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In field experiments, an insect was trained to choose one of two visually different figures – A or B – in reference to situation (“situational learning”). Bees and wasps were shown to be able: 1) to choose A and to reject B at one location (place) of presentation of test figures and vice versa at the other location (at a distance of 1–8 m); 2) to choose A and to reject B at C-colored background and vice versa at D-colored background (at constant location). It is the first evidence of bees’ ability to make decisions depending on background color and the first evidence of wasps’ ability to perform situational learning. The described behaviors resemble “conditioned switching”, which is well known in vertebrates. Statistically significant individual differences between conspecifics have been recorded

The paper proves that speech genres as forms of text production and interpretation claim to be one of the main objects of formal linguistic analysis in comprehensive papers on cognitive modeling – an intensively developing trend of artificial intelligence. Understanding a speech genre as a form of spiritual socio-cultural activity (artistic, scientific, political, ideological, etc.) at the level of its objectification through a system of speech actions in the text as a communication unit allows to describe the systems of speech genres in various spheres of communication. The authors analyze speech genres which objectify the main stages of an academic theoretical research. By means of artificial intelligence, the research solves the problem of recognition of the speaker’s intentions while performing cognitive-speech actions forming the genre form of a text. It contributes to the development of the fundamental problem of “understanding” the meaning of an utterance by a machine. The research is based on the interdisciplinary complex method of text analysis. In terms of software implementation, the offered approach obtains a small set of high-level linguistic features of the clauses with the templates and then trains classifiers on these features. In order to create templates, the authors carry out linguistic and psychological analysis that deals with identifying markers of cognitive and speech actions as accurately as possible in accordance with the standards of perception. In the course of our study, the authors have obtained high indexes of cognitive and speech action identification, ranging from 0.78 to 0.99.

The paper is devoted to explaining the key cognitive distinctions characteristic to translation process and its teaching. Among them are linguistic interpretation of the input text’s contents, its conceptual adaptation to the accepting culture, etc. To demonstrate them, multiple examples are given to show that translators, particularly not trained enough, often choose for basic translation dominants in the accepting culture those equivalents that are primarily purely linguistic, ignoring conceptual and cultural background of the original and the accepting culture’s notions and forms. Meanwhile, the latter help avoid such translation failures as literal / word by word translation, etc. Special attention in the paper is paid to the translation into the foreign, English, language, its contrastive culture-specific and communicative features as compared to those in the Russian language: to their cognitive dominants in communication and their cross-linguistic asymmetry and in-congruency which generate quite «natural» cross-linguistic interference in Russian-English translation. It is particularly obvious when there are extensive textual nominal ex-pressions, especially terminological, which demonstrate at present an active, extensive and productive usage in English, but present a serious problem in teaching English as a foreign language and translation into it. It is also shown that in Russian their cross-linguistic idiomatic analogues are language specific and show different patterns, but still can be adequately matched with their foreign counter-parts.

Original manuscript received February 1, 2020. Revised manuscript accepted March 24,2020. Background. Alexander Romanovich Luria (1902–1977) is a widely recognized authority, attributed with the birth and development of neuropsychology. Reading the list of Luria’s publications makes us aware of the wide range of his interests: from the brain location of mental functions, through methods of rehabilitation and education, cognitive processing, issues of language, intellectual development or the impact of culture on human development, to intercultural research, and consequently to the neuropsychology of creativity. The purposeof this article is to show the link between Luria’s approach and the neuropsychology of creativity, and to demonstrate that a process thinking, taking into account brain/mind state, offers a new way of conceptualizing different approaches to creativity, which can be a step toward their unification, bringing into relation the continuum of passage in nature to a transition from repetition to innovation to genius. Objective. The aim of the present paper is to present the brain mechanisms of creativity. It discusses the neuropsychology of creativity as a subdiscipline developing on the borderline of: (1) medical neuroscience — using clinical and experimental neuroanatomical, neurophysiological, neurobiological, neurosurgical, neurological, neuropsychiatric and (2) social neuroscience — using social psychology and neuropsychology, social linguistics and neurocultural studies to help disabled people. Special focus is placed on the functioning of artists with various forms of brain damage. The relationships between brain damage and the quality of creation are also discussed. In addition, a review of opinions of various authors from around the world on the relationship of the healthy and the damaged brain with creativity is presented in the paper. Case study. Described also are ways to avoid pitfalls in the interpretation of works of art taking into account Luria’s syndrom analysis. While studying the neurological and neuropsychiatric basis of the creativity of people with various brain injuries, one should take into account the possibility of the co-occurrence of syndromes as well as the overlapping of symptoms. The paper presents a case history of the illness of an artist that illustrates the importance of performing a syndrome analysis based on the Lurian approach. It also indicates the significance of supporting any neuropsychological assessment with the use of neuromarkers to avoid arriving at a false diagnosis. In the case of the patient described neurophysiological studies (neuroimaging studies of the brain, quantitative electroencephalography (qEEG), event-related potentials (ERPs) and standardized Low Resolution Electromagnetic Tomography (sLORETA) have proved to be very useful in the confirmation of his neuropsychological and neuropsychiatric diagnosis. Conclusions. The paper has presented data confirming the importance of Luria’s approach in the development of the neuropsychology of creativity. It was also an attempt to explain why we create, and what goes on in our bodies and minds when we begin to explore creative possibilities. Art in all of its manifestations (visual art, music, literature, dance, theater, and more) is an important feature of human societies in both norm and pathology and therefore deserves further study. Краткое введение. Александр Романович Лурия (1902–1977) является широко известным ученым, чье имя связано с зарождением и развитием нейропсихологии. Труды А. Р. Лурия свидетельствуют о широте его исследовательских интересов: от изучения умственных функций мозга до разработки методов реабилитации и обучения, когнитивной обработки, анализа проблем, связанных с языковым, интеллектуальным развитием, влиянием культуры на развитие человека, межкультурными исследованиями и нейропсихологией творчества. Цель данной статьи — описать связь между подходом А. Р. Лурия и нейропсихологией творчества и показать, что процессное мышление (с учетом состояния мозга/сознания) представляет собой новый способ концептуализации различных подходов к творчеству. Это может быть определенным шагом к их объединению (унификации). Цель. В статье рассматривается нейропсихология творчества как дисциплина, которая развивается на стыке (1) медицинской нейробиологии, с использованием клинических и экспериментальных нейроанатомических, нейрофизиологических, нейробиологических, нейрохирургических, неврологических, нейропсихиатрических исследований, и (2) социальной нейронауки, с использованием данных социальной психологии и нейропсихологии, социальной лингвистики и нейрокультурных исследований, ее цель — помочь людям с ограниченными возможностями. Особое внимание уделяется деятельности художников с различными формами повреждения мозга. Нейропсихология творчества специализируется на изучении взаимосвязей между креативностью, функционированием мозга (структурами и связями) и индивидуальным самовыражением на основе социального и культурного сознания, а также моделированием этих типов поведения по отношению к биологическим организмам, социальной и культурной среде. В статье прослеживается связь между повреждением мозга и качеством творчества. Подчеркивается, что язык и искусство являются коммуникативными системами, основанными на символическом и референциальном познании, при этом язык более чувствителен к повреждениям мозга, чем творческие функции. Представлен также обзор точек зрения различных исследователей относительно связи здорового и поврежденного мозга с творчеством. Пример из практики. В статье описаны способы избежать трудностей при интерпретации произведений искусства с учетом синдромологического анализа Лурия. При изучении неврологических и психоневрологических основ творчества людей с различными повреждениями головного мозга следует учитывать возможность одновременного возникновения синдромов и совпадения симптомов. Представлена история болезни художника, которая иллюстрирует необходимость проведения синдромологического анализа, основанного на подходе Лурия. Это также указывает на важность проведения любой нейропсихологической оценки с использованием нейромаркеров, чтобы избежать ложного диагноза. В представленном случае нейрофизиологические исследования: нейровизуальные исследования головного мозга, количественная электроэнцефалография (qEEG), связанные с событиями потенциалы (ERP) и томография (sLORETA), оказались очень полезными для подтверждения нейропсихологической и нейропсихиатрической диагностики пациента. Выводы. В статье представлены материалы, подтверждающие важность подхода А. Р. Лурия при изучении нейропсихологии творчества. Предпринята попытка объяснить, почему мы занимаемся творчеством, что происходит в наших телах и умах, когда мы начинаем применять творческие способности. Искусство во всех его проявлениях (изобразительное искусство, музыка, литература, танцы, театр и т. д.), как норма, так и патология, является важной особенностью человеческих обществ и поэтому заслуживает дальнейшего изучения.

The aim of the paper is to consider the characteristics of the electronic textbook as the subject of the information-educational environment, which ensures the unity both of the procedural and substantive aspects of training.Results. The evolution of views on the electronic textbook in the course of the expansion and awareness of the didactic potential of information and communication technologies is shown. The structure of the electronic textbook is presented in the paper. It includes the following modules: information (invariant content of education and the expansion of its variability); organizational and procedural (variable-based assignments aimed at acquiring information, as well as a means of reflection and evaluation of results); personal (information and telecommunication means of organizing own knowledge); communicative (the field of information and assessment of interaction); and pedagogical (monitoring cognitive activity of students). The structure has been developed with due regard to the need of independent work of a student with the content of education in information and educational environment.Scientific novelty. The features of the independent work of the student in terms of abundance of information through information and communication technologies are analyzed. Special attention is paid to the development of independent cognitive activity of students, their subject position in education. On this bases, the key position that should be considered during the development of the electronic textbook are specified: cognitive activity is considered as an active process of constructing students’ new knowledge based on earlier formed personal experience; personal experience arises as a result of intellectual and cognitive activity of the student; cognition of something new requires an activity in the field of social communication; the efficiency of absorption of the content of education depends on the conditions of implementation of each student’s value preferences, intellectual capabilities and features.Practical significance. The paper is provided with generalisation of existing visions of electronic textbooks. The research material can be useful both to implementers of such educational means, and the teachers mastering new forms of work with schoolchildren

The paper deals with one of the urgent problems of the postindustrial society – rational consumption of energy resources. The authors point out the objective and subjective energy-saving factors, as well as the reasons behind the neutral and indifferent attitude to the energy saving. The given concept is specified as the complex of actions designed for decreasing the futile energy losses. The energy saving policy requires the adequate competence that should be developed from the pre-school age and maintained through the system of life-long learning. The crucial role in developing the competence in question belongs to the teachers fully endowed with the necessary psychological and pedagogical knowledge. The paper defines the concept of energy saving competence, and analyzes its axiological, motivational, cognitive, and reflexive components, along with the energy related ecological qualities in order to single out the adequate criteria of rational energy utilization. In conclusion, the authors come out with the structural content model designed for fostering the energy-saving competence, including the objective, operational, organizational, and reflexive blocks. Additionally, the paper contains the approximate list of general cultural and professional competences, as well as the ways of their acquisition by vocational school students and teachers.

The paper deals with the current problem of modern education – developing the many-sided background for preschool children’s learning activities. At the given stage it is necessary to develop the algorithmic skills – the capability of and readiness for solving different kinds of problems in the strict sequence of operations according to the given patterns. Such algorithmic skills have a meta-disciplinary character and can be developed in class and at home. The paper highlights the algorithmic skills components (personal, regulatory, cognitive and communicative) and the key indicators of their formation. The method for developing the algorithmic skills of preschool children is given including the three age related stages: ability to perform the linear algorithms (middle group), working with the branched cyclic algorithms (senior group), mastering the acquired skills and ability to perform some self- dependent tasks (preparatory group). The paper is addressed to the specialists working in the preschool educational sphere: preschool teachers, methodists, psychologists, directors of kindergartens.

The article performs an analysis of the maxim of Ancient China, according to which further life, changes can be controlled if you first lift the veil of the past and present, look into the future and it is better to construct its desired image and move towards it. To this end, the author considers the traditional model of managing current changes and possible future, formed within the framework of the spiritual culture of China, which has found its modern embodiment in the technology of Chinese foresight. The paper determines the socio-cultural foundations of the model, the nature of prognostic knowledge, the features of its implementation in the form of effective inaction. The author pays special attention in the article to the understanding of the Chinese phenomenon of the future and its cosmological basis, the role of the “Supreme Ultimate” (Taiji) in the prognostic process, the latent side of the cognitive prognostic technology.

Due to the divergence of the acute insomnia conceptualization and difficulties in diagnostics, this phenomenon attracts comparatively little attention in the medical literature. Patients don’t seek medical attention and prefer self-treatment or wait for selfrecovery. This paper aims to review the literature concerning understanding the position of chronic insomnia in existing human models, systematization of aspects, related to insomnia development, and evidence of this relation. Apparently, acute insomnia is a non-specific hyperreaction to distress which tends to self-recovery. Ineffective coping strategies, dysfunctional thinking, and violation of sleep hygiene rules predispose transition from acute to chronic form. This is evidenced by epidemiological data: 1-year prevalence of acute insomnia in adults is about 30% among which 16-19% of cases are diagnosed for the first time and 7,4% become chronic. Understanding of acute insomnia heterogeneity, as well as pathogenesis and predictors of chronization, reveals the perspectives for personalized treatment and prophylaxis. Acute insomnia is routinely managed with short-term prescription of GABAA receptor agonists, antihistamines, phytotherapy, while cognitive-behavioral therapy is commonly used for the chronic form of insomnia. Identification of behavioral and cognitive predictors of insomnia chronization enables management of insomnia with cognitive-behavioral therapy even in the early stages.

The paper provides a narrative review of cognitive deficits in patients with gambling disorder. We discuss several types of these deficits, namely, cognitive impairments due to deficits in executive functioning, impulsive and risky decision-making, gambling-related cognitive distortions, and cognitive errors in cognitive-behavioral terms. These deficits are reviewed from the perspective of their relevance for psychotherapy and the development of differentiated psychotherapeutic interventions for gambling disorder treatment.

Neurotoxic effects are one of the common reasons for discontinuation of preclinical and/or clinical studies. Preclinical evaluation of neurotoxic effects is complicated due to a wide range of manifestations and degrees of severity. Current experimental approaches to neurotoxicity assessment are cumbersome, laborious and not adapted enough for preclinical studies in the early stages of drug development. The aim of the study was to review existing approaches to experimental assessment of neurotoxic potential of new drugs and to discuss the need for and feasibility of developing and using integrated rapid neurotoxicity tests for early assessment of a pharmacological project’s potential. The authors reviewed scientific literature and guidance documents and analysed current approaches to chemical compound neurotoxicity assessment in laboratory animals. The paper analyses the main issues of neurotoxicity assessment for new drugs and compares Irwin tests with the functional observation battery. It analyses issues related to assessment of drugs’ effects on the development and maturation of central nervous system functions at pre- and postnatal stages. It was determined that the current practice is not sufficient for assessment of potential adverse effects on cognitive functions. The authors assessed factors affecting cognitive functions of rodents during studies. The “Acute suppression of the exploratory and orientation response” and “Extrapolation escape task” tests were proposed for validation as potential rapid tests for detection of an array of organic and functional neurotoxic disorders at early stages of preclinical studies.

This paper presents the current researches revealing the peculiarities of neurocognitive status in primary school age and illustrating the achievements of the scientific school of foreign universities in such areas as: neuroscience compensatory-regulatory mechanisms of overcoming congenital learning difficulties; educational strategies that optimize the neurobiological status of the student; neurobiological tools for the development of the cognitive sphere of students; environmental and psychosomatic factors that affect the neurocognitive status of young students. The authors allocated memory resources, executive activity capabilities, inhibition reactions and self-control as the main elements in cognitive competencies’ formation. The materials provide evidence in favor of the importance of the quality of educational environments and attention to students with learning difficulties in their first school years.

The paper discusses the specific features of clinical presentations in patients with muscle dystonia, the presence of cognitive and mental disorders in dystonia. It presents a clinical case of severe segmental dystonia in a 72-year-old patient with cognitive and mental disorders. The manifestations of dystonia regressed during treatment with botulinum toxin; however, the patient did not report any improvement. An improvement could not be achieved after a psychiatrist's consultation and treatment for mental disorders.

Owing to the advent of current methods for the prevention of exacerbations of multiple sclerosis (MS), it has become possible to increase the period to the development of obvious persistent cerebellar and motor disorders that mainly lead to disability. This makes it possible to focus on less evident and latent symptoms, in particular on cognitive impairment (CI) that are recorded since the diagnosis of MS and slowly progress over time.Objective: to assess the prognostic capabilities of the Paced Auditory Serial Addition Test (PASAT) to identify a group of patients with early disability (10-year risk of reaching 6.5 Expanded Disability Status Scale (EDSS) scores.Patients and methods. The paper presents the data of a 12-year (2005–2018) follow-up of 36 patients having MS with and without mild CI. The patients' mean age at the time of study inclusion was 31.7 years (confidence interval (CI) 29.2–34.1; αResults and discussion. The findings suggest that the patients with MS in the presence of impaired information processing speed and decreased attentional function (failure to complete more than 25% of the PASAT tasks) had a significantly greater risk for persistent disability than the patients without CI or with its minimal manifestations. Limitation in walking function (4.5 EDSS scores) occurred an average of 3.5 years earlier, and its significant limitation (6.5 EDSS scores) did 2 years earlier in the severe CI group, which may be important in planning therapy.Conclusion. The presence of CI in early MS is likely to have a prognostic value in relation to the course of the disease.

There is currently no approved list of vascular cognitive impairment biomarkers. The main problem for the practitioner in identifying cognitive impairment in patients is the differential diagnosis of Alzheimer's disease, vascular cognitive impairment, and other diseases, which are much less common. Vascular cognitive impairment includes post-stroke dementia, cognitive dysfunction in cardio-and cerebrovascular diseases. Without etiology identification, it is impossible to prescribe adequate treatment. Another challenge is identifying cognitive impairment before dementia develops. This literature review is devoted to the search and critical analysis of candidates for biomarkers of vascular cognitive impairment and the establishment of markers of moderate cognitive dysfunction. The papers were searched for in the Web of Science and PubMed databases. A list of cerebrospinal fluid, plasma, serum and genetic biomarkers was made, allowing for differential diagnosis between vascular impairment and Alzheimer's disease. The markers of moderate cognitive dysfunction, which make it possible to identify cognitive impairment at the pre-dementia stage, were also identified.

Cognitive impairment (CI) is common in patients with migraine; its causes and pathogenesis continue to be discussed. Some authors consider that migraine proper does not lead to decreased cognitive functions, neuroimaging changes in the brain white matter are asymptomatic in migraine; and CI in patients with this condition is caused by comorbidities (depression, anxiety disorder) and/or concurrent cerebrovascular and neurodegenerative diseases. Other authors report the pathogenetic role of migraine in the development of CI and the importance of the frequency of headache attacks and neuroimaging changes in the brain matter in migraine. The paper reviews clinical trials dealing with the prevalence, causes, and pathogenesis of CI in patients with migraine. It sets forth the current principles of prevention and treatment of CI in patients with this condition.

В настоящей статье представлены краткая история возникновения философской герменевтики и ее развития в самостоятельную область научного знания, а также главные гносеологические и методологические принципы, предложенные основными представителями данного философского направления Особое внимание уделено концепциям мышления, понимания, интерпретации текста и речи, конструирования смысла, разработанным германским философом Х.-Г. Гадамером. Анализ указанных принципов и идей выявляет очевидные возможности для использования специфики герменевтики на стыке философии и педагогики в целях формирования у современных специалистов устойчивых навыков обработки, систематизации, хранения и последующего адекватного использования больших объемов профессиональной и персональной информации. В частности, предлагается обзор некоторых возможностей применения герменевтических теорий в практике преподавания иностранного языка в вузе, особенно в ходе реализации образовательных модулей, включающих в себя элементы педагогического консультирования., The article dwells upon the brief story behind philosophical hermeneutics and its development into an independent field of scientific knowledge. The authors review the core philosophy and methodology proposed by the main representatives of hermeneutics. Special attention is focused on concepts of thinking and cognition, text and speech interpretation, sense construction, etc. formulated by the German philosopher H.-H. Gadamer. Analysis of the mentioned approaches and ideas brings to light obvious possibilities to employ the particular nature of hermeneutics at the interface of philosophy and pedagogics with the aim to develop modern specialists’ sustainable skills of processing, arrangement, storage and further relevant usage of copious professional and personal data. The paper defines certain ways to apply hermeneutical theories teaching foreign languages at high school, particularly, when implementing educational modules with elements of pedagogical counselling., Человеческий капитал, Выпуск 2 (146) 2021

Когнитивная герменевтика — это новое направление философии ХХ в. Она объединяет в себе проблематику классической герменевтики, в центре внимания которой методы интерпретации, а также исследует когнитивные способности человека, связанные с проявлением феномена понимания. На историко-философском материале и в контексте становления когнитивной герменевтики в статье прослеживается связь между знанием, познанием, объяснением и пониманием. Показано, как знание постепенно приобретает философский смысл и категориальную определенность, эволюционируя от преднаучного и натурфилософского объяснения мира к пониманию природы и специфики самого знания. Рассматривается взаимоотношение эпистемологии и герменевтики, определяются границы когнитивной герменевтики и намечаются ее эпистемологические перспективы. Предлагается классификация типов понимания, дается краткая характеристика их роли в познании., Cognitive Hermeneutics is a new trend emerged within XXth century philosophy. It incorporates the problematics of classical hermeneutics, in the limelight of which are the methods of interpretation, and studies at the same time human cognitive abilities concerning the emergence of the phenomenon of understanding. Basing on the historical and philosophical data within the context of becoming of cognitive hermeneutics in the paper the relationship between knowledge, cognition and understanding is tracing. It is shown the way knowledge gains the philosophical meaning and categorical determination evolving from prescience and natural philosophy explanation of the world to an understanding of the nature and the specificity of the knowledge itself. The relationship between epistemology and hermeneutics is considered, the limits of cognitive hermeneutics are determined and its epistemological perspectives are outlined. Some classification of the types of understanding is proposed and brief characteristic of their role in cognition is given., ВЕСТНИК МОСКОВСКОГО ГОРОДСКОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА. СЕРИЯ: ФИЛОСОФСКИЕ НАУКИ, Выпуск 3 (35) 2021

В работе проведен анализ понятий «познавательный барьер» и misconceptions, используемых в отечественных и зарубежных исследованиях для описания типовых ошибок и заблуждений обучающихся. Представлены различные подходы к их структурированию и приведены типовые примеры. Обсуждаются причины возникновения и методы выявления познавательных барьеров и misconceptions при изучении физики. Отмечается, что проявление познавательных барьеров при изучении физики носит достаточно универсальный характер, не зависящий от образовательных традиций, подготовки и менталитета обучающихся. Заключается, что средства выявления misconceptions можно использовать и для обнаружения барьеров. Различные заблуждения, misconceptions, обучающихся могут быть включены как широкий класс познавательных барьеров, возникающих в процессе обучения физике, в общую классификацию последних., In this paper, we analyse the concepts of cognitive barriers and misconceptions used in domestic and foreign studies to describe typical errors and delusions of students. We present various classifications of these concepts and give typical examples. We discuss the causes and methods of identifying cognitive barriers and misconceptions in physics. We note that the manifestation of cognitive barriers in the study of physics is quite universal, independent of educational traditions, training, and mentality of students. We conclude that the tools for detecting misconceptions can also be used to detect barriers. Being a broad class of cognitive barriers that arise in the process of teaching physics, students’ misconceptions can be included in the general classification of these barriers., Научное мнение, Выпуск 12 2021, Pages 10-22

В статье рассматривается понятие амбивалентность , как движущая сила развития мировоззрения личности и общества в целом на современном этапе развития. Амбивалентные свойства проявляются в различных областях научного знания. Органичным и целесообразным находим использование амбивалентности при изучении различных разделов школьного курса физики. Понимание амбивалентных свойств многих физических процессов и явлений избавляет от их формального изложения, и как следствие, понимания и усвоения учащимися. Предложенный подход позволяет формировать более глубокие системные знания учащихся, избегать ошибок и неверного толкования физической картины мира., The paper considers the concept of ambivalence as a driving force for the development of the worldview of an individual and society as a whole at the present development stage. Ambivalent properties are manifested in various fields of scientific knowledge. We find the use of ambivalence in the study of multiple sections of the school physics course to be organic and expedient. Understanding the ambivalent properties of many physical processes and phenomena eliminates their formal presentation, and as a result, students understanding and assimilation. The proposed approach allows the formation of more profound systemic knowledge of students, to avoid errors and misinterpretations of the physical picture of the world., №3(93) (2020)

Вестник СФИ планирует публиковать на своих страницах наиболее интересные материалы семинара Физика и богословие , методологические основания которого изложены в статье Г. В. Шпатаковской Возможные принципы диалога естествознания и христианского богословия . Серию публикаций мы начинаем интервью с инициатором и постоянным участником этого семинара ректором СФИ свящ. Георгием Кочетковым., The Quarterly Journal of St. Philarets Institute plans to publish the most interest-ing proceedings of the Physics and Theology roundtables. Its methodological grounds are outlined in G. Shpatakovskayas paper Possible Principles of Dia-logue of Natural Science and Christian Theology. We launch the series of publica-tions with an interview with SFI rector Fr. Georgy Kochetkov, founder and regular participant in these symposia, №31 (2020)

В статье рассматриваются категории рационального и иррационального в мировоззренческой картине мира, их эволюция, выявляется динамика формирования и развития мировоззренческих установок, опирающихся на рациональные и иррациональные уровни процесса познания. С давних времен человек задумывался об окружающем мире, постигая его устройство и законы. Большое желание познать тайны Вселенной является основной составляющей сущности человека. Познавательная потребность человечества воплощается в жизнь на уровне мировоззренческого отражения бытия в определенных социокультурных формах. Истоки исследовательской традиции необходимо разыскивать среди исторических эпох, которым соответствует индивидуальный образ мира, постепенно оформляющийся в картину мира., The paper considers the categories of rational and irrational in the worldview, and their evolution, it reveals the dynamics of the formation and development of worldviews based on rational and irrational levels of the cognition process. Since ancient times, a man has thought about the world around, studying its structure and laws. A great desire to learn the secrets of the universe is the main component of the essence of man. The cognitive need of mankind is being implemented at the level of the worldview in certain sociocultural forms. The origins of the research tradition must be sought among the historical eras, which correspond to the individual image of the world, gradually taking shape in the picture of the world., №11(89) (2019)

The article is devoted to the issues of cognitive modelling of the semantics of English nouns denoting a criminal. The article deals with the question of the variable representation of cognitive information due to adaptive potential of knowledge representation structures depending on the language level and the essence of the phenomenon under study. The results of the analysis of lexical units and their actualization in the literary text are presented. Particular attention is paid to the structures of knowledge representation like frame, prototype, cogniotype and stereotype. The novelty of the research is seen in the fact that the work implements a cognitive approach to the study of the semantics of units and the content and structural aspects of the text. Within the framework of this approach, cognitive structures of different levels are involved. The conclusion is made about the complementarity of these structures and about the possibility of their simultaneous functioning. In addition, the paper attempts to formulate rules and principles of cognitive text research. The relevance of the research is caused by the attempt to identify the laws of categorization and conceptualization of reality reflected in the language. The results of cognitive research, usually presented in the form of models or schemes, facilitate subsequent comparison of ways of categorization in other languages, as well as the identification of common universal laws of human cognition and the principles of its reflection in semantics.