and the organization of all types of knowledge in particular. The cognitive approach characterizes two main factors: 1) shifting the attention of researchers from the object (a text) to the subject («Me – the speaker»; «Me – the listener»; «Me – the reader»); 2) shift of the person’s attention from clearly identified micro-units, which are considered in isolation, to units with a high degree of complexity. In the first case, the understanding of speech is considered as a constructive activity of the subject, carried out on the basis of his / her knowledge; in the second one, involving more complex units for comprehension analysis instead of relatively simple messages. Accordingly, along with the text, the object of the activity, we try actively studying the subjects-speakers (listeners / readers) processes. The movement from meaning to sense determines the very process of understanding, in which we identify several integrated stages that have semantic independence: a psychophysiological perception of a physical sign (a word, color, spatial form); a recognition of meaning (as «a friend» or «a stranger»); understanding its recurring (general) meaning in language; understanding its significance in the specified context (near or far); active-dialogic understanding (agreement – disagreement), such as the evaluative moment in understanding.

Many scholars argue about the possible influence of drugs on the mind of the prophets practicing Apolline divination in Ancient Greece. Laurel has been one of the first subjects analysed in this regard, as the Pythia reportedly chewed laurel leaves before uttering oracles. However, previous analyses conducted have revealed that the bay leaf lacks the chemical substances to alter the state of a human mind. In this paper, I argue that the laurel did nevertheless have the power to influence the Pythia’s mind thanks to its agency. My aim is to demonstrate the cognitive impact of the laurel on divinatory practices, due to its symbolical and evocative properties in the context of divination. The use of the laurel in divinatory practices is analysed in relation to the procedure at the sanctuary of Delphi in the Classical period. The methodology followed makes use of a cognitive approach that considers both the object affordances and the human neural response to them. These aspects are subsequently set in the correct cultural and ontological background, widely relying on primary sources. The article concludes that, despite the modality being different from the one proposed in the past, the laurel had a strong impact on divination through its evocative and symbolical properties. At Delphi, its evocative properties were fundamental for a successful divination.

This article looks at so-called “deviant” functioning in terminology. The notion of deviancy seems to be situated in relation to a “neutral” functioning of the language, which does not take any particular communication situation into account. The article aims to show that this supposed deviancy has to be related to the communication situation itself, which, in the present case, implies specialised knowledge. Rather than just being deviancies, it is argued that these linguistic formulations are a tangible manifestation of the specificity of the communication situation. Three types of explanation are put forward for their use: linguistic (linguistic prolixity and linguistic economy), sociolinguistic, and cognitive. Each type is exemplified by various studies.

Propositional frame-based modeling is one of the most effective methods of cognitive linguistics. This method considers the interaction between the semantic and cognitive aspects of units of two typologically different languages, e.g. Russian and Chinese, in order to study the way language structures and reflects human knowledge and experience. Propositional structures are the same for all languages, but they are implemented differently in every language. The authors used the propositional frame-based analysis to identify universal and specific aspects in the semantics of proverbs based on frame father – son, which is an important fragment of the Russian and Chinese linguistic world view. The cognitive potential of paroemiological units is enormous: proverbs reflect historical, cultural, linguistic, and extralinguistic cognitive experience. Cognitivists define experience as one’s knowledge about stereotypical situations, stored in one’s mind as frames. A frame is a collection of vertex ("top") and terminal ("low") components. Vertex components are formed by concepts that are valid in relation to the stereotypical situation of the frame. As a result, they are clearly structured and constant. The "low level" is not constant, and its terminals are variable. The semantics of the proverbs in question were represented by frames. The meanings of their components formed a common and complex situation. Knowledge about this situation made it possible to perceive the meaning of each proverb in a holistic way. The proverbs could be interpreted as units that activate a certain cognitive context about the content and structure of the concepts father and son in Russian and Chinese.

Formulating regional development goals stands out as an important part of the state regional policy, which in its essence has a purposeful character reflected in the state’s permanent influence on the socio-economic development of the country's regions. Analysis of modern research on the issue has shown urgent need to deepen the theoretical foundations and toolkit for solving problematic situations in the regions, the latter being the purpose of the study. The theoretical basis to enable setting the goals (goal-setting) for regional development is substantiated. It is proved that the cognitive approach is among the most powerful tools for studying poorly structured systems and situations, and the expediency of using fuzzy cognitive modeling to form regional development scenarios and solve problematic situations present in the relevant regions is substantiated. A special algorithm to carry out structural analysis of socio-economic regional development and to form a fuzzy cognitive model has been designed. Using this algorithm, a fuzzy cognitive model of socio-economic development of Ukraine’s regions has been formed. Pulse modeling based on the fuzzy cognitive model of socio-economic development of Ukraine’s regions by the self-development scenario is carried out. Scenario modeling has been implemented as for raising the strategic goals level of socio-economic development in the Kharkiv region on the basis of pulse modeling. The expediency of introducing a criterion showing the total impact effectiveness of certain scenarios exerted on goals achievement topical for the Kharkiv region is analyzed. It is substantiated that this criterion should be based on weighted additive convolution of the growth rate as for the level of target factors relative to the self-development scenario. The scenario modeling of the Kharkiv region socio-economic development based on the cognitive model formed in accordance with the approach mentioned above shows that reaching the top level of the region’s goals requires implementing development scenarios based on the effective growth of the region’s scientific potential and its combination with other domestic potentials.

Purpose of research. The aim of the research is to form modules of organizational and technical systems (OTS) using a cognitive approach to solve problems of adaptation of cyberphysical systems. Currently, there is a rapid development of elements of the Internet of things. New tasks related to self-organization and adaptation in a rapidly changing external environment are brought to the fore. These tasks occur when new elements appear in the telecommunications computer network, they fail, change the mode, new tasks occur, etc. To work out these tasks, the possibilities of approaches to support and decision-making such as situational, cognitive, and semiotic are considered. The authors consider the cognitive approach in more detail. Within the framework of the cognitive paradigm, the article describes the use of the cognitive approach for solving problems of adaptation of cyberphysical systems. To solve this problem on the basis of an agent-based approach, the structure of a cyberphysical system with the possibility of adaptation is presented and the functions of its agents are described. The main stages of solving problems of adaptation of cyberphysical systems are presented. An adaptation algorithm using the planning mechanism is presented. The demo example shows a knowledge base for solving the problem of adapting cyberphysical systems using a cognitive planning mechanism.Materials and methods of research. New approaches and methods are required to address adaptation issues in planning. The cognitive approach is one of the developing directions in solving many problems of the Internet of things. One of these tasks is the ability to adapt OTS modules in a rapidly changing external environment based on the planning mechanism. To solve the planning problem, we use the algorithm described by Aristotle more than 2,350 years ago and implemented in the GPS program. This algorithm can be considered the first description of the cognitive mechanism that a person uses. The knowledge base uses an integrated approach to knowledge representation. When developing OTS modules, an agent-based approach was used to solve the problem of adaptation.Results. The existing and developing approaches and methods for decision support and decision-making are considered for decisionmaking in newly emerging situations in OTS modules. The main provisions of such significant approaches as situational, cognitive and semiotic are presented. A cognitive approach to the adaptation of intelligent systems is proposed. The solution of the problem of adaptation of cyberphysical systems is considered within the framework of the cognitive paradigm. The structure of a cyberphysical system capable of solving adaptation problems is shown. The functions of OTS modules based on agent-oriented technology are described. A description of the adaptation algorithm using the cognitive planning mechanism is given. The main stages of solving problems of adaptation of cyberphysical systems are presented. A demo example of solving the problem of adaptation by a cyberphysical system-a cooking robot – is shown.Conclusion. Using the modular architecture of an intelligent system allows you to solve many problems. One of these tasks is to configure elements of the Internet of things when they deviate from their main function. The planning mechanisms proposed for parametric adaptation can be repeatedly applied in OTS modules as separate agents. This approach is relevant for elements of the Internet of things. In the case of expanding the functionality of the OTS modules of Internet of things, it is advisable to apply machine learning with fixing the results in the knowledge base of planning agents.

The article considers the conceptual basis of synonyms estimate, appraisal, assessment as a way of revealing their potential in combinations with adjectives. In the meaning of these synonyms there is a common sense “evaluation”, however, there are certain deep meaning components which should be taken into account when these synonyms go with adjectives. This article suggests the conceptual analysis of the given synonyms as a way of characterising their syntagmatic relations. Revealing characteristics of concepts ESTIMATE, APPRAISAL, ASSESSMENT leads to bringing to light all possible interactions of synonyms’ meaning and adjectives’ meaning in syntagmatic relations. The conceptual-definitional analysis is a major method of investigation which allows to study what is in common and what is different in the use of the given synonyms. They go with temporal and evaluative adjectives, as well as with adjectives of space semantics and those which denote an accurate, exact and complete performance. The independence of an estimating, appraising and assessing person and his/her licence or status as well as his/her interest are also important. Focusing on different conceptual characteristics leads to the differentiation of the given synonyms in their combinations with adjectives. The results of the case study support the proposed approach and can be regarded as a practical guide for the analysis of other synonyms’ syntagmatic potential, developing the linguistic competence of translators, teaching English as a foreign language and business advertising.

In today's world, political behavior is inevitable, the lack of resources and the increase in population has increased political conflicts, so the role of political leaders as a precise of the interests of the countries is more precisely. Political leaders as a representative of countries, groups, and political stream play a key role in resolving conflicts, political leaders are trying to resolve the conflicts and the success of the policy of politics, while these resources alone are not enough to succeed in the policy of politics, because all the parties involved in political conflicts have the benefits that are trying to keep it. Has the political skills of leaders like political intelligence, play a decisive role in resolving conflict The purpose of political intelligence is the ability to identify and manage their power bases and to direct political interests and political intelligence means the political intelligence of the awareness of the general affairs, the policy of community awareness and the ability to manage the reactions to the general affairs, in fact, leaders who have higher political intelligence, have politically an opportunity to benefit from interest, and in the practical possibility of a decision to take part in many times to achieve the goal, they act in a better reduction in personal and collective conflict and Hallo effect to influence the personal and collective benefits and in The creation of network and political coalition , They will behave more effectively . This research is a review that, using the cognitive science theory and the use of content analysis method, examines the components and functions of political intelligence in Political conflict analysis, the research results indicate that political intelligence with tacit is on components such as social games, political character, conquering emotions and dynamics of power, the ability to evaluate and root political conflicts well, and as a conceptual framework, it increases the possibility of political assessment

The article is devoted to the theoretical base of consideration of toponyms through the prism of cognitive and linguistic traditions. The author studies the advisability of introducing the terms "cognitive toponymy" and "cognitive toponym" and, after conducting a comprehensive analysis of domestic and foreign scientific literature on the topic, shows that, in general, researchers are careful with terminology in a cognitive toponymic context, preferring to replace the collocations "cognitive toponymy" and "cognitive toponym" by descriptive constructions. The article substantiates the conclusion about their necessity in an onomastic terminology system and puts forward proposals for the formulation of the definition of these terms. The author makes assumptions about the goals and objectives of cognitive toponymy as a science. The close connection between the scientific and cognitive approach and toponymy is supported by examples., Статья посвящена рассмотрению топонимов сквозь призму когнитивно-лингвистических традиций. Автор задается вопросом о целесообразности введения терминов «когнитивная топонимика» и «когнитивный топоним» и, проведя комплексный анализ отечественной и зарубежной научной литературы по теме, показывает, что, в целом, исследователи с осторожностью обращаются с терминологией в когнитивно-топонимическом контексте, предпочитая заменять словосочетания «когнитивная топонимика» и «когнитивный топоним» описательными конструкциями. В статье обосновывается вывод об их необходимости в ономастической терминосистеме и выдвигаются предложения по формулировке определения указанных терминов. Автор делает предположения о целях и задачах когнитивной топонимики как науки. Тесная связь научно-когнитивного подхода и топонимики подкрепляется примерами., Russian Linguistic Bulletin, Выпуск 3 (23) 2020

Extremism is one of the most pressing problems threatening the social and political stability of the state. The methodology of his research should include various approaches that allow us to identify the legal, social and cognitive aspects of extremist manifestations. The conclusions formulated should reflect the internal and external prerequisites for the emergence of extremist ideas, an organized form of activity, the presence of a structure, countermeasures and methods of rehabilitation of participants. Existing constructive methodological approaches and research methods of extremism are revealed in modern science. Extremism is presented as socio-political phenomenon, the illegality of which is determined by the state, based on the socially dangerous nature of the committed actions. Extremism is understood by society as deviance, given the nature of deviations from normative behavior. The article analyzes methodological approaches, the combination of which, in our opinion, is productive in the study of extremism. The degree of possible application of these methods is characterized. It is necessary to refuse to recognize the pathology of the personality of extremists as a criterion for studying because of the formation of erroneous and biased opinions. Cognitive approaches allow us to consider the behavior of extremists as rationally motivated, due to the normal functioning of the psyche and the corresponding cognitive biases. Socio-anthropological approaches help to determine the goals and objectives of the activity, the functional distribution of status roles, the specifics of behavior and thinking patterns, the characteristics of ideological attitudes, as well as the reconstruction of everyday life and social rituals. Mathematical and statistical methods help to identify patterns that can be measured, calculated, and predicted, such as the number of participants, the degree of involvement, and the level of radicalization of society. Important methodological principles include neutralizing the research position, evaluating the results objectively, and taking into account the historical and socio-political context. The methodology based on a combination of different research approaches allows developing an adequate system of counteraction against extremism and deradicalization of participants in extremist organizations.

A new cognitive approach is proposed for understanding the texts of planimetric tasks and for visualizing the task conditions to complement the syntactic-semantical sentence parsing. Two main difficulties in understanding texts of plane geometry tasks are observed: the ellipticity and vagueness of texts. To overcome the difficulties in understanding the task conditions it is proposed constructing cognitive models of objects and relations between them. The proposed cognitive approach is incorporated in an integrated system for automatic solving planimetric tasks with the natural language interface. The interactive visualization has been developed in the system. It depicts the syntactic and semantic structures as a result of natural language text analysis and searching for task solution. This visualization allows the users to obtain explanations associated with any elements of the images and to correct the tasks’ texts in dialog with the system. The destiny of the system is to serve for training schoolchildren in the domain of Euclidean geometry. The cognitive approach proposed can be a first step to automated analyzing plane geometry texts, in perspective, as a cognitively controlled parsing.

Cet article est basé sur une étude de cas des changements de la politique fiscale au Brésil. Dans ce pays, le paradigme du système fiscal a changé lors de la mise en oeuvre de la Constitution de 1988 et du processus de démocratisation. Toutefois, malgré ce changement initial de la politique, son paradigme s’est développé d’une manière différente de ce que la théorie cognitive a prescrit : pas comme un changement radical, mais plutôt d’une façon plus progressive. Ainsi, l’analyse du changement d’une politique publique qui s’appuie uniquement sur les critères cognitifs a montré des limites et n’explique pas le processus qui s’est produit dans le cas de la fiscalité au Brésil. Par ailleurs, les approches du néo-institutionnalisme ont proposé un modèle beaucoup plus raffiné pour expliquer le changement de politiques publiques en présentant un modèle basé sur des changements graduels. Cet article propose la notion de changement par « sédimentation cognitive » et défend une vision selon laquelle l’étude des changements de politiques publiques nécessite un lien entre les idées et les institutions, par la combinaison de l’approche cognitive et des théories du néo-institutionnalisme. En outre, la présente étude montre que dans le cas de la fiscalité au Brésil, des changements d’ordre cognitif ont par la suite entraîné des changements d’ordre institutionnel., This paper is based on a case study of the fiscal policy changes in Brazil. In that country, the paradigm of the tax system has changed following the implementation of the 1988 Constitution and the democratization process. Notwithstanding this initial change in policy, its paradigm has developed in a way different from what the cognitive theory has prescribed: not as a radical change, but in a more progressive way. Thus, the analysis of change in a public policy based solely on the cognitive criteria has shown limitations and does not explain the process that has occurred in the case of taxation in Brazil. Additionally, approaches to historical institutionalism have proposed a much more refined model for explaining the change in public policies by presenting a model based on incremental changes. This article proposes the notion of change by “cognitive layering” and defends a vision according to which the study on the changes of public policy requires a link between the ideas and the institutions, through the combination of the cognitive approach and neo-institutionalism theories. Furthermore, this study also shows that, in the case of taxation in Brazil, cognitive changes have subsequently led to institutional changes.

The modern transformation of society on the path to digital inevitably requires qualitative changes in all areas of its operation, especially in education. The relationship between the university and society is increasingly becoming a business relationship, which leads to the development of the relationship "supply and demand" and forces universities to change and improve ways of providing educational services and anticipate the demands of their customers. The purpose of scientific research is to study the implementation of the paradigm of open education in Ukraine and the prospects for the transition of postgraduate education to a new model - a virtual university of adult education. This will help to solve the problem of equal access to quality postgraduate education, which must meet the needs of modern society. The basic concepts of the research are considered, namely: "open education", "open educational environment", "virtual university" and the author's vision of their relationship is presented. The advantages of the activity of virtual universities are described and the foreign and domestic experience of their functioning is presented. The study was conducted using the bibliographic method, the method of structural-scientific analysis, comparison and systematization. This allowed to determine the feasibility of maximum use in the educational process of adult modern digital technologies, the implementation of training on the basis of a virtual university. Result. It is determined that the work of virtual universities is pedagogically, economically and socially expedient, and therefore should be a priority of public policy in the field of higher education in general and postgraduate in particular. Virtual University of Adult Education should become a new model of postgraduate education. Conclusions. The implementation of the concept of lifelong learning has a positive impact on economic growth and competitiveness of the country in the high-tech market and acts as a catalyst for reforming education in general. Modern human must not only adapt to new conditions, but also be effective in his professional activities, be the initiator of activity, the subject of life and work. For a partial solution to this problem, virtual universities are effective, which have already confirmed the pedagogical, economic and social feasibility of their creation and operation. Examples of their positive functioning are in foreign countries, the experience of their activities is observed in Ukraine Сучасна трансформація суспільства на шляху до цифрового неминуче вимагає якісних змін в усіх сферах його функціонування, особливо у сфері освіти. Відносини між університетом та суспільством усе більш набувають рис бізнес-відносин, що зумовлює розвиток співвідношення «попит-пропозиція» та змушує університети змінювати та вдосконалювати шляхи надання освітніх послуг та передбачати запити їх споживачів. Метою наукової розвідки є дослідження реалізації парадигми відкритої освіти в Україні та перспективи переходу післядипломної освіти на нову модель – віртуальний університет освіти дорослих. Це сприятиме розв'язанню проблеми рівного доступу до якісної післядипломної освіти, яка має відповідати потребам сучасного суспільства. Розглянуто основні поняття дослідження, а саме: «відкрита освіта», «відкрите освітнє середовище», «віртуальний університет» та представлено авторське бачення їх взаємозв’язку. Описано переваги діяльності віртуальних університетів та представлено зарубіжний і вітчизняний досвід їх функціонування. Дослідження було проведено з використанням бібліографічного методу, методу структурно-наукового аналізу, порівняння і систематизації. Це дозволило визначити доцільність максимального використання в освітньому процесі дорослих сучасних цифрових технологій, здійснення навчання на базі віртуального університету. Результат. Визначено, що робота віртуальних університетів є педагогічно, економічно та соціально доцільною, а тому має бути у пріоритеті державної політики у галузі вищої освіти в цілому та післядипломної, зокрема. Віртуальний університет освіти дорослих має стати новою моделлю післядипломної освіти. Висновки. Реалізація концепції освіти впродовж життя позитивно впливає на економічне зростання і конкурентоспроможність країни на ринку високих технологій та виступає каталізатором реформування освіти в цілому. Сучасна людина має не тільки адаптуватися до нових умов, але й бути ефективною у своїй професійній діяльності, бути ініціатором активності, суб’єктом життя і праці. Для часткового вирішенням цієї проблематики ефективними є віртуальні університети, що вже підтвердили педагогічну, економічну та соціальну доцільність їх створення і функціонування. Приклади їх позитивного функціонування є у зарубіжних країнах, досвід їх діяльності вже спостерігаємо і в Україні

The article focuses on the use of communicative and cognitive approaches to teaching a Foreign Language for Specific Purposes (FLSP). They are implemented through a crossword puzzle as a type of a didactic game. The purpose of the article is to substantiate the expediency of using communicative and cognitive approaches in teaching FLSP using a didactic game. The objectives of the scientific work are to identify theoretical and methodological aspects of using these methodological approaches to improve the teaching FLSP, to substantiate the pedagogical expediency of using crossword puzzles as varieties of a didactic game for high-quality mastery by students with the terminology of their future profession.Results. The organization of the educational process based on a communicative approach involves the focus of the student's training in the development of grammatical, lexical, phonetic and speech skills by performing exercises that have a communicative focus.The communicative approach contributes to the formation and development of communicative competence. The definition of "communicative competence" has been refined.The significance of the cognitive approach lies in the organization of active speech and thinking activities of students, as they are provided by language abilities as individual characteristics of a person, knowledge of linguistic and encyclopedic character, skills and needful motivation and communication environment.Discussion. The academic discipline "Foreign Language for Specific Purposes" is taught to students of non-language specialties. Conceptually and pedagogically expedient is its study by using communicative and cognitive approaches. They contribute both to the integration of the content of a linguistic training course with the content of professionally oriented disciplines and create favorable psychological and pedagogical conditions for deepening the psycholinguistic aspect of teaching the discipline. The use of crossword puzzles in classes in this discipline is teamwork in the form of a didactic game, which allow sits participants to demonstrate and develop the skills o audio, oral and written speech, to master elements of the heuristic method; it meets the realization of the need for the development of critical and creative thinking of students through the development of all types of communication activities.Methods.Theoretical methods have been used, in particular, general scientific: analysis, synthesis, comparison, generalization, specifying, which ensured the possibility of forming the initial provisions and distinguishing the main ideas and scientific approaches that form the theoretical basis for the study of the problem; specific: terminological analysis that allowed to determine the definitions of key concepts; cause-effect analysis, which contributed to the determination of the conditionality of the results of communicative activity by the influence of psychological characteristics of participants in its various types;structural and functional analysis is used to clarify the psycholinguistic features of the processes of preparation and doing of crossword puzzles; empirical methods: analysis of the content of the working curriculum in FLSP, Bloom's Taxonomy method. Conclusions.In modern conditions, the teaching of a foreign language should be oriented primarily to the subjects’ knowledge of the educational process of the deep mechanisms of the influence of language on the mental development of a specialist.Conceptually and pedagogically expedient is its study based on communicative and cognitive approaches that contribute to the integration of the content of a linguistic course with the content of professionally oriented disciplines.A didactic game using crossword puzzles contributes to the formation of communicative skills of students, update their general scientifical resource with vocabulary oriented to the profession У статті приділено увагу використанню комунікативного та когнітивного підходів до викладання іноземної мови професійного спрямування, які реалізуються за допомогою кросворду як різновиду дидактичної гри. Метою статті є обґрунтування доцільності використання комунікативного та когнітивного підходів у викладанні іноземної мови (за професійним спрямуванням) із застосуванням кросворду як різновиду дидактичної гри. Завданнями наукової праці є виявлення аспектів використання цих методологічних підходів для вдосконалення викладання іноземної мови професійного спрямування, обґрунтування педагогічної доцільності використання кросвордів як різновидів дидактичної гри для якісного оволодіння здобувачами вищої освіти термінологічним апаратом майбутньої професії. Результати. Організація навчального процесу на основі комунікативного підходу передбачає спрямованість навчання студента на вироблення в нього граматичних, лексичних, фонетичних і мовленнєвих умінь шляхом виконання вправ, що мають комунікативну спрямованість. Комунікативний підхід сприяє формуванню й розвитку комунікативної компетентності. Уточнено дефініцію поняття «комунікативна компетентність». Значущість когнітивного підходу полягає в організації активного мовлення та мисленнєвої діяльності студентів, якs забезпечуються мовними здібностями як індивідуальними особливостями людини, знаннями мовного та енциклопедичного характеру, вміннями та навичками, необхідною мотивацією, середовищем спілкування. Дискусія. Навчальна дисципліна «Іноземна мова (за професійним спрямуванням)» викладається студентам немовних спеціальностей, концептуально й педагогічно доцільним є її вивчення з використанням комунікативного та когнітивних підходів, які сприяють як інтегруванню змісту лінгвістичного навчального курсу із змістом професійно зорієнтованих дисциплін, так і створюють найбільш сприятливі психолого-педагогічні умови для поглиблення психолінгвістичного аспекту викладання дисципліни. Використання кросвордів на заняттях із зазначеної дисципліни є колективною діяльністю у вигляді дидактичної гри, яка дозволяє її учасникам демонструвати і розвивати навички аудіювання, усного та писемного мовлення, оволодівати елементами евристичного методу; воно відповідає реалізації потреби розвитку критичного й творчого мислення студентів засобами розвитку всіх видів комунікативної діяльності. Методи. Використано теоретичні методи, зокрема загальнонаукові: аналіз, синтез, порівняння, узагальнення, конкретизація, які забезпечили можливість формулювання вихідних положень і виокремлення основних ідей і наукових підходів, що становлять теоретичну основу дослідження проблеми; конкретнонаукові: термінологічний аналіз, що дозволив визначити дефініції ключових понять; причинно-наслідковий аналіз, що сприяв виявленню зумовленості результатів комунікативної діяльності впливом психологічних особливостей учасників різних її видів; структурно-функціональний аналіз, що застосовувався з метою з’ясування психолінгвістичних особливостей процесів підготовки та розгадування кросвордів; емпіричні методи: аналіз змісту робочої навчальної програми з іноземної мови (за професійним спрямуванням), метод таксономії Блума. Висновок. У сучасних умовах викладання іноземної мови має бути зорієнтованим насамперед на пізнання суб’єктами освітнього процесу глибинних механізмів впливу мови на розумовий розвиток фахівця. Концептуально й педагогічно доцільним є її вивчення на основі комунікативного та когнітивного підходів, які сприяють інтегруванню змісту лінгвістичного курсу із змістом професійно зорієнтованих дисциплін. Кросворд як різновид дидактичної гри сприяє формуванню комунікативних умінь студентів, наповненню їхнього загальнонаукового словника лексикою, зорієнтованою на професію.

В соответствии с новыми образовательными стандартами поэтапно осуществляется модернизация процесса преподавания второго иностранного языка, что требует поиска новых подходов к обучению. В данной статье рассмотрен вопрос о преподавании раздела «Письмо» при обучении китайскому языку для обучающихся общеобразовательных школ с точки зрения возможности внедрения метапредметного подхода. Данный подход предполагает не только овладение системой знаний при изучении второго иностранного языка, но и освоение универсальных способов действий. Процесс обучения при внедрении метапредметного подхода предполагает сознательное отношение к изучаемому материалу. В то же время сформированные универсальные учебные действия могут применяться для реализации научно-познавательного потенциала обучающегося на дальнейших этапах обучения. Рассмотрены различные подходы к обучению китайскому языку: академический, целостный, сознательный, системный, когнитивный, метапредметный. Когнитивный и метапредметный подходы в обучении иероглифическому письму, реализующиеся через целенаправленное обучение стратегиям учебно-познавательной деятельности и формированию универсальных учебных действий, рассмотрены в сравнении друг с другом. Представлена таблица, демонстрирующая различия подходов к обучению письменности с позиции репрезентации китайского письменного знака и различий содержания обучения. Проведен анализ авторских УМК по китайскому языку на предмет расхождений в видении авторами возможностей достижения метапредметных результатов. Проведенный анализ подтверждает недостаточную степень реализации метапредметного подхода в практике преподавания китайского языка как второго иностранного в средней школе, что, в свою очередь, является следствием недостаточной изученности соответствующей проблематики на теоретическом уровне., n accordance with the new educational standards, the modernization of the process of teaching a second foreign language is carried out step by step, which requires finding new approaches to teaching. This article considers the issue of teaching the section “Writing” while teaching the Chinese language to students of secondary schools in terms of the possibility of implementing a meta-disciplinary approach. This approach implies not only mastering the system of knowledge when studying a second foreign language, but also mastering universal ways of action. The learning process in the implementation of the meta-disciplinary approach implies a conscious attitude towards the material being studied. At the same time, the formed universal learning activities can be used to implement the scientific and cognitive potential of the student at further stages of learning. Different approaches to teaching Chinese are considered: academic, holistic, conscious, systemic, cognitive, and meta-disciplinary. The cognitive and meta-disciplinary approaches to teaching hieroglyphic writing, which are implemented through purposeful teaching of strategies of educational and cognitive activities and formation of universal learning activities, are considered in comparison with each other. A table showing the differences in approaches to teaching writing from the perspective of the representation of the Chinese written sign and the differences in the content of teaching is presented. An analysis of the authors’ textbooks on the Chinese language for the differences in the authors’ vision of the possibilities to achieve meta-disciplinary results is carried out. The analysis confirms the insufficient degree of implementing the meta-disciplinary approach in the practice of teaching Chinese as a second foreign language in secondary schools, which, in turn, is a consequence of the lack of study of the relevant issues at the theoretical level., Бизнес. Образование. Право, Выпуск 4 (61) 2022, Pages 493-497

В статье рассматривается структура концепта "sanctions" и доказывается его лингвокультурный статус в англоязычной прессе. The article studies a relatively new political concept "sanctions", realized in the discourse of the English-language press. The aim of the investigation is to describe the structure of the concept "sanctions" and to prove its linguocultural status.

Данная статья посвящена исследованию оценки как языковой категории. Раскрывается существующее в рамках когнитивного подхода понимание оценки как вида когнитивной деятельности человека и определяется место оценочного компонента в структуре лексического значения слова. Раскрываются содержания понятий 'оценка', 'оценочное суждение', 'стереотип', 'стереотипизация'. При исследовании когнитивной функции языка рассматривается изучение процессов его производства и понимания, типов когнитивных структур и их языковых репрезентаций, языковых и концептуальных категорий. Результаты показывают, что когнитивный подход остается на данном этапе развития науки о языке одним из наиболее перспективных методологических инструментов, позволяющих проникнуть в природу функционирования человеческого разума посредством обращения к языковым формам., This article is devoted to the study of evaluation as a language category. The understanding of evaluation as a type of human cognitive activity existing within the framework of the cognitive approach is revealed. The article defines the place of the evaluative component in the structure of the lexical meaning of the word. The contents of the concepts 'assessment', 'value judgment', 'stereotype', 'stereotyping' are revealed. The processes of language production and understanding, types of cognitive structures and their linguistic representations, linguistic and conceptual categories are considered in the study of the cognitive function of language. The results show that the cognitive approach remains at this stage of the development of the science of language one of the most promising methodological tools that allow us to penetrate into the nature of the functioning of the human mind by referring to language forms.

Рассматривается когнитивность, ее влияние на процесс обучения, особенности создания предметно-ориентированных обучающих систем, а также актуальность создания обучающих систем, основанных на когнитивном подходе. Представлена авторская модель обучающей программы по английскому языку, использующей психологические тесты для определения когнитивного портрета пользователя, формирования индивидуального подхода в его обучении в целях достижения более высокого результата обучения когнитивного развития., The article considers cognitiveness, its influence on the learning process, the features of creating subject-oriented learning systems, as well as the relevance of creating learning systems based on a cognitive approach. The article presents the author's model of the English language program based on psychological tests to determine the cognitive portrait of the user, the formation of an individual approach in his training in order to achieve higher cognitive development.

Искусство ашугов - крупнейшая и богатейшая отрасль устной народной литературы Азербайджана. Отличающееся оригинальностью и неповторимостью искусство ашуга, наряду с формированием и развитием на протяжении веков творческих традиций народа, также отражает богатый словарный запас нашего родного языка. В отличие от других жанров народ­ной литературы, ашугские стихотворения являются авторскими образцами, поэтому в ашугских сти­хах более ярко выражен индивидуальный подход к языку. Основная цель статьи – оп­ре­де­лить роль образных слов в раскрытии идеи и содержания азербайджанской ашугской поэзии, рас­крыть их смысл и возможности содержания, выявить сходства и различия в вы­ра­зи­тель­ности образных слов в этих примерах., The art of ashugs is the largest and richest branch of oral folk literature in Azerbaijan. The art of ashug, distinguished by its originality and uniqueness, along with the formation and development of the creative traditions of the people over the centuries, also reflects the rich vocabulary of our native language. Unlike other genres of folk literature, ashug poems are the author's samples, therefore, an individual approach to the language is more pronounced in ashug poems. The main goal of the article is to determine the role of figurative words in disclosing the idea and content of Azerbaijani ashug poetry, to reveal their meaning and content possibilities, to identify similarities and differences in the expressiveness of figurative words in these examples., Межвузовский тематический научный сборник "Актуальные проблемы гуманитарных наук", Выпуск 4-2021 2022, Pages 45-50

Данная статья посвящена использованию когнитивного подхода на уроках иностранного языка при обучении лексической стороне речи. В этой статье раскрыты основные положения когнитивного подхода, а также преимущества использования данного подхода на уроках иностранного языка в высшей школе. Анализ научных статей и обобщение накопленного педагогического опыта позволяет констатировать факт, что существуют как положительные, так и отрицательные тенденции использования когнитивного подхода. В связи с этим автор определяет ряд проблем и возможные пути совершенствования современной модели при обучении иноязычной лексике в высшей школе. Обучение иностранному языку в вузе требует новых образовательных решений. Это обусловлено в первую очередь тем, что специфика данного предмета создает благоприятные условия для реализации различных образовательных подходов и методик, которые также могут быть направлены на формирование основных компетенций, затрагивающих когнитивные аспекты личностного потенциала будущего специалиста, а также его навыки успешного взаимодействия с обществом. Именно поэтому наиболее перспективным направлением в обучении иностранному языку сегодня представляется когнитивно-коммуникативный подход, сочетающий в себе знания когнитивной психологии и методологию коммуникативного подхода., The article reveals how to use the cognitive approach in foreign language lessons when teaching the lexical side of speech. The work highlights the main provisions of the cognitive approach, as well as the advantages of using this approach in foreign language lessons in high school. The analysis of scientific articles and generalization of accumulated pedagogical experience allows us to state the fact that there are both positive and negative trends in the use of the cognitive approach. In this regard, the author identifies a number of problems and possible ways to improve the modern model when teaching foreign language vocabulary in high school. Teaching a foreign language at a university requires new educational solutions. This is primarily due to the fact that the specifics of this subject create favorable conditions for the implementation of various educational approaches and techniques, which can also be aimed at the formation of core competencies affecting the cognitive aspects of the personal potential of a future specialist, as well as his skills of successful interaction with society. That is why the most promising direction in teaching a foreign language today is the cognitive-communicative approach, combining knowledge of cognitive psychology and the methodology of the communicative approach.

Textbooks are fundamental didactic tools employed in the foreign language (FL) classroom, even in the era of information technologies. FL textbooks contain relevant information about the target language (TL) and the TL culture, enhance levels of students’ language proficiency and cultural literacy and should aim at developing students’ skills of intercultural communication which goes in line with the main goal of modern FL education worldwide – developing intercultural competence. Intercultural competence is seen as the ability to conduct communication with representatives of the TL community with regard to the sociocultural background of the communicative situation. Thus, modern FL textbooks should be interculturally oriented and develop FL students’ knowledge not only of the target language, but also knowledge and a better understanding of the TL culture.The aim of the paper is to present the structure of the FL textbook analysis from the perspectives of the cognitive and linguocultural approaches in the teaching of foreign languages. The two approaches play an essential role for fostering students’ intercultural competence, the first one aiming at activating students’ intellectual processes, developing their cognitive skills in mastering a foreign language and culture, and the latter – at expanding their linguocultural literacy, enhancing their ability to contrast, compare cultures, find similarities and differences across cultures, and respect these., Оқулық оқу-тәрбие үдерісінің ажырамас бөлігі және негізгі дидактикалық құралы ретінде бүкіл оқу үдерісінің мазмұнын анықтайды. Білім сапасы оқулықтардың мазмұнына тікелей байланысты болғандықтан оқулықты дұрыс таңдау өте маңызды. Соңғы кездері ғалымдардың, мұғалімдердің, әдіскерлердің жалпы оқулықтарды, оның ішінде шет тілі оқулықтарын жасауға деген қызығушылықтары артып отыр. Бұл, ең алдымен, оқулықтың жаңа ұрпақ бойына сіңіретін оқу материалы деңгейіндегі әлеуметтік тәжірибенің сақтаушысы екендігімен байланысты. Шетел тілі бойынша заманауи оқулық студенттердің мәдениетаралық қарым-қатынас дағдыларын дамытуға бағытталуы керек, ал бұл болса қазіргі шет тілін оқытудың басты мақсаты – мәдениетаралық құзыреттілікті дамытуға сәйкес келеді. Мәдениетаралық құзыреттілік – басқа мәдениет өкілдерімен сәтті және адекватты өзара әрекеттесу үшін қажетті қабілеттердің жиынтығы.Мақалада шет тілдерін оқытудағы когнитивтік және лингвомәдени тәсілдер қағидаларын жүзеге асыру тұрғысынан шет тілі оқулықтарын талдау құрылымы берілген. Когнитивтік және лингвомәдени тәсілдердің бірлігі студенттерге әртүрлі лингвистикалық мәдениет өкілдерінің сана бейнелеріндегі айырмашылықтар туралы түсінік береді, олардың ұлттық қауымдастығының тілі мен мәдениетінің ерекшеліктерін тануға ықпал етеді, бұл мәдениетаралық қарым-қатынас дағдылары дамуының тиімділігін қамтамасыз етеді., Учебник, являясь неотъемлемым компонентом и главным дидактическим средством, определяет содержание образовательного процесса. Выбор подходящего учебника играет особенно важную роль, поскольку от содержания учебников зависит качество образования. В последнее время наблюдается рост интереса ученых, педагогов, методистов к созданию учебников в целом и учебников по иностранному языку в частности. Это объясняется в первую очередь тем, что учебник является хранителем социального опыта на уровне учебного материала, подлежащего усвоению новым поколением. Современный учебник по иностранному языку должен быть нацелен на развитие у обучающихся навыков межкультурного общения, что соответствует главной цели современного иноязычного образования – развитие межкультурной компетенции. Межкультурная компетенция представляет собой совокупность способностей, необходимых для успешного и адекватного взаимодействия с представителями иной культуры.В статье представлена структура анализа учебников по иностранному языку с точки зрения реализации в них принципов когнитивного и лингвокультурологического подходов в обучении ИЯ. Единство когнитивного и лингвокультурологического подходов дает обучающимся представление о расхождениях в образах сознания представителей разных лингвокультур, способствует осознанию особенностей языка и культуры своего национального сообщества, что обеспечивает эффективность развития навыков межкультурного общения., Педагогические науки, Выпуск 2 (65) 2022

У статті висвітлено основні положення теорій сучасного термінознавства (зокрема теорії соціокогнітивного термінознавства, теорії фреймового аналізу, комунікативної теорії «дверей»), розроблених з урахуванням принципів лінгвокогнітивістики. Розглянуті в статті теорії дозволяють сформувати більш глибоке розуміння природи терміна, оскільки вони враховують зв’язок між прототиповою категоризацією, реалізованої у картині світу, та актуалізацією терміна як знака спеціального поняття у сфері фахової комунікації. Разом з цим специфіка когнітивного підходу до аналізу термінології забезпечує розширення діапазону розуміння її функцій, зокрема комунікативної функції, та її місця в розумовій діяльності людини. Зазначено, що теорія соціокогнітивного термінознавства застосовує соціолінгвістичні принципи до теорії термінології та враховує термінологічні варіації шляхом визначення варіантів термінів на тлі різних контекстів їх використання. Відповідно до теорії фреймового аналізу термінології стверджується, що спроби знайти відмінність між термінами та загальновживаними словами більше не є плідними або навіть життєздатними, і що найкращий спосіб вивчення спеціальних одиниць знань – це вивчення їх поведінки в різногалузевих текстах. Наголошено, що фрейм є мінімальною одиницею, яка використовується для характеристики будь-якого об’єкта оточуючого світу. Вивчення термінології на основі фреймів зосереджується: по-перше, на концептуальній організації; по-друге, на багатомірності термінологічних одиниць; по-третє, на вилученні семантичної, а також певної синтаксичної інформації за допомогою використання багатомовних корпусів. У дослідженні термінології на підґрунті фреймів концептуальні мережі вибудовуються на основній події предметної сфери, яка генерує шаблони для дій і процесів, що відбуваються в цій галузі, а також об’єктів, які беруть участь у цих діях і процесах, і типів інформації, які містить ця галузь. The article highlights the main theories of modern terminology (including the theory of sociocognitive terminology, the theory of frame analysis, communicative theory of “doors”), developed on the basis the principles of linguocognitivism. The theories discussed in the article provide a deeper understanding of the nature of the term, as they take into account the relationship between the prototype categorization implemented in the world view and the actualization of the term as a sign of a special concept in professional communication. At the same time, the specifics of the cognitive approach to the analysis of terminology gives an expansion of the range of understanding of its functions, in particular the communicative function, and its place in human mental activity. It is noted that the theory of sociocognitive terminology applies sociolinguistic principles to the theory of terminology and takes into account terminological variations by determining variants of terms against the background of different contexts of their use. According to the theory of frame analysis of terminology, it is argued that attempts to distinguish between terms and common words are no longer fruitful or even viable, and that the best way to research into special units of knowledge is to study their behavior in multidisciplinary texts. It is emphasized that the frame is the minimum unit exploited to characterize any object in the surrounding world. The study of frame-based terminology focuses: firstly, on conceptual organization; secondly, on the multidimensionality of terminological units; thirdly, on the extraction of semantic as well as certain syntactic information through the use of multilingual corpora. In the study of frame-based terminology, conceptual networks are built on the main event of the subject area, which generates patterns for actions and processes occurring in this area, as well as objects involved in these actions and processes, and types of information of this industry.

Предлагаемая статья представляет собой продолжение исследования проблемы верификациилингвокультурологических построений, связанных с анализом культурно значимого понятия успеха. Основная задачастатьи – применить на практике методологические соображения автора относительно возможностей и ограниченийдефиниционного анализа и продемонстрировать интерпретационный потенциал анализа словарных дефиницийлексемы успех в русском языке в когнитивном контексте. Материалом для анализа послужили словарные дефинициилексемы успех в толковых словарях дореволюционной, советской и постсоветской эпох, которые нагляднодемонстрируют варьирование семантического представления лексемы успех. Анализ основывается на сравнениилексикографических описаний и направлен на выявление семной структуры слова. Семное описание рассматриваетсякак информационная база для интерпретации с точки зрения особенностей восприятия и осмыслениясоциокультурного явления успеха. В результате семного описания и когнитивной интерпретации каждого лексико-семантического варианта реконструируется и описывается в нарративном виде инвариантное значение слова. Онопредставляет собой когнитивную модель высокой степени абстракции, обладающую прототипическим эффектом, тоесть связывающую всю сеть системно-языковых значений слова и лежащую в основе контекстно-обусловленных иличностно-ассоциативных словоупотреблений. В статье также уделяется внимание верификации результатовдефиниционного анализа лексемы успех посредством системного методологического подхода, суть которогозаключается в установлении общих семантических закономерностей на разных этапах комплексного семантическогоанализа понятия., The proposed article is a continuation of the study of the problem of verification of linguistic and cultural constructionsassociated with the analysis of the culturally significant concept of success. The main objective of the article is to apply inpractice the author's methodological considerations regarding the possibilities and limitations of definitional analysis and todemonstrate the interpretive potential of analyzing the dictionary definitions of the word success in Russian language in acognitive way. The material for the analysis was the dictionary definitions of the word success in explanatory dictionaries ofthe pre-revolutionary, Soviet and post-Soviet eras, which clearly demonstrate the variation in the semantic representation of thelexeme success. The analysis is based on a comparison of lexicographic descriptions and is aimed at identifying the semanticstructure of a word. The semantic description is considered as an information base for interpretation from the point of view ofthe characteristics of perception and understanding of the socio-cultural phenomenon of success. As a result of the semanticdescription and cognitive interpretation of each lexical-semantic variant, the invariant meaning of the word is reconstructedand described in a narrative form. It is a cognitive model of a high degree of abstraction, which has a prototypical effect, thatis, it connects the entire network of system-linguistic meanings of a word and underlies context-based and personal-associativeword usage. The article also pays attention to the verification of the results of the definitional analysis of the lexeme successthrough a systematic methodological approach, the essence of which is to establish general semantic patterns at different stagesof the complex semantic analysis of the concept., Russian Linguistic Bulletin, Выпуск 1 (29) 2022, Pages 11-15

Важной проблемой, решение которой значимо для музыкально-педагогической практики, является процесс подготовки учащихся музыкальных училищ (колледжей) к самостоятельной профессиональной деятельности. Автор статьи обращает внимание на такой важнейший аспект профессионального мастерства музыканта, как психолого-педагогическая компетентность, а также обосновывает необходимость использования в процессе обучения игре на духовых инструментах (в частности, тромбона и тубы) когнитивного подхода., An important problem, the solution of which is important for musical and pedagogical practice, is the process of preparing students of music schools (colleges) for independent professional activity. The author of the article draws attention to such an important aspect of a musician's professional skill as psychological and pedagogical competence, and also justifies the need to use a cognitive approach in the process of learning to play wind instruments (in particular, trombone and tuba).

Purpose of research. The aim of the study is the use of cognitive technologies for the formation of speech dialogue management models. At present, for the development of the Internet of things, the expansion of communicative opportunities for their interaction, it is important to improve speech dialogue management models in many areas. The need for dialogue can arise between cyber-physical systems, between a person and cyber-physical systems, between users, developers, and administrators. The speech dialogue management models covers many issues related to processing a speech signal, semantic analysis, understanding the meaning of speech, using cognitive mechanisms for interaction, and some others. A special place among them is occupied by the problem of building a speech dialogue between users, developers, and cyberphysical systems. This article is devoted to the consideration of the use of speech dialogue management models of intelligent systems, as well as users, developers, administrators.Materials and methods of research. New approaches and methods are required to solve the problems within the framework of the Industry 4.0. The industry 4.0 concept represents a variety of technologies, including the creation of cyber-physical systems, a variety of different protocols for their interaction. One of its main directions is the Internet of things. Cognitive mechanisms associated with the formation and application of concrete sensory images, concepts-representations, concepts-frames are used to solve the problems of model formation. To form the abilities and speech skills for the communicative activities of the participants of the interaction within the framework of the Industry 4.0 concept, the methods associated with mastering foreign language technologies were used. The ultimate goal of their use is to achieve the ability to master spontaneous speech in both everyday and professional situations. Mastering a foreign language involves the use of cognitive technologies, which allows you to develop the structure of mental operations.Results. Some features of the formation of a voice dialogue management model for intelligent systems and the preparation of interaction participants in the framework of the concept — users, developers, and industrial system administrators – are considered. The application of cognitive mechanisms for organizing and using the model of speech dialogue management is shown. The use of conceptual representations and scripting concepts in intelligent systems allows us to develop the structure of the world model. The application of cognitive mechanisms for training interaction participants, within the framework of the Industry 4.0 concept, improves their training by improving understanding of the material being studied by building logical connections and a mental model of the material. Using concepts allows you to build mental models of your own thoughts. At the end of all mental operations, participants in the interaction acquire the ability to form speech dialogue management models.Conclusion. The use of cognitive technologies makes it possible, both for intelligent systems and for interaction participants, to use generalized static structures of concepts, situations, and dynamic structures for real and mental operations. The active use of such structures makes it possible to better understand the current situation and successfully formulate and use voice dialogue management models for solving problems arising during the development of the Industry 4.0 concept.

In today's digital world, information is exchanged among various sources, and it is expected that each interaction or transaction among the sources must be reliable and secure. In these circumstances, blockchain technology can be applied to ensure healthcare data security in an efficient way. Blockchain is an ordered list of records linked together through a chain of blocks in a distributed ledger. It is a decentralized and tamper-proof database system. It can be used to store the medical records of patients and play a vital role in healthcare to maintain and share medical data securely. At present, many scholars are focusing on the privacy and security in electronic health record (EHR) sharing based on blockchain technology. But still, the security of health data plays a significant challenge. A Cognitive Approach blockchain-based cryptographic curve hash signature (BC-CCHS) technique is proposed to secure patients' medical records and share their personal health data safely and conveniently. The proposed approach is carried out in the Hyperledger framework. Here, several phases like registration, authentication, uploading, and requesting are involved in enhancing the security mechanism. The proposed methodology is experimentally tested and validated with the existing techniques regarding encryption time, decryption time, throughput, delay, and overall processing time.

The purpose of the article is to highlight the features of cognitive approach to interpret the phenomenon of terms metaphorization. The analysis was carried out with the actualization of economic vocabulary. The object of the analysis is terms-metaphors formed on the basis of cognitive processes. Cognitive mechanisms of their metaphorization are chosen as the subject of the study. The descriptive method, as well as the methods of definitive, structural-semantic, comparative and lexicographic analysis are used for this purpose. The results of the research. The significance of cognitive metaphorical term formation is proved. It is established that cognitive terminological metaphor is a tool enabling to represent a new special concept through familiar objects and realities of another field of knowledge, and is realized not only as a means of nomination but also as a way to define concepts. It is determined that the peculiarity of cognitive metaphorization of terms is the ability of a specialist to establish some similarities between different elements of particular fields of knowledge, visualization of one component through another one. The most frequent types of cognitive metaphorization in economic terminology namely gestalt, diffuse and structural are traced. It was found that a powerful factor in the formation of the economic sector terminology is precedent metaphors, formed on the basis of the images actualization of the heroes from famous works. The field of the results application: the material collected and processed can be used in compiling terminology dictionaries, further organization and description of economic terminology. Conclusions. Terminological metaphor in the economic terminology system has high activity and cognitive nature. Precedence is an integral feature of the modern terminology. Terminology dictionaries though do not keep up with recording new metaphorized units, but carefully and accurately codify them, testifying to the full the level of intellectual resource and cognitive thinking of a nation., Цель статьи — раскрыть особенности когнитивного подхода к интерпретации феномена метафоризации терминов. Анализ осуществлён с актуализацией экономической лексики. Объект анализа — термины-метафоры, образованные на основе когнитивных процессов. Предметом рассмотрения избраны когнитивные механизмы их метафоризации. Для этого применены описательный метод, приёмы дефинитивного, структурно-семантического, сравнительного и лексикографического анализа. Результаты исследования. Доказана значимость когнитивного метафорического терминообразования. Установлено, что когнитивная терминологическая метафора — это инструмент, позволяющий представить новое специальное понятие через известные объекты, реалии другой сферы знаний, и реализуется не только как средство номинации, но и как способ дефинирования понятий. Определено, что особенность когнитивной метафоризации терминов заключается в способности специалиста устанавливать сходство между различными элементами отдельных отраслей знаний, видении одного компонента через другой. Отслежены наиболее частотные разновидности когнитивной метафоризации в экономической терминологии: гештальтный, диффузный, структурный. Выяснено, что мощный фактор формирования терминологии экономической сферы — это прецедентные метафоры, образованные на основе актуализации образов героев известных произведений. Область применения результатов: собранный и обработанный материал может быть использован при составлении терминологических словарей, дальнейшем упорядочении и описании экономической лексики. Выводы. Терминологическая метафора в экономической терминосистеме имеет высокую активность и когнитивный характер. Прецедентность — неотъемлемый признак современной терминологии. Терминологические словари, хотя и не «успевают» фиксировать новые метафоризованные единицы, но взвешенно и выверенно кодифицируют их, максимально подтверждая уровень интеллектуального ресурса и когнитивного мышления нации., Мета статті – висвітлити особливості когнітивного підходу до інтерпретації феномена метафоризації термінів. Аналіз здійснено з актуалізацією економічної лексики. Об’єкт аналізу – терміни-метафори, утворені на основі когнітивних процесів. Предметом розгляду обрано когнітивні механізми їх метафоризації. Для цього застосовано описовий метод, прийоми дефінітивного, структурно-семантичного, порівняльного та лексикографічного аналізу. Результати дослідження. Доведено значущість когнітивного метафоричного термінотворення. Установлено, що когнітивна термінологічна метафора – це інструмент, який дає змогу репрезентувати нове спеціальне поняття через відомі об’єкти, реалії іншої сфери знань, і реалізується не лише як засіб номінації, але і як спосіб дефініювання понять. Визначено, що особливість когнітивної метафоризації термінів полягає у здатності фахівця встановлювати подібність між різними елементами окремих галузей знань, баченні одного компонента через інший. Відстежено найчастотніші різновиди когнітивної метафоризації в економічній термінології: гештальтний, дифузний, структурний. З’ясовано, що потужний чинник формування термінології економічної галузі – це прецедентні метафори, утворені на основі актуалізації образів героїв відомих творів. Галузь застосування результатів: зібраний і опрацьований матеріал може бути використаний під час укладання термінологічних словників, подальшого упорядкування й опису економічної термінології. Висновки. Термінологічна метафора в економічній терміносистемі має високу активність і когнітивний характер. Прецедентність – невід’ємна ознака сучасної термінології. Термінологічні словники не «встигають» фіксувати нові метафоризовані одиниці, але виважено й вивірено кодифікують їх, максимально засвідчуючи рівень інтелектуального ресурсу й когнітивного мислення нації.

I argue that the Gospel of Mark is recognizable as a coherent narrative according to textual and contextual cues. I ground my argument with a definition of “narrative” and a culturally informed cognitive model of textual production and reception. Then, I perform an analysis of Mark’s textual cues for narrative coherence. Finally, I argue that the coherence of the narrative facilitates Mark’s communication of genre. Though different social and cultural frames inevitably generate variety in audience recognition and reception of Mark’s gospel, textual cues suggest that the evangelist narrates a biblical apocalyptic-eschatological history framed as the εὐαγγέλιον. Publisher PDF

Financial education is a subject that still presents great challenges for its dissemination in Brazil since, despite the efforts made in recent years, it still lacks studies, especially regarding methodological discussions and teaching practices. This study sought to describe a pedagogical intervention in financial education from the cognitive approach, in a project carried out in the counter shift of the academic period of a public educational institution. It is a descriptive research of qualitative nature and had as an analysis procedure the observation carried out by the mediators, from the data collected through questionnaires filled out by the students. Students from technical courses integrated to high school at a Federal Educational Institution participated in the research and had as mediators a Finance Professor and a Psychologist. As a result, the cognitive approach was positive for the realization of financial education initiatives, since the fact that the teacher presents himself as a mediator and the student as an active part in the learning process enabled the redefinition of the school space, the course and the contents studied. A educação financeira é um assunto que ainda apresenta grandes desafios para sua disseminação no Brasil visto que, apesar dos esforços realizados nos últimos anos, ainda carece de estudos, principalmente quanto a discussões metodológicas e práticas de ensino. Pensando nisso, este estudo buscou descrever uma intervenção pedagógica em educação financeira a partir da abordagem cognitivista, em um projeto realizado no contra turno do período letivo de uma Instituição pública de ensino. Trata-se de uma pesquisa descritiva de natureza qualitativa e teve como procedimento de análise a observação realizada pelos mediadores, a partir dos dados colhidos por meio de questionários preenchidos pelos estudantes. Participaram da pesquisa estudantes de cursos técnicos integrados ao Ensino Médio de uma Instituição Federal de Ensino e teve como mediadores um Professor de Finanças e uma Psicóloga. Como resultados, a abordagem cognitivista foi positiva para a realização de iniciativas de educação financeira visto que o fato do professor se apresentar como mediador e o estudante como parte ativa no processo de aprendizagem possibilitaram a ressignificação do espaço escolar, do curso e de conteúdos estudados.

Diagnosis of primary progressive aphasia (PPA) is essentially based on the identification of progressive impairment of language abilities while other cognitive functions are preserved. The three variants of PPA are characterized by core and supportive clinical features related to the presence or absence of language impairment in different linguistic domains. In this article, we review the cognitive neuropsychological approach to the assessment of PPA and its contribution to the differential diagnosis of the three variants. The main advantage of this assessment approach is that it goes beyond the mere description and classification of clinical syndromes and identifies impaired and preserved cognitive and linguistic components and processes. The article is structured according to the main language domains: spoken production, language comprehension, and written language. Each section includes a brief description of the cognitive processes involved in the assessment tasks, followed by a discussion of typical characteristics for each PPA variant and common pitfalls in the interpretation of the results. In addition, the clinical benefit of the cognitive neuropsychological approach for the behavioral management of PPA is briefly sketched out in the conclusion.

The purpose of this article is to define the communicative functions which monologue speech performs; to describe the characteristics of monologue speech; to show psychological approaches for building up a monologue-story. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The results of the research. We distinguish the main psychological approaches which help pupils to understand English texts. The first one is the approach of Hermeneutics. It sees in the interpretation of the subject perceiving the novel, which is based on the imagination and intuition of the recipient, which allows him / her not only to reveal the author’s idea, but also to feel the process of creating the text. General theoretical backgrounds of hermeneutics and the approach to understanding as the actualization of reflection will be presented in our further articles. The process of understanding how to build meanings occurs by actualizing reflection, the most important source of the person’s experience that allows a person to improve his / her personality. The next approach is psycho-linguistic. We proved that the comprehension of the text was directly connected with the understanding of the person’s speech. We formulated the main aspects, which in subsequent psycholinguistic and cognitive studies were explained in the following aspects: 1) the activity basis of speech, such as its extralingual characteristics; 2) internal speech or universal subject code; 3) the concept of meaning and significance. Conclusions. The main for building up a monologue-story is a cognitive approach. The defining feature of the cognitive approach for the study of comprehension was the position that language was only a small part of the holistic phenomenon that speakers are trying to learn. The process of cognition is based on the complex interactions of memory processes, physiological characteristics of a man, his / her knowledge of the world, the social context of utterances, ways of interaction of all the activities of the individual in general and the organization of all types of knowledge in particular. The cognitive approach characterizes two main factors: 1) shifting the attention of researchers from the object (a text) to the subject («Me – the speaker»; «Me – the listener»; «Me – the reader»); 2) shift of the person’s attention from clearly identified micro-units, which are considered in isolation, to units with a high degree of complexity. In the first case, the understanding of speech is considered as a constructive activity of the subject, carried out on the basis of his / her knowledge; in the second one, involving more complex units for comprehension analysis instead of relatively simple messages. Accordingly, along with the text, the object of the activity, we try actively studying the subjects-speakers (listeners / readers) processes. The movement from meaning to sense determines the very process of understanding, in which we identify several integrated stages that have semantic independence: a psychophysiological perception of a physical sign (a word, color, spatial form); a recognition of meaning (as «a friend» or «a stranger»); understanding its recurring (general) meaning in language; understanding its significance in the specified context (near or far); active-dialogic understanding (agreement – disagreement), such as the evaluative moment in understanding., Мета статті – визначити комунікативні функції, які виконує монологічне мовлення; описати характеристики монологічного мовлення; показати психологічні підходи до побудови монологу-розповіді. Для розв’язання поставлених у роботі завдань використано такі теоретичні методи дослідження: категоріальний, структурно-функціональний, аналіз, систематизація, моделювання, узагальнення. Результати дослідження. Ми розрізняємо певні психологічні підходи до побудови монологу-розповіді. Перший підхід є герменевтичним. Герменевтика вбачає в розумінні інтерпретацію людини, яка сприймає художній текст автора; в основі цього процесу покладено уяву й інтуїцію реципієнта, що дає змогу йому не лише розкрити задум автора, а й відчути процес створення тексту. Зазначено, що процес розуміння як побудова смислів відбувається шляхом актуалізації рефлексії, найважливішого джерела досвіду, що дозволяє людині удосконалювати її особистість. Наступний напрямок є психолінгвістичним. Доведено, що цей напрямок дослідження розуміння тексту безпосередньо пов’язаний із розумінням мовлення. Сформульовано основні положення, які в подальших психолінгвістичних і когнітивних дослідженнях були експліковані в таких аспектах: 1) діяльнісна основа мовлення, тобто її екстралінгвальні характеристики; 2) внутрішнє мовлення, або універсальний предметний код; 3) поняття значення й смислу. Висновки. Показано, що для побудови монологу-розповіді базовим є когнітивний підхід. Визначальною ознакою цього підходу стало положення про те, що мова є лише незначною частиною цілісного явища, яке співрозмовники намагаються пізнати. Процес пізнання відбувається на основі комплексної взаємодії процесів пам’яті, фізіологічних властивостей людини, її знань про світ, соціального контексту висловлювань, способів взаємодії всієї діяльності особистості загалом та організації всіх типів знань зокрема. Когнітивний підхід характеризується двома основними чинниками: 1) зміщення уваги дослідників від об’єкта (тексту) до суб’єкта («я – адресант»; «я – адресат»; «я – читач»); 2) зміщення уваги від чітко виявлених мікроодиниць, які розглядаються ізольовано, до одиниць, що вирізняються високим ступенем складності. У першому випадку розуміння мовлення розглядається як конструктивна діяльність суб’єкта, що здійснюється на основі його знань; у другому – як залучення складніших одиниць для аналізу розуміння замість порівняно простих повідомлень. Відповідно, поряд із текстом – об’єктом діяльності – слід також активно вивчати суб’єктів-адресантів (адресатів / читачів). Визначено, що рух від значення до смислу визначає сам процес розуміння, у якому ми виокремлюємо декілька інтегрованих етапів, що мають змістову самостійність: психофізіологічне сприйняття фізичного знаку (слова, кольору, просторової форми); впізнання його (як знайомого чи незнайомого); розуміння його повторюваного (загального) значення в мові; розуміння його значення в певному контексті (найближчому чи далекому); активно-діалогічне розуміння (погодження – непогодження), тобто експлікація оціночного моменту в розумінні.

The paper highlights the most typical features of the lexico-grammatical category of diminutiveness from the derivational point of view. The correlation between language and culture, language and national linguistic traditions, language and national mentality is revealed through the category under study. The results of the research prove that applying cognitive approach to the analysis of the category of diminutiveness on the derivational level enables us to reveal: a) the existing asymmetry of linguistic images of the world in different languages, b) graduality of the lexico-grammatical category of diminutiveness in Modern Russian which brings forth peculiar derivational clusters.

Purpose of the study.The aim of the study is the formation of the modular architecture of an intelligent system for solving the problems of the Internet of things. For this, modern trends in the development of technologies are considered, among which the most significant, promising areas and events in the field of information technologies are highlighted. Among these areas, events highlighted: the introduction of Industry 4.0 technologies; use of cloud, fog computing; machine learning; cognitive approach in the field of artificial intelligence; development of cognitive computing. The main content of these areas is disclosed. In the context of the Internet of things, the modular architecture of an intelligent system is considered and its modules for solving tasks of purposeful behavior are described. As part of the development of the Internet of things, approaches to the management of innovative processes are considered. Emphasis is placed on the use of cognitive maps. With an increase in the volume of information, problems arise in making effective decisions. For this, intelligent systems focused on the use of conceptual representations and scripting concepts are considered.Materials and research methods.When solving problems within the framework of the Industry 4.0 concept (the Internet of things), new approaches and methods are required. System Industry 4.0 represents many technologies, including the creation of devices, sensors, and many protocols for their interaction. One of its main directions is the Internet of things, which represents a new step in improving the Internet. For the development of the Internet of things, fog computing is used that extends and complements cloud computing. One of the central places on the Internet of things is machine learning. A brief description of the basic methods of machine learning is given. The use of a cognitive approach in the context of understanding and using mechanisms that allow a person to decipher information about reality and organize it for comparisons, decision making and many new tasks that arise in everyday life is shown. The developing directions of cognitive computing are presented.Results.The modular architecture of an intelligent system for solving the problems of the Internet of things is proposed: modules of an intelligent system for solving the problems of the Internet of things using sensory images; intelligent system modules for solving the problems of the Internet of things using conceptual representations; intelligent system modules for solving the problems of the Internet of things using concept scenarios. Significant, promising areas and events in the field of information technology are presented and their main content is disclosed. Approaches to the management of innovative processes are considered. The use of a fuzzy cognitive map is described, which reflects the stages and factors of creating a robot vacuum cleaner that affect the life cycle.Conclusion.Using the modular architecture of an intelligent system allows you to solve the problem of targeted behavior using sensual images of the world. Such systems can be used to solve the problems of the Internet of things. Using an integrated approach to the description of reality, the intelligent system of modular architecture allows the formation of conceptual representations and conceptual scenarios. They can reduce the flow of information, which is important for the Internet of things and the Internet of everything. Description of significant, promising areas in the field of information technology, approaches to managing innovative processes gives an understanding of the development of cognitive computing.