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Objective: This study investigated the characteristics of home-based activities in individuals with mild cognitive impairment (MCI) and mild dementia, as well as factors related with those activities. Materials and Methods: A cross-sectional, questionnaire-based study was conducted on patients with MCI and mild dementia at Siriraj Hospital. Data on patient and caregiver characteristics, home cognitive activities, and proficiency in using information technology (IT) devices and telecommunications applications were collected. Home activities were categorized into cognitive, physical, and religion-related activities based on their type and frequency. Results: Of 157 enrolled patients with a mean age of 76.2±7.9 years, 46.5% were diagnosed with MCI and 53.5% with mild dementia. The MCI group exhibited significantly higher frequencies of activities such as reading, writing, playing mobile games, texting, calculating, music listening, meditation, praying, almsgiving, doing chores, cooking, and gardening (all p<0.05). Approximately 51% of patients were able to use IT devices. MCI patients demonstrated greater proficiency in using smart IT devices and teleconferencing applications than those with mild dementia (79.5% vs. 26.2%, and 49.3% vs. 11.9%, both p<0.001). Cognitive activity scores were associated with age (r=-0.34, p<0.001), body mass index (r=0.16, p=0.04), educational attainment (r=0.38, p<0.001), IT device literacy (r=0.41, p<0.001), and proficiency in using telecommunications applications (r=0.55, p<0.001). Conclusion: Thai patients with MCI and mild dementia engaged in limited home activities, particularly those with dementia. IT device literacy was surprisingly prevalent and contributed to higher cognitive activity scores. Developing home-based cognitive stimulation programs for Thai patients facing cognitive challenges utilizing telecommunication may be feasible. [ABSTRACT FROM AUTHOR]

Human life is invariably associated with continuous cognitive processes that depend on the ways and characteristics of perception, processing and reproduction of information, as well as on the control strategy determining the level of cognitive activity. Previous research of the authors of this paper revealed pronounced sex-related differences in psychophysiological processes. These differences are manifested in the perception of information, realization of voluntary motor activity, and formation of a typological complex of resistance to monotonous activity. A number of studies have shown the importance of detection, dissemination and duplication of sensory information in the central structures of the central nervous system for effective implementation of voluntary motor activity. It is obvious that the specifics of the perceptual activity of visual cues and voluntary activity indicators will determine the result and efficiency of the the body’s function. The purpose of this paper was to study the intrasystem relationships of the activity characteristics of the central elements of the visual sensory system by recording visual evoked potentials following presentation of a chess pattern, taking into account the subjects’ sex and cognitive activity features, i.e. field dependence or independence. Materials and methods. The experiment involved relatively healthy students aged 18–20 years (41 men and 54 women), who signed informed consent. We analysed the total multilateral correlations between the amplitudes of visual evoked potentials following presentation of a chess pattern in subjects at different poles of the field dependence/independence cognitive style. Results. We found recti- and curvilinear intrasystem relationships of the activity characteristics of the elements of the visual sensory system which indicate that being at a certain pole of the field dependence/independence cognitive style affects one’s perception mechanisms. Men demonstrate pronounced manifestations of attunement and co-attunement of this activity in the form of curvilinear relationships. In women, the systems are more rigidly, strongly determined in their relationship structure. These facts indicate sex-related and style differences in visual perception strategies in men and women at different poles of the cognitive style.

The work is devoted to the study of the problem of gamification of mathematics teaching in primary school using methods of studying pedagogical experience, comparing and generalizing the results of observations, analyzing scientific articles and the content and structure of didactic games in mathematics. The urgency of the problem is due to the digital transformation of education currently taking place. Digitalization of education in the context of teaching mathematics in primary school entails the need to develop new learning tools. Such teaching tools should contribute to the development of students’ mathematical skills, while meeting the needs of students of the digital generation for the form of information presentation. Digital didactic games can be used as an effective means of teaching mathematics at school. The potential of such games in the formation of students’ mathematical and logical skills, cognitive motivation is indicated. In the mathematical content of the game, it is proposed to provide for a change of types of educational activities. This will expand the range of skills formed through digital play, make it more dynamic and interesting for students, which will contribute to their involuntary learning. To develop the skills to perform various graphical constructions using the tools of modern graphical calculators, it is proposed to include tasks at certain stages of the game, for which digital tools can be used (online calculators, electronic programs, mobile applications, etc.). The conclusion is made about the expediency of using digital didactic games in the process of teaching mathematics to schoolchildren.

Background. The ability to regulate cognitive activity is an important quality of the subject of educational activity. The development of children's cognitive activity is one of the main tasks of preschool education. Despite all the attention paid to cognitive activity in research, the question of its mediated forms remains open. The study of the influence of cultural means on the cognitive activity of preschoolers will allow solving the problems of its development through the creation of psychological and pedagogical conditions aimed not only at its appearance and support “here and now”, but also at the formation of the ability to independently regulate it. Objective. The goal is to find out whether older preschool children can independently regulate their cognitive activity, and what cultural means contribute to this. Study Participants. The study involved 60 children of the seventh year of life (M = 75 months), 25 of them were boys and 35 were girls attending preparatory kindergarten groups in Moscow. Each experimental group included 20 children. Methods. An ascertaining experiment aimed at identifying the abilities of older preschool children to regulate cognitive activity was carried out. In two experimental groups, different means of regulation were introduced: figurative and verbal. In the third experimental group, the children simply completed the proposed tasks. In total, the children were offered 3 tasks: to make something out of 3 different sets of cubes. The Kruskal — Wallis criterion was used for statistical data processing. Results. The results obtained in the study indicate that until the end of preschool childhood, the cognitive activity of children in the implementation of productive activities retains a pronounced situational dependence on the characteristics of the material they use. This dependence persists despite the introduction of figurative or verbal means of regulation. Only a small number of children have been found to be able to regulate cognitive activity, which manifested itself as stimulation of its dynamic component. Conclusion. Most preschoolers 6–7 years have no experience of awareness and regulation of cognitive activity. The emergence of opportunities to regulate cognitive activity is facilitated by situations in which the child identifies oneself as a subject of activity. The most accessible means for older preschoolers to identify themselves as a subject of cognitive activity is an image.

In our article, we talked about how and in what ways to increase student motivation. There are many ways to increase student motivation: giving praise to students, playing fun games, giving prizes or gifts, pasting pictures in their journals, etc. By increasing student motivation, we increase their interest in the lesson, and the learning process becomes more qualitative and powerful. A motivated student is more eager to learn than other students. Therefore, in scholls and universities, pupils and students should always be motivated to increase their interest and enthusiasm for lessons and learning. To motivate students and pupils, a teacher must constantly use a variety of new methods. These methods should be used to treat pupils and students differently because of their age and personality. With the rightly chosen motivational methods, the teacher will have achieved what he wants. Motivated students and pupils will perfectly absorb the subject required to study and the goal will be successful. We will look at a few of those who have always been successful in this article. [ABSTRACT FROM AUTHOR]

The link between activity (physical, social and cognitive) and cognitive functioning (CF) is complex; theoretical evidence indicated that it was mediated by depressive symptomology. The current study intended to elucidate how depressive symptomology mediates between different dimensions of activity and cognitive functioning by taking into account negative emotionality (i.e., personality variable) as a covariate. This study recruited 350 community-dwelling older adults in Rawalpindi, Pakistan through a purposive sampling technique. Cognitive functioning was measured by Montreal Cognitive Assessment (MoCA), Baecke Physical Activity Questionnaire (BPAQ) assessed physical activity, social activity was examined using Lubben's Social Network Scale (LSNS-6), Late Life Cognitive Activity (LLCA) measure was used to assess cognitive activity, negative emotionality was assessed using Negative Emotional Scale from Short form of Big Five Inventory and depressive symptomology was measured using Geriatric Depression Scale (GDS). Hayes process model 4 was utilized to test the mediation effects in this correlational study. Physical activity (r =.454, p <.01), social activity (r =.586, p <.01) and cognitive activity r =.632, p <.01) have significant positive associations whereas negative emotionality (r = −.609, p <.01) and depressive symptoms (r = −.733, p <.001) have significant negative associations with cognitive functioning. Moreover, depressive symptoms partially mediated the relationship between social activity and cognitive functioning (β in direct model = 0.322, p <.001; β in full mediational model = 0.078, p =.003) and for cognitive activity and cognitive functioning (β in direct model = 0.324, p <.001; β in full mediational model = 0.161, p <.001) but fail to mediate between physical activity and cognitive functioning after controlling for the effects of negative emotionality. Altogether, this study's findings suggest that different domains of activity exert significant effects on depressive symptomology and cognitive functioning in the aging population. Understanding these results can help to optimize activity (physical, social, and cognitive) interventions to improve cognitive aging and minimize depressive symptomology. [ABSTRACT FROM AUTHOR]

The article examines the issues of developing research and cognitive activity among students at the Dagestan State Pedagogical University (DSPU). In the context of rapid changes in information technologies and education, the focus is placed on the problems and methods of activating these aspects. The authors analyze the external and internal factors influencing students' cognitive activity and the motivations underlying the pursuit of knowledge and professional growth. An empirical study is presented, identifying the main obstacles to the formation of students' activity and suggesting solutions, including through the use of interactive teaching methods, case methods, project work, laboratory and practical classes, as well as brainstorming and technological tools. Purpose. The study aims to stimulate and enhance the research and cognitive activity of students at the Dagestan State Pedagogical University to improve the quality of higher education and form professionals capable of independent professional activity. Method and methodology. Application of a comprehensive approach, including the analysis of theoretical foundations of educational psychology, investigation of current interactive learning methods, and assessment of the practical application of the acquired knowledge in the educational process Results. Development and integration of interactive teaching methods, such as role-playing games, simulations, case methods, and project work, that demonstrate improved student motivation, activity, and quality of education. Scope of the results: higher education, particularly pedagogical universities and colleges, where the innovation can be integrated into teaching programs to develop critical thinking and independent research skills among future professionals.

Cognitive problems like Dementia and Alzheimer’s are usually challenging to diagnose but can be noticed by some signs of their symptoms. The most common symptoms are confusion, trouble finding the right word, memory loss, and difficulty concentrating. This study aims to design a cognitive activity detection and tracing system that contains games and analyzes users’ performances then displays detailed statistics to the users. The proposed Cognitive Activity Detection and Tracing System (CADTS) is software that contains different kinds of games from different categories inside its body that aims to measure cognitive activity by utilizing formulations in the context of the games and give feedback to users concerning the performance analyses done. The purpose of these analyses is to catch the signs of symptoms. An insight into a possible scoring system is provided, and as our results, several descriptive statistics are shared based on the tests conducted. [ABSTRACT FROM AUTHOR]

The behavioral effects of α-synuclein oligomers were studied at various times after its chronic intranasal administration to 75-day-old C57BL/6J mice in comparison with the dynamics of changes in the transcriptional activity of caspases genes (Casp9, Casp8, and Casp3) in the hippocampus, frontal cortex, and cerebellum. The negative effects of α-synuclein oligomers on exploratory activity and short-term memory in the novel object recognition test were most pronounced after 90 days from the end of administration, while after 1 and 270 days, partial compensation of the studied cognitive functions was observed. Analysis of the expression of caspase genes suggests that early compensatory mechanisms are associated with suppression of the effector caspase-3 gene expression along with increased activity of the genes encoding initiator caspases-9 and -8. Late compensation processes are associated with a decrease in the activity of initiator caspases in the frontal cortex and cerebellum. [ABSTRACT FROM AUTHOR]

Background and objectives: Education, occupation, and cognitive activity are key indicators of cognitive reserve and are thought to influence cognitive impairment. However, the individual and combined impacts of these factors are not fully understood. This study aims to investigate the roles of education and occupation in cognitive impairment while controlling for brain reserve and cognitive activity. Methods: This cross-sectional study involved 369 participants aged 50 years or older from urban outpatient clinics in Jilin Province, China. Cognitive impairment was assessed using neuropsychological scales and brain imaging. Cognitive activity was evaluated with the Cognitive Reserve Scale (CRS). Covariance analysis and logistic regression models were used to analyze the associations, adjusting for age, sex, education, and occupation. Results: Higher education was significantly associated with a lower risk of cognitive impairment (p < 0.001), regardless of occupation. In contrast, occupational complexity and cognitive activity did not show a significant relationship with cognitive impairment (p > 0.05). Conclusion: Education, rather than occupation or cognitive activities, is a significant predictor of cognitive impairment, highlighting the importance of educational attainment in cognitive health. [ABSTRACT FROM AUTHOR]

Background: To the creation of mutual aid relationships among people with cognitive decline is important in aging societies. This study aimed to develop and examine the feasibility of a GO Program in which older adults, with experience in playing GO, support the learning of GO by older adults with cognitive decline and other barriers to social participation, which in turn reduces social isolation and creates opportunities for older adults to use their role. Methods: This single‐arm intervention study was conducted in Tokyo, Japan. Introductory GO classes were held for 10 participants who had never played GO (beginners) and 10 participants who had (supporters) once a week for an hour, for a total of 12 sessions. Supporters and beginners were paired to solve problems and play games. We assessed the feasibility of the program and its effects on mental health social network, and cognitive function. Results: Cognitive test scores were at the mild cognitive Impairment level for beginners as well as for supporters. Satisfaction with the program was high, with an overall class attendance rate of 99.1% and none leaving the program. No significant changes were observed over time for beginners in each measurement; however, there was a significant improvement in the Mini Mental State Examination‐Japanese scores for supporters (p <.05). Conclusions: The results suggest that this program could contribute to the creation of mutual aid relationships among older adults with cognitive decline; even if they have mildly declined cognitive function, they can still play an active role in society. Moreover, creating such opportunities may positively impact cognitive function. [ABSTRACT FROM AUTHOR]

The aim of our research is to show psychological ways of forming a teenager as a subject of cognitive activity by providing a confirmatory experiment at secondary schools. Methods of the research. 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 experimental method was the method of organizing empirical research. The results of the research. It was shown, that we connect the effective solution of the problem of Subject activity with the solution of the question of what it is the source of this activity. We’d like to note that the external Cognitive Activity of the person depends on the internal Cognitive Activity not only in the sense that any external influences are realized only through the internal characteristics, but the internal ones also have its own direct source of the activity and development. Analyzing Pre-Subjective Cognitive Activity, including genotypic influences, in which the biological and social prerequisites of the development are suppressed. We believe that it is necessary to take into account spontaneity in the development of the Subject of Cognitive Activity. We introduce the concept of a center of Subject’s Activity, the formation of which is manifested in a gradual change in the relationships between External and Internal types of Cognitive Activity: from the prevailing orientation of External through Internal Content to the increasing dominance of the tendency Internal through External Senses. Conclusions. Taking into account the opportunities given by the nature and acquired them into the process of education and upbringing, as well as the demands of the Ukrainian society, we single out the following structure of the Subject of Cognitive Activity. The content of the Subject of Cognitive Activity is a hierarchy of goals, one way or another presented in the mind of a person and the formed subjective experience of a person. A form of Subjectivity is conscious self-regulation of human activity and behavior. The implementation of the Subject of Cognitive Activity is determined by the interaction of formed self-regulation skills and components of subjective experience. We single out the following components of Subject’s experience: 1) valuable experience (related to the formation of interests, ethical norms, ideals, beliefs); 2) the experience of reflection; 3) the experience of habitual activation; 4) operational experience; 5) the experience of cooperation.

Cognitive, social, and physical activities, collectively linked to cognitive reserve, are associated with better late-life cognitive outcomes. To better understand the building of cognitive reserve, we investigated which of these activities, during which stages of life, had the strongest associations with late-life cognitive performance. From the Sydney Memory and Aging Study, 546 older Australians, who were community-dwelling and without a dementia diagnosis at recruitment (Mage 80.13 years, 52.2% female), were asked about their engagement in social, physical, and cognitive activities throughout young adulthood (YA), midlife (ML), and late-life (LL). Comprehensive neuropsychological testing administered biennially over 6 years measured baseline global cognition and cognitive decline. In our study, YA, but not ML nor LL, cognitive activity was significantly associated with late-life global cognition (β = 0.315, p <.001). A follow-up analysis pointed to the formal education component of the YA cognitive activity measure, rather than YA cognitive leisure activities, as a significant predictor of better late-life global cognition (β = 0.146, p =.003). YA social activity and LL cognitive activity were significantly associated with less cognitive decline (β = 0.023, p <.001, and β = 0.016, p =.022, respectively). Physical activity was not found to be associated with global cognition or cognitive decline. Overall, YA cognitive activity was associated with better late-life cognition, and YA social and LL cognitive activities were associated with less cognitive decline. Formal education emerges as the key contributor in the association between YA cognitive activity and late-life global cognition. [ABSTRACT FROM AUTHOR]

The study is devoted to the establishment of connections between teaching the native language and the emotional intelligence of students. It proved a statistically significant positive effect of the cognitive native (Ukrainian) language teaching on students' emotional awareness, managing one's emotions, self-motivation, empathy, and recognizing other people's emotions. The study describes the method of cognitive native (Ukrainian) language teaching that is based on integrating college students' mental and communicative activities. The participants of the pedagogical experiment were 312 students and 16 teachers from various educational institutions in Ukraine. Hall's method assessed the impact of the cognitive native (Ukrainian) language teaching on students' emotional intelligence. Empirical data were analyzed statistically (significance level 0.05): the Pearson test for confirming the normality of group distributions and the Student's criterion for estimating averages. Statistical analysis showed statistical uniformity of EG and CG at the beginning of the experiment; the significance of changes for the scales "emotional awareness," "self-motivation," and "empathy" in the middle of the study; and the statistical significance of changes for all scales after the experiment. [ABSTRACT FROM AUTHOR]

Copyright of Recherches en Langue et Littérature Françaises is the property of University of Tabriz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The tangram puzzle is a serious math puzzle game used to promote mathematic development in children, which improves visuospatial function and creativity. A game to improve cognitive functions is useful for patients with neurocognitive disorders. This pilot study aimed to determine whether this game could improve cognitive function in patients with neurocognitive disorders. Materials: This study recruited patients with mild Alzheimer’s disease or mild cognitive impairment who were followed longitudinally by the Department of Psychiatry, Juntendo University Hospital, or Juntendo Tokyo Koto Geriatric Medical Center (Tokyo, Japan). Methods: Participants were asked to solve Tangram puzzles 2–3 times weekly, spending 30–40 min/session at home with or without family members for approximately 90 (Study 1) or 180 (Study 2) days. Mini-Mental State Examination (MMSE) in Study 1 as well as a Japanese version of the Montreal Cognitive Assessment and Trail Making Test in Study 2 were performed on the initial and final days. Results: Study 1 comprised eight participants and Study 2 comprised nine participants. Statistically significant improvement was observed in MMSE total score (p = 0.016) and orientation segment (p = 0.026) in Study 1. No statistically significant difference was noted in MMSE total score, orientation segment, or MoCA-J (Japanese version of Montreal Cognitive Assessment) score between the initial and final days in Study 2 (p = 0.764, p = 0.583, and p = 0.401, respectively). Conclusions: Study 1 revealed that Tangram puzzles may ameliorate the progression of cognitive functions in patients with neurocognitive disorders within a short time (3 months); however, Study 2 did not show a consistent result. Thus, randomized controlled trials are warranted to draw a conclusion.

The article presents results of a study of cognitive activity in children of the seventh year of life attending a preschool educational institution. The relevance of the study is due to a decrease in the level of cognitive activity of modern preschoolers, which may become one of the reasons for difficulties in mastering educational activities in the future. The effectiveness of the organization of psychological and pedagogical activities for the development of this activity is largely determined by knowledge about the specifics of its manifestation, and therefore there is a need to obtain new scientific data on the specifics of the manifestation of cognitive activity in children of this age. The article presents a brief overview of the available data on the formation of cognitive activity in preschool age, reflects the results of an empirical study conducted by the author of the article. The purpose of the study was to identify the features of the development of cognitive activity in children of the 7th year of life. The study was carried out in the form of a ascertaining experiment using a set of diagnostic techniques. The sample consisted of 41 pupils of preparatory groups of kindergartens. On the basis of the selected structure of cognitive activity in the study, specific features of the manifestation of this activity in children of the specified age were established.

Leisure activities, particularly physically and cognitively stimulating leisure activities, mitigate cognitive decline. The present study aimed to examine the relationship between mahjong playing, leisure physical activity, and mild cognitive impairment (MCI). Older adults with and without MCI were recruited (n = 489, healthy group; and n = 187, MCI group). The regression results showed that years of mahjong playing (odds ratio = 0.595, 95% confidence interval [0.376, 0.961], p =.032) and physical activity (odds ratio = 0.572, 95% confidence interval [0.381, 0.849], p =.012) were associated with reduced odds of having MCI after adjusting for a series of covariates. Leisure physical activity and mahjong playing interacted with each other and produced combined effects on the odds of having MCI. Combined cognitive and physical interventions may produce larger benefits on cognition than either intervention alone. [ABSTRACT FROM AUTHOR]

The current study examined moderators of the relationship between depressive symptoms and global neurocognition in a large non-clinical community-dwelling sample spanning adulthood. Participants comprised 5,430 individuals between the ages of 18–99 years drawn from the Virginia Cognitive Aging Project. Depressive symptoms were measured via the Center for Epidemiologic Studies-Depression scale and neurocognition was operationalized as a composite variable comprising episodic memory, spatial visualization, processing speed, and reasoning tasks. Moderator variables included physical activity, cognitive activity, education, emotional stability, and openness. Hierarchical regressions were used to examine the influence of depressive symptoms and the moderators on neurocognition. Depressive symptoms significantly predicted neurocognition. Cognitive activity, years of education, and emotional stability moderated the depression-neurocognition relationship by buffering the impact of depressive symptoms on neurocognition. Cognitive activity engagement and level of education may function as a protective influence on those with higher levels of depressive symptoms, while emotional stability may be protective for individuals with lower levels of depressive symptoms. No differences in moderation were found across three age groups representing younger, middle, and older adults. Post-hoc analyses showed years of education and openness as moderators in a subsample excluding individuals with potentially clinically meaningful levels of depressive symptoms. [ABSTRACT FROM AUTHOR]

Aims: Vulnerable older adults tend to decrease physical activity (PA) and increase sedentary time (ST). Previous research on the associations between ST and brain volume have yielded inconsistent findings, without considering the impact of cognitive engagement (CE) on cognitive function. We aimed to examine the association between ST with CE and brain volume. Methods: A structural magnetic resonance imaging survey was conducted among community‐dwelling vulnerable older adults. Brain volumetric measurements were obtained using 3T magnetic resonance imaging and pre‐processed using FreeSurfer. ST with low or high CE was assessed using a 12‐item questionnaire. PA was assessed by the frequency of light and moderate levels of physical exercise according to the Japanese version of the Cardiovascular Health Study criteria. Participants were categorized into a low PA group and a moderate‐to‐high PA group. Results: Among 91 participants (83.1 ± 5.2 years old, 61.5% female), 26 were low PA. The overall sample and moderate‐to‐high PA group did not show significant positive associations with brain volume for ST with high CE. In the low PA group, isotemporal substitution models showed that replacing ST with low CE by ST with high CE was significantly associated with increased brain volume in some areas, including the rostral and caudal anterior cingulate (β = 0.486–0.618, all P < 0.05, adjusted R2 = 0.344–0.663). Conclusions: Our findings suggest that replacing ST with low CE by ST with high CE is positively associated with brain volume in vulnerable older adults with low PA. Geriatr Gerontol Int 2024; 24: 82–89. [ABSTRACT FROM AUTHOR]

Emotional intelligence has become a crucial factor in solving human's problems. Researchers in various fields have studied emotional intelligence and found that the construct is related to various intrapersonal and interpersonal factors, such as mental health, relationship satisfaction and job performance. This article provides an overview of current research on emotional intelligence and the many scientific techniques for capturing and analyzing emotion. In the psychological approach, various case studies based on psychometric tests are used to analyze emotional intelligence. [ABSTRACT FROM AUTHOR]

The article examines the cognitive orientation of investigative activity during pre-trial proceedings. It emphasizes that cognitive activity in the process of disclosing and investigating a criminal offense is determined by the provisions of the current Criminal Procedure Code of Ukraine, procedural means primarily aimed at understanding the circumstances to be established. Undoubtedly, these means should contribute to obtaining new knowledge about circumstances relevant to criminal proceedings, but in accordance with Part 8 of Article 223 and Part 5 of Article 280 of the Criminal Procedure Code of Ukraine, if pre-trial investigation is completed, the terms have expired, or it has been suspended, the investigator’s activity related to understanding past events ceases due to the prohibition on conducting investigative (search) actions. However, investigative (search) actions also include measures to ensure criminal proceedings, such as detention, temporary access to items and documents, temporary seizure of property, and property arrest. However, since the regulatory framework for investigative (search) actions and measures to ensure criminal proceedings remains vague, the question arises about the possibility or impossibility of using these measures outside the deadlines of pre-trial investigation to obtain evidence in criminal proceedings without violating the general principles of criminal proceedings (primacy of law, legality, reasonableness of deadlines). Based on this, it is suggested that the cognitive nature of some measures to ensure criminal proceedings reflects the imperfection of the regulatory distinction between investigative (search) actions and measures to ensure criminal proceedings, considering their general definition in the norms of criminal procedural law. Finally, the question is raised about the investigator’s ability to obtain information about the circumstances of committing a criminal offense through measures to ensure in a suspended criminal proceeding. [ABSTRACT FROM AUTHOR]

Context: Cognitive and physical rest are commonly utilized when managing a sport-related concussion (SRC); however, emerging research now suggests that excessive rest may negatively impact recovery. Despite current research recommendations, athletic trainers (ATs) may be behind in implementing this emerging research into clinical practice. Objective: To assess college ATs' perceptions and implementation of an emerging SRC management approach (cognitive and physical rest and activity). Design: Cross-sectional study. Setting: Survey. Participants: A total of 122 (11.8%) ATs (53.3% female; 10.8 [9.8] y experience; 8.7 [6.9] SRCs managed annually) responded to the survey, which was randomly distributed to 1000 members of the National Athletic Trainers' Association, as well as 31 additional ATs from varying universities. Main Outcome Measures: A 5-point Likert scale assessed the ATs' perceptions and clinical practices as they relate to specific athlete behaviors (ie, texting, sleeping). The ATs were asked about their willingness to incoiporate physical activity into clinical practice. Results: Playing video games (95.9%) and practicing (93.4%) were the activities most perceived to extend SRC recovery. However, sleeping more than usual (7.4%) and increased time in a dark environment (11.5%) were viewed as less likely to extend recovery. ATs restricted practicing (98.4%) and working out (91.8%) for athletes with SRC, while sleeping more than usual (6.6%) and increased time in a dark environment (13.1%) were less restricted. About 71% of the ATs would implement light physical activity for athletes with a symptom score of 1 to 5, 31 % with scores of 6 to 10, and 15% with scores of 11 to 20. About 43%, 74%, and 97% believe that light, moderate, and vigorous physical activity, while symptomatic, will extend recovery, respectively. Conclusions: The ATs were receptive to including light physical activity into their SRC management, although only in certain situations. However, most ATs' beliefs and clinical practices did not completely align with emerging research recommendations for the management of SRCs. [ABSTRACT FROM AUTHOR]

The organization and control of self-directed learning at the university are undergoing changes. Increasing the amount of independent work requires responsibility for learning outcomes on the part of students. Foreign students experience difficulties in performing various types of independent work for various reasons. The article attempts to show the need for the formation of independent work skills among foreign students, even with a low level of the Russian language proficiency, it is also necessary to make adjustments to the content of independent work, the used types and methods to control its effectiveness.

The article analyzes the cognitive process of conceptualization, which is the process and the result of the mental construction of objects and phenomena. Conceptualization consists of the structuring of knowledge the awareness of specific information. Concepts, which are the result of conceptualization, form a separate system of interrelationships and subordination and thus compose the conceptosphere of national culture. A single concept can be expressed in several ways and at the same time a single word can express different concepts. The article emphasizes that the study of conceptualization strengthens the understanding of the role of concepts in forming a picture of the world. The result of conceptualization is not just a list of formed concepts, but also a conceptosphere as a system which includes both concepts and the connections between them.

It is already known that the gut microbiome bacteria colony of Clostridium difficile produces 10-1,000-fold more para-cresol (p-cresol) than other known p-cresol-producing bacteria in the gut. A notable link between a high concentration of p-cresol, a phenolic compound produced by Clostridium difficile, and its penetration into the brain and various neuro-logical disorders has been demonstrated over the past decades. The present study demonstrates a possible link between the amounts of Clostridium difficile in the gut microbiome and p-cresol levels in the brain with cognitive activity. Herein, the amount of Clostridium difficile in the gut microbiome of rats was decreased through administration of vancomycin, a well-known antibiotic used for eliminating the effects of gut infections caused by the growth of the colony of Clostridium difficile. In these rats in the experimental group, the behavioral projection of cognitive activity was significantly decreased, compared to the rats in the control group. These data may thus indicate a potential link between Clostridium difficile colonies in the gut and cognitive functions of the brain. It is suggested that this interaction is carried out through the dopaminergic activity of the brain. [ABSTRACT FROM AUTHOR]

Objectives To test the hypotheses that decision making ability declines in old age and that a higher level of cognitive reserve is associated with a reduced rate of decline. Methods As part of an ongoing cohort study, 982 older adults without dementia at study enrollment completed measures of purpose in life and cognitive activity which were used as markers of cognitive reserve. At annual intervals thereafter, they completed 6 tests of decision making. Results In a factor analysis of baseline decision making scores, 3 measures (financial/health literacy, financial/health decision making, scam susceptibility) loaded on an "analytic" factor and 3 (temporal discounting small stakes, temporal discounting large stakes, risk aversion) loaded on a "preferences" (for temporal discounting and avoiding risk) factor. During a mean of 4.7 years of follow-up (standard deviation = 2.9), analytic factor scores decreased (mean = 0.042-unit per year, standard error [ SE ] = 0.006, p <.001) and preferences factor scores increased (mean = 0.021-unit per year, SE = 0.006, p <.001), with a correlation of 0.13 (p <.001) between rates of change. Evidence of an association between cognitive reserve and decision making was mixed with purpose in life related to change in analytic decision making, whereas past (but not current) cognitive activity was related to change in decision making preferences. Discussion Decision making analysis and preferences change over time in late life. Change over time in decision making components is relatively independent and differentially related to age and cognitive reserve. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BackgroundThe ultimate goal of artificial intelligence (AI) is to develop technologies that are best able to serve humanity. This will require advancements that go beyond the basic components of general intelligence. The term "intelligence" does not best represent the technological needs of advancing society, because it is "wisdom", rather than intelligence, that is associated with greater well-being, happiness, health, and perhaps even longevity of the individual and the society. Thus, the future need in technology is for artificial wisdom (AW).MethodsWe examine the constructs of human intelligence and human wisdom in terms of their basic components, neurobiology, and relationship to aging, based on published empirical literature. We review the development of AI as inspired and driven by the model of human intelligence, and consider possible governing principles for AW that would enable humans to develop computers which can operationally utilize wise principles and result in wise acts. We review relevant examples of current efforts to develop such wise technologies.ResultsAW systems will be based on developmental models of the neurobiology of human wisdom. These AW systems need to be able to a) learn from experience and self-correct; b) exhibit compassionate, unbiased, and ethical behaviors; and c) discern human emotions and help the human users to regulate their emotions and make wise decisions.ConclusionsA close collaboration among computer scientists, neuroscientists, mental health experts, and ethicists is necessary for developing AW technologies, which will emulate the qualities of wise humans and thus serve the greatest benefit to humanity. Just as human intelligence and AI have helped further the understanding and usefulness of each other, human wisdom and AW can aid in promoting each other's growth.

The relevance of the research: the development of high-end manufacturing leads to an increase in the negative impact of man on the environment. So, today the issues of developing environmental consciousness in college students are relevant.The problem statement: the negative impact of a person on the environment is increasing. However, the development of the ecological consciousness of students, awareness of the consequences of environmental impact is not at the proper level that is necessary in the transition of society to the sixth technological mode.The purpose of the research is to prove that the formation of the cognitive activity of college students in the ecological aspect is a necessary condition for the development of the ecological consciousness of college students.To solve the problem, the article considers such research methods as the analysis of pedagogical literature, observation, synthesis, generalization, considers the issues of practical application of methods on the example of classes in physical and mathematical disciplines and classes in Ecology.The conclusions: The use of mechanisms for the formation of students’ ability to show initiative in problem-dialogical interaction in matters relating to environmental problems contributes to the development of students’ environmental consciousness, the growth of their responsibility for the effectiveness of their professional activities, and the impact on the ecosystem.

The purpose of our research is to show facilitative interaction as a multilevel human activity, to show the significant constructive phenomena of facilitative interaction as a psychological status of the individual. Methods of the research. 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. Also, in our research we used empirical methods, such as statement experiment. The results of the research. It was shown, that the concept “facilitation” reflects a conscious and purposeful activity as a phenomenon characteristic, first of all, of a teacher. Thus, we singled out the attributes of facilitation: 1) cognitive activity; 2) the subject of the activity; 3) the functions of the subject; 4) the object of the activity; 5) the motives of the activity; 6) the purpose of the activity; 7) functions of the activity; 8) the ways of performing activities; 9) methods of activity implementation (and means relevant for the implementation of these activities); 11) the result of the activity. Conclusions. We showed the characteristics of facilitative interaction. We proved, that the Activity was the basis, means and positive condition for the development of the Personality. The Activity is the expedient transformation of the surrounding reality of people. We call activity “a unit of life”, mediated by the process of mental reflection. Also, outside activity there are neither means of the activity, nor signs, nor objects of art; there are no people outside the activity. Therefore, the activity is a purposeful, multi-level human activity. “Purposeful” is because “the subject” appears as its goal. “Multi-level” is because it includes into its structure of actions, secondary motivation, determined by the purpose and the tasks of the activity. And this, in turn, ensures the actualization of the main goal-motive of the activity by the individual. And, finally, the operation of the activity differs from the action in that it is not marked by a goal, but by the conditions of the activity in which this goal is explained. It is very necessary to distinguish the actions from the activities and from operations.

A distinctive feature of modern linguistics is considering language as an anthropological phenomenon. The article’s primary goal was to study national peculiarities and similarities of Kazakh, English, and Russian languages in linguistic and cultural vectors by analyzing and studying the family discourse, taking a person as the object of research within the framework of the anthropocentric paradigm. To achieve the aim, scientific and theoretical reviews were done. In the introductory part of the article, the general definition of a discourse and its types were analyzed. As the research theme is based on the family discourse, its definition was explained, and each person’s role in the family discourse was determined. In the practical part of the article, a comparative-contrastive study was done using the method of associative experiment. The research results were obtained​​, and the article’s purpose was fulfilled.

Copyright of Journal of Psychology & Sociology is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: More frequent engagement in cognitive activity is associated with better cognitive function in older adults, but the mechanism of action is not fully understood. Debate remains whether increased cognitive activity provides a meaningful benefit for cognitive health or if decreased cognitive activity represents a prodrome of cognitive impairment. Neurological biomarkers provide a novel way to examine this relationship in the context of cognitive aging. Methods: We examined the association of self-reported cognitive activity, cognitive function, and concentrations of three biomarkers in community-dwelling participants of a longitudinal, population-based study. Cognitive activity was measured at baseline by asking participants to rate the frequency of 7 activities: (1) viewing television, (2) listening to the radio, (3) visiting a museum, (4) playing games, such as cards, checkers, crosswords, or other puzzles or games, (5) reading books, (6) reading magazines, and (7) reading newspapers. Cognitive function was measured with a battery of four tests (Mini-Mental State Examination, Digit Symbol Test, and the immediate and delayed recall of the East Boston Test) averaged into a composite score. At baseline, we evaluated the concentration of total tau (tau), neurofilament light (NfL), and glial fibrillary acidic protein (GFAP). Results: The study sample comprised 1,168 older participants, primarily non-Hispanic Blacks (60%) and women (63%). At baseline, they were an average of 77 years old with 12.6 years of education. Mixed-effects models showed that cognitive activity was associated with better cognitive functioning at baseline and over time. These relationships remained after each biomarker was added to the model. Over an average of 6.4 years of follow-up, cognitive activity was associated with cognitive decline in the model with tau (estimate = 0.0123; p value = 0.03) and was mildly attenuated in the models with NfL (estimate = 0.0110; p value = 0.06) and GFAP (estimate = 0.0111; p value = 0.06). Biomarkers did not modify the association between cognitive activity and cognitive function over time. Conclusion: The benefits of cognitive activity on cognition appear to be independent of biomarkers: tau, NfL, and GFAP, measured at baseline. More frequent cognitive activity may benefit the cognitive health of older adults with a wide range of potential disease risk and presentations. [ABSTRACT FROM AUTHOR]

IntroductionLeisure activities impact brain aging and may be prevention targets. We characterized how physical and cognitive activities relate to brain health for the first time in autosomal dominant frontotemporal lobar degeneration (FTLD).MethodsA total of 105 mutation carriers (C9orf72/MAPT/GRN) and 69 non-carriers reported current physical and cognitive activities at baseline, and completed longitudinal neurobehavioral assessments and brain magnetic resonance imaging (MRI) scans.ResultsGreater physical and cognitive activities were each associated with an estimated >55% slower clinical decline per year among dominant gene carriers. There was also an interaction between leisure activities and frontotemporal atrophy on cognition in mutation carriers. High-activity carriers with frontotemporal atrophy (-1 standard deviation/year) demonstrated >two-fold better cognitive performances per year compared to their less active peers with comparable atrophy rates.DiscussionActive lifestyles were associated with less functional decline and moderated brain-to-behavior relationships longitudinally. More active carriers "outperformed" brain volume, commensurate with a cognitive reserve hypothesis. Lifestyle may confer clinical resilience, even in autosomal dominant FTLD.

Background. The primary task for the authors of the article is the issue of considering the variability and ways of social adaptation of elder people, their activity and sufficient communication. Tourism is the most effective mean combining all conditions above. Purpose. To consider and characterize the “concept of learning tourism”. Objectives: to identify institutions that provide touristic services to the elderly; identify the main themes of the third age tourism; to determine the types of educational tourism; to formulate trends in the development of tourism for elder people. Research materials and methods: comparative analysis, which provided an opportunity to compare and summarize information about the organizational forms of educational tourism for elder people. The method of translation, interpretation and analysis of scientific works, documentary sources, Internet materials allowed us to draw reasonable conclusions. Data synthesis and analogy methods were applied to systematize information and identify patterns and distinctive features of “educational tourism” for the elderly. Results. The article gives a qualitative description of “educational tourism”: this concept is considered; the basic needs and preferences of older people in tourism services are identified; types of educational tourism and its thematic directions are defined; prospects for the development of tourism for the elderly are noted. The article summarizes the concept of “educational tourism” in relation to Russian reality and outlines the main trends in the development of this direction. Practical implications. The obtained results can be applied in the field of educational tourism in Russia; in the development and implementation of touristic programs, taking into account the specific features of Russia; the materials under research are applicable for teaching students at colleges and universities.

The paper is devoted to considering the usefullness of authentic materials when teaching a foreign language in order to form the communicative competence of students. The author analyzes the concept of authenticity, highlighting its types, states and characteristics, as well as features of the use of authentic materials in the educational process. Classifying foreign official websites of law-enforcement bodies as authentic materials, the author considers them as one of their effective means of forming communicative competence in the absence of a natural linguistic environment. The author developed and methodically substantiated a system of working with authentic materials in the form of foreign official websites of law-enforcement bodies, which was tested in a practical lesson in a foreign language at the Kuzbass Institute of the Federal Penitentiary Service of Russia. The analysis of the experimental lesson allowed the author to come to conclusions about the feasibility and effectiveness of organizing work with authentic materials on the basis of a methodically developed task to form the communicative competence of students, expand their socio-cultural and professional knowledge and motivate them to study a foreign language.

In pedagogy knowledge is the primary means of developing cognitive activity of students, and in the process of physical education is traditionally considered to be a panacea for solving all problems of physical training at school, including the development of cognitive activity ofstudents is a specially selected means based on the students ' execution of motor activity. The authors present their vision of formation of cognitive activity on the basis of wide use of educational potential of academic subject «Physical education».

Formation of cognitive activity of students-over the years, one of the key areas of dissertational researches in the field of pedagogy. Much less the solution specialists in the field of physical culture. The work presents the approaches which form the basis for determining the role of cognitive activity in general secondary education ofphysical culture, characteristic of this notion.

The purpose of our research is: to develop (by the type of speech reaction) four types of transformation utterances of facilitative interaction at lessons, which depend on the processes of internal interference and conceptual correlation of the definition “facilitative learning as the basis of the humanization of education”; to organize the pilot research of facilitative interaction of pupils at the English lesson (form 5-A, 42 pupils, school № 12, Rivne) during 2020-2021 years. Methods of the research. 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, and generalization. Also in our research we used the empirical method of the pilot experiment. The results of the research. In order to test our hypothesis about facilitative activity of pupils, its productivity or non-productivity, we compared the results of respondents’ cognitive activities when they worked alone and in the case of the implementation of facilitative activity in the presence of observers. It is proved that these two indicators were correlated again after some training (when cognitive activity was performed several times). While testing our hypothesis, it was found the most accurate physiological indicator to register changes in the level of arousal of the personality. A similar research was organized the next month. In this research, pupils performed appropriate tasks to actualize psychomotor skills in the presence of observers. The results showed that the presence of ten passive observers during the mastery of a highly complex of mental and psychomotor skill worsened the activity of respondents significantly at the beginning of the empirical study compared to training alone. Conclusions. It was proved, that C. Rogers’ ideas on the importance of the process of facilitative learning, the role of the teacher, his/her facilitative relationships with pupils were the basis for the humanization of education abroad, and the main empirical research was provided in the 60-70’s. The results of the facilitation training, which involved thousands of teachers and tens of thousands of primary, secondary and college schoolchildren in England and the United States, suggested that pupils’ personal development had also been improved: their self-esteem had been improved, cognitive abilities had been developed, which facilitated the improvement of physical and mental health, performance and the activity of schoolchildren. C. Rogers’ humanistic ideas, which contribute to the growth of educational potential, are especially important for the democratization of the Ukrainian school and our society. In the theory of C. Rogers we often see implied system of certain ideas about a man and his/her essence, or a special method of psychotherapy, or just a set of carefully designed techniques for correcting interpersonal relationships.

The purpose of our article is to organize the experiment during 2020-2021 years and to establish the relationships between the dialogical qualities of cognitive activity and the literary environment of pupils; to show the problem of psychological nature of the internal dialogue of schoolchildren actualized by text reality. Methods of the research. 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. Also in our research we used empirical methods, such as the experiment of the effectiveness of group and individual forms of the pupils’ activity at the lessons, which in a great degree are actualized by text reality. The results of the research. In the article we showed that without a true understanding of the psychological nature of the internal dialogue there was no way and it couldn’t be able to understand the problem of bringing thoughts to the word according to all real complexity. The primary meanings of “inner speech” were understood by us by internal thinking like verbal memory. You can read the beginning of the verses in memory or you can reproduce it only in memory. The word tends to be replaced by an idea of it or an image of memory, like any other object. In this case, internal speech differs from external as the idea of the subject differs from the real subject. It is in this sense that we consider internal speech, examining in which memory patterns — acoustic, optical, motor, and synthetic — this mention of words is realized, or whether they compare the reproduction of words in memory with internal speech. In fact, there are two different processes, which need to be differentiated. Another interpretation of the internal speech, as a rule, is associated with the process of speeding up the splendid movement act. We have proposed terminologically to demarcate the internal movement and internal speech, signifying the remaining term “a context”, by which we understand the “internal movement”. The third, the most spread term, is giving the inner movement an over-the top blaze. We internally call everything that precedes the motor act of speaking, the entire inner side of the movement which is blatant, in which two points are blamed: firstly, the motives of speaking, and, in a different way, the manifestation of that it is invisible, non-sensory, motor, specifically moving experience. Each internal movement is not rather movement in the direct meaning of the word, but intellectual and effective-strong action, the shards of it includes into themselves the motives of the movement that was thought, as it is expressed by the word. Conclusions. It was proved that a correct understanding of internal dialogical thinking should be based on the premise that internal speech was a special educational tool in nature, a special type of speech activity that had its own specific features and was in difficult relationships with other types of speech activity. In order to clarify these relations of internal dialogue, on the one hand, to thought, and on the other hand, to speech, it is necessary, first of all, to find its specific differences from one or another form of speech activity and to clarify its very special function.