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The actuality of this article is caused by the information revolution at the present period of social development, where digitalization is becoming a key element. The position of completely different way of knowledge generation with a setting on effective use of knowledge via means of the individual system of competences, including competences of student's cognition in the digital world is defined. The authors reveal cognitive theories of teaching which act as psychological and pedagogical foundation for the didactic systems, realizing values of cognition and development of students' cognitive abilities. The purpose of the article is to consider the appearance of a new direction in education - "cognitive pedagogy", aimed at transforming processes of teaching and upbringing in the context of formation of human's cognitive and personal structures. The author's methodology, supporting the development of cognitive approach, has been proved: information-cognitive and social-cognitive approaches and human-conformity, chronotope, fractality, and iteration principles. The authors substantiate cognitive pedagogy as an integral unit of psychological and pedagogical sciences with person-oriented focus of education, and as a reference point on formation of a cultural and semantic basis of education subjects' worldview, and the generation of subject, pedagogical and scientific knowledge. Authors have substantiated "cognition" in all pedagogical aspects, such as human's development, didactics, university management, which acts as an ability to reprocess new information and generate knowledge. The practical value of the research results, presented in this article, is in the possibility of cognitive approach implementation, while solving problems of processing, reconfigurating of information and generation of knowledge, taking into consideration human's cognitive opportunities (perception, representation, cognition, understanding, explanation). The article is intended for researchers, teachers, psychologists, and students. [ABSTRACT FROM AUTHOR]

The actuality of this article is caused by the information revolution at the present period of social development, where digitalization is becoming a key element. The position of completely different way of knowledge generation with a setting on effective use of knowledge via means of the individual system of competences, including competences of student's cognition in the digital world is defined. The authors reveal cognitive theories of teaching which act as psychological and pedagogical foundation for the didactic systems, realizing values of cognition and development of students' cognitive abilities. The purpose of the article is to consider the appearance of a new direction in education - "cognitive pedagogy", aimed at transforming processes of teaching and upbringing in the context of formation of human's cognitive and personal structures. The author's methodology, supporting the development of cognitive approach, has been proved: information-cognitive and social-cognitive approaches and human-conformity, chronotope, fractality, and iteration principles. The authors substantiate cognitive pedagogy as an integral unit of psychological and pedagogical sciences with person-oriented focus of education, and as a reference point on formation of a cultural and semantic basis of education subjects' worldview, and the generation of subject, pedagogical and scientific knowledge. Authors have substantiated "cognition" in all pedagogical aspects, such as human's development, didactics, university management, which acts as an ability to reprocess new information and generate knowledge. The practical value of the research results, presented in this article, is in the possibility of cognitive approach implementation, while solving problems of processing, reconfigurating of information and generation of knowledge, taking into consideration human's cognitive opportunities (perception, representation, cognition, understanding, explanation). The article is intended for researchers, teachers, psychologists, and students. [ABSTRACT FROM AUTHOR]

The article deals with elaboration of electronic terminological mini-dictionary in the context of cognitive and methodological challenges. It is known that the reliance on cognitive processes, such as representation, storing, processing, interpretation and reproduction of new knowledge, creates conditions for effective foreign language professional communication teaching. The article substantiates a cognitive approach as a conceptual basis for elaborating a new model of mini-dictionary of terminology units. This approach enabled the authors to set the unit of the dictionary selection – the term-concept (TC) as “operative unit of memory”. When mastering TC, learners’ mind has a complicated chain of cognitive processes of emergence and forming of scientific notions, which are professionally-coloured ones. Definitely, TC as a specific mental unit, is verbalized in the language system by the lexical unit of terminology character, which represents a fragment of professional reality and determines a special concept of engineering field of knowledge. Following cognitive imperatives, the authors revealed lingvodidactic and cognitive principles of ТС selection. Taking them into account, methodological and cognitive grounds for organizing mini-dictionary of terminologically-marked lexis have been substantiated. The conceptual field as a unit of terminological mini-dictionary has the property to integrate all grounds for creating an optimal, systemically-modelled mini-dictionary. In accordance with cognitive ideas about the mental essence of the concept, the selected contour of the mini-dictionary field is some kind of professionally-organized environment, which helps to model in the cognitive mind of students the whole integrity of concepts, or integrated fragment of professional concept-sphere, which reflects systematic knowledge of specific highly-professional educational disciplines. The cognitive vision of the process of a new format mini-dictionary elaboration enabled the authors to shift accents from linguistic phenomena to mental processes. Organization of the mini-dictionary predetermined the necessity of using praxeological approaches, in the course of which the authors elaborated a cognitively-set algorithm of students’ work with the electronic version of the mini-dictionary. Thus, electronic mini-dictionary in the context of cognitive and methodological challenges becomes a guide to the terminological world of students’ specialty with specific professional shell, and serves a kind of catalyst of adequate understanding of foreign language terminology [ABSTRACT FROM AUTHOR]

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Investigation of dynamics of language in use, representing an important tendency that contributes to forming of modern predominant approach in linguistic science, meets the cherished objective of solving a wide range of issues arising from the functioning of language, which can be efficiently viewed in the context of cognitive approach. In the theoretical framework of the cognitive paradigm of linguistic researches the cognitive approach in translation, as we opine, is to be profiled through the prism of intertextuality and policultural space's cognitive peculiarities, subjecting the mechanism of discourse perception, comprehension and production to the specificities conditioned, among others, by social, cultural and pragmatic factors of bilingual communication and applying the criteria of the speech act efficiency, supplementing the latter by linguistic and extralinguistic determinants of translation. Cultural concepts in Russian, Spanish and English languages constitute the object of this article. We make special reference to pragmatic features of their functioning as communicative (linguistic and cognitive) means within a dynamic interaction between participants, participants' conceptual systems and cultures. We highlight the role of such skills as functional generalization and presenting of structures of knowledge by means of categorization and conceptualization that best accord with adequate conveyance of peculiarities of social and cultural experiences of a given language community in unrelated languages. The aim of this article is to compare cognitive and discursive characteristic features of Russian, Spanish and English concepts, to analyze relevant specificities of their functioning in mediated discourse in order to elaborate a strategy designed to preserve implicatures of the source text drawing distinction between specific national and universal features of presuppositions in human interaction while determining the semantic invariant viewed through the prism of translation norm of adequacy and equivalence and the phenomenon of intertextuality. In present article the method of semantic analysis and comparative analysis are used, along with translation method. We come to conclusion that cultural concepts considered per se as universal ways of conceptualizing reality play the role of pragmatic sense markers with additional cognitive effects in mediated discourse that are modelling cognitive processing of conceptual information explicitly or implicitly encoded within the given context of cross-cultural communication. The practical value of this article can be of significant relevance when investigating cognitive and functional aspects of discourse studies in modern linguistics, translation theory, cross-cultural communication, lexicographic studies, and language teaching. [ABSTRACT FROM AUTHOR]

In this work, the noise generation problem due to the implementation of porous baffles as weather protection barriers on offshore oil and gas platforms is investigated. Attention is focused on the design of the experiment. A cognitive process is implemented to identify the major parameters instigating noise generation on these structures. A cognitive approach is also implemented to analyse the noise problem and to produce applicable solutions due to the complexity of the problem, which involves an array of variables that can lead to noise generation and the various possible solutions to the problem,. The regulated occurrence of turbulence causes dissipation of energy in the form of sound at specific frequencies. To overcome this problem, some kind of disturbance to the flow needs to be introduced either by changing the geometry of the structure or characteristics of the flow pattern. In conclusion, suggestions based on experimental results are given to mitigate the noise problem. [ABSTRACT FROM PUBLISHER]

Femtocell is envisioned as a promising solution for indoor wireless communications. Considering that the major cause of interference in OFDMA is that femtocells are installed in an ad-hoc manner; cognitive radios promise to provide the intelligence and flexibility necessary for the success of femtocells. In this paper, we propose a new distributed resource allocation mechanism to deal with the interference between nearby femtocells in Enterprise environments. [ABSTRACT FROM PUBLISHER]

The femtocell concept is an emerging technology for deploying the next generation of the wireless networks, aiming at indoor coverage enhancement, increasing capacity, and offloading the overlay macrocell traffic. Nevertheless, one of the most critical issues in femtocells deployment is the potential interference, thus mitigating the overall system capacity. [ABSTRACT FROM PUBLISHER]

With bandwidth increasing at a constant pace, technology in education has become an important part for delivery of educational content to students. Online learning in various forms is gaining popularity but lacks the adaptability required to hold the learners attention due to its rigid structure. Though animation and powerful graphics enhance the learning content, delivery of content according to learners need is yet to become a reality. It is not possible to build a learning system that can satisfy every learner as some people respond best when they see basic facts on a clean page, others when they have a lot of charts and graphs at their fingertips. To overcome these shortcomings, the content delivery itself can be made dynamic based on the learner's need. In this paper, we propose a novel method to identify a user's need based on the cognitive behavior of the user. Based on the response of the user, a decision tree induction algorithm is used to predict the requirements of future users. [ABSTRACT FROM PUBLISHER]

The LTE femtocell network is an emerging technology for deploying the next generation of wireless networks. One of the most important issues in this new concept is radio resource management such as interference reduction and packet scheduling. This paper proposes a cognitive approach based on modified version of exponential (EXP-rule) and maximum-largest weighted delay first (M-LWDF) scheduling algorithms for long term evolution (LTE) femto-networks. System performance can be improved by adapting to users' needs and memberships inside the network. [ABSTRACT FROM PUBLISHER]