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The present paper aims to study the avant-grade manifesto as the manifesto of a new type and to analyze factors that establish the specificity of its poetics. The research shows that the specific character of the avant-garde manifesto’s poetics is provided by the phenomenon of avant-garde, peculiar ways of historical evolution of the manifesto as a literary genre, and pragmatic goals of the avant-garde manifesto that influence the choice of appropriate language means and artistic and linguistic devices. Special attention is paid to the theory and methodology of exploring the avant-garde manifesto’s poetics that are elaborated on the manifesto “The New Ways of the Word” written by Aleksej Kruchenykh. The methodology is complex and includes the method of frame semantics, the method of ID card of avant-garde idioms, the method of linguocultural reconstruction, and the quantitative analysis. The methodology involves a fivelevel analysis that includes: 1) the interpretive analysis of the title of the avant-garde manifesto; 2) the frame analysis of the text aimed to extract language units that are most relevant in conceptual and practical terms; 3) the study of figurative-expressive means of the text of the avant-garde manifesto; 4) quantitative analysis of idioms and phraseological units used in the text in question; 5) the study of the semantics of the avantgarde idioms and phraseological units. The results obtained let us draw the following deductions. The avant-garde idioms and phraseological units are the key constitutive elements shaping the poetics of the avant-garde manifesto. One of the basic techniques used to construct the poetics of the avant-garde manifesto is the conceptual-metaphorical collage.

Most cognitive research concerned with the relationship between language and music asks whether isolated individuals represent and process them in similar ways. In this paper, we focus instead on the relationship between interactive language and interactive music, and suggest that speakers engaged in dialogue and musicians engaged in joint performance face similar difficulties – how to relate their contributions to their partners in terms of both timing and content. We propose a model that spans interactive language and music in which each interactor constructs a single joint prediction of their own and their partner’s behaviour, and then compares that prediction against the actual behaviour when it occurs. We discuss how predictions differ depending on turn organisation, as well as message spontaneity. We relate this proposal to behavioural and neuroscientific data from interaction research in the domains of both music and language.

The essay presents an interdisciplinary theory of what it will call “innerscapes”: artefactual representations of the mind as a spatially extended world. By bringing examples of innerscapes from literature (Kafka’s short storyThe Bridge), radio plays (Samuel Beckett’sEmbers), and a creative documentary about auditory-verbal hallucinations (a voice-hearer’s short film,Adam + 1), it suggests that these spatial renditions of the mind are constructed by transforming the quasi-perceptual elements of inner experience into affording ecologies. In so doing, they enable an enactive exploration of inner worlds as navigable environments. The resulting storyworlds display features that resemble the logic and ontology of dreams. Cognitive research on dreams and cartographical studies of the personal geographies of dreamscapes will thus inform the understanding of what innerscapes are, do and can do if used, as the essay argues they should be, as enhancing devices for what Jesse Butler has called ‘extended introspection” (2013: 95).

The paper proposes a method for automatic recognition of reactions to frustration in texts. It also presents the results of a study that allows catching linguistic patterns for extrapunitive responses (E-reactions) aimed at protecting the “Self”; and shows the results of experiments with the Rosenzweig picture-frustration test protocols. We use a linguistic analyzer, “PCA Machine”, which considers the wide range of multi-level features aggregated by the relational-situational model to process the texts with E-reactions to frustration. Then we developed a set of templates, which can catch the revealed linguistic patterns and use them together with machine learning models. This approach turns out to be new for modeling the reasoning of expert cognitive research. Experimental results show that in most cases, the templates allow detecting E-reactions. Moreover, the share of unrecognized reactions is small; however, to increase the recognition reliability, it is necessary to consider additional features, including the context of the analyzed text fragments.

Artificial intelligence is the science of researching and developing the theory, method and technology application system of simulating, expanding and expanding human intelligence. It is of positive significance to apply it to the College of industry. With the deep integration of artificial intelligence and classroom teaching, artificial intelligence will present a series of development trends.

В статье представлен обзор положений теорий когнитивных наук, описывающих механизмы происхождения негативных эмоций на примере утомления и когнитивного диссонанса, что, по мнению автора, позволяет выявить методы регуляции эмоциональными состояниями, влияющими на физическую подготовку спортсменов. Автором рассмотрены исследования авторов, раскрывающих факторы когнитивного диссонанса в физическом воспитании студентов, а также психофизиологическое состояние и когнитивные функции у спортсменов с хроническим утомлением. Теоретическая значимость исследования представлена отражением сущности эмоций как психолого-педагогического процесса с позиции когнитивных теорий. Методологическая база исследования обзор литературных источников, сравнительный анализ, обобщение., The article presents an overview of the provisions of the theories of cognitive sciences, describing the mechanisms of the origin of negative emotions on the example of fatigue and cognitive dissonance, which, according to the author, makes it possible to identify methods of regulation of emotional states that affect the physical training of athletes. The author examines the research of the authors, revealing the factors of cognitive dissonance in physical education of students, as well as psychophysiological state and cognitive functions in athletes with chronic fatigue. The theoretical significance of the research is presented by the reflection of essence of emotions as a psychological and pedagogical process from the standpoint of cognitive theories. The methodological basis of the research is a review of literary sources, comparative analysis, generalization.

Статья посвящена проблеме профессиональной подготовки будущих юристов в контексте гуманитаризации образования, отражающей идею приоритетности общекультурных ценностей и целостности человеческой деятельности. Раскрыта сущность содержания профессионального образования будущих юристов с позиции гуманитарно-антропологического подхода, который учитывает всю многомерность человеческой реальности. В качестве гуманитарного компонента содержания профессионального образования обоснован опыт решения учебно-личностных задач, отражающих единство внешней и внутренней сторон образовательного процесса, его предметно-объективного и личностно-субъективного аспектов. Учебно-личностные задачи определяются контекстом личностного развития студентов и спецификой образовательной ситуации в гуманитарной модели образования. Знание о гуманитарном принципе познания, об образовательной ситуации и содержании целостного профессионального образования, направленного на становление профессионала как носителя культуры своей профессии, позволили впервые сформулировать понятие «учебно-личностная задача» и определить опыт решения учебно-личностных задач как компонент содержания образования. В статье раскрыты, с позиции методологии гуманитарности и когнитивных исследований, виды опыта решения учебно-личностных задач: эмпирическое, метафорическое и понятийное познание. Это опыт внимания к объекту познания («что познается»), опыт внимания к процессу познания («как познается»), опыт внимания к субъекту познания («кто познает»). Одна из целей исследования состояла в определении механизма формирования у будущих юристов опыта решения учебно-личностных задач. Таким механизмом выступает текстуально-диалогическая деятельность, позволяющая в образовательном процессе трансформировать безличную информацию учебных дисциплин в личностно значимый для студентов текст и выстраивать вопросно-ответные отношения. В статье представлены результаты исследования, касающиеся готовности студентов к решению учебно-личностных задач., The article is devoted to the problem of professional training of future lawyers in the context of the humanization of education, reflecting the idea of the priority of common cultural values and the integrity of human activity. The essence of the content of professional education of future lawyers is revealed from the position of the humanitarian-anthropological approach, which takes into account the entire multidimensionality of human reality. The experience of solving educational and personal tasks, reflecting the unity of the external and internal sides of the educational process, its subject-objective and personal-subjective aspects, is substantiated as a humanitarian component of the content of professional education. Educational and personal tasks are determined by the context of students’ personal development and the specifics of the educational situation in the humanitarian model of education. Knowledge about the humanitarian principle of cognition, about the educational situation and the content of holistic professional education aimed at becoming a professional as a carrier of the culture of his profession, made it possible for the first time to formulate the concept of “educational and personal task” and determine the experience of solving educational and personal tasks as a component of the content of education. The article reveals, from the standpoint of the methodology of humanitarianism and cognitive research, the types of experience in solving educational and personal tasks: empirical, metaphorical and conceptual knowledge. This is the experience of attention to the object of cognition (“what is cognized”), the experience of attention to the process of cognition (“how is cognized”), the experience of attention to the subject of cognition (“who cognizes”). One of the objectives of the study was to determine the mechanism for the formation of future lawyers’ experience in solving educational and personal problems. This mechanism is textual-dialogical activity, which allows in the educational process to transform the impersonal information of academic disciplines into a text that is personally meaningful for students and to build question-answer relationships. The article presents the results of the study concerning the readiness of students to solve educational and personal tasks., Бизнес. Образование. Право, Выпуск 3 (56) 2021

Данное исследование посвящено проблеме функционирования вторичных текстов и категории вторичности. Вторичность и первичность, наряду с другими онтологическими свойствами, такими как возможное и невозможное, определённое и неопределённое, пронизывают все сферы человеческого бытия, являясь универсальными категориями. В задачи статьи входит рассмотрение категории вторичности в рамках лингвистической поэтики, теории семиозиса и когнитивных исследований. С точки зрения лингвистики текста к функциям вторичных текстов культуры можно отнести следующее — они способствуют передаче знаний, их адаптации, аппроксимации. Тексты-производные позволяют выйти из кризиса жанра в литературе − за счет переработки и переосмысления классических текстов. Вторичные тексты также формируют парадигмальные группы текстов. Другими словами, они могут лежать в основе создания текстовых парадигм − стилистических, тематических и др. Так в рамках метатекстовой практики вокруг первичного текста создается текстовое поле из его производных. С точки зрения теории семиозиса вторичные тексты осуществляют расширение семиосферы, реализуют её базовые свойства − динамичность, диалогичность, неоднородность (ядерная структура) и т. д. в рамках трех аспектов семиозиса Ч. Морриса. С точки зрения когнитивистики в основе создания вторичных текстов лежат сложные мыслительные процессы − категоризация и схематизация, что приводит к аналоговому воссозданию прототекста. Итог статьи − рассмотрение условных «плюсов» и «минусов» вторичных текстов. Наличие «недостатков», тем не менее, не отменяет их пограничного положения, которое позволяет вторичным текстам развивать текстовый континуум, а значит, поддерживать передачу знания., This research is devoted to the problem of functioning of secondary texts and the category of secondary texts. Secondary and primary, along with other ontological properties, such as possible and impossible, definite and indefinite, permeate all spheres of human existence, being universal categories. The purpose of the article is to consider the category of secondariness in the framework of linguistic poetics, semiosis theory, and cognitive research. From the point of view of text linguistics, the functions of secondary cultural texts include the following: they contribute to the transfer of knowledge, their adaptation, and approximation. Derivative texts allow us to overcome the crisis of the genre in literature by reworking and reinterpreting classical texts. Secondary texts also form paradigmatic groups of texts (with common similarities). In other words, they can be the basis for creating text paradigms − stylistic, thematic, etc. For example, in the framework of metatext practice, a text field is created around the primary text from its derivatives. From the point of view of the semiosis theory, secondary texts expand the semiosphere, implement its basic properties − dynamism, dialogicity, heterogeneity (nuclear structure), etc. within the framework of three aspects of semiosis of Charles Morris. From the point of view of cognitive science, the creation of secondary texts is based on complex thought processes − categorization and schematization, which leads to an analog reconstruction of the proto-text. The result of the article is the consideration of conditional "pros" and "cons" of secondary texts. The presence of "defects", however, does not negate their borderline position, which allows secondary texts to develop a textual continuum, and thus support the transfer of knowledge.

Augmented Reality (AR) combines real-world and computer-generated data, allowing for a dynamic presentation of visual contents while moving in the physical surroundings. Though promising for the investigation of visuospatial processing in natural scenarios, experimental research exploiting AR in this context is scarce. In this study, we aimed at testing the behavioral consequences of multitasking when walking in different directions to close landmarks while responding to AR holograms outdoors. Participants were engaged in i) a visual single-task for discriminating augmented peripheral targets, ii) a navigation single-task consisting of a sequence of short goal-directed walking periods to close augmented landmarks and iii) a dual-task combining the latter tasks. We evaluated the cost of dual-tasking on cognitive and motor performance in comparison to the single-tasks, along with a subjective assessment of mental load. Cognitive-Motor Interference (CMI) was highlighted by performance costs in both the cognitive and motor domains under dual-task. Interestingly, a discrepancy between subjective and objective measures of mental load under dual-task was observed. We conclude that the attentional load induced by multitasking can have important consequences when navigating the dynamic real world, and thus needs to be addressed in a variety of daily-living contexts. In this perspective, AR is a suitable research tool for simulating dynamic tasks outdoors, enhancing the ecological validity of cognitive investigations without sacrificing the experimental rigor of laboratory research. Additionally, it provides insights into the possible impact on attention and behavior when using wearable mobile technologies that overlap virtual data to the physical environment.

Many primary education programs, including the updated educational program in Kazakhstan, involve the creation and implementation of thematic units to prepare younger students for research activities. This approach is reflected in the integrated method of teaching and learning in primary classes. However, in cases where the research-based pedagogical approach is not used, it has become an urgent problem because it cannot meet the interest of students. Therefore, this article intends to study theoretical works on the preparation of primary school students for research, conduct experimental work on a small experimental site, and consider specific results. In theoretical terms, such works as content analysis, synthesis, generalization, survey, and diagnostics were organized. Analyzing the experimental work on the stages of identification and formation. Based on methodological materials to prepare students for research, we offer percentages.

The prediction of upcoming events is of importance not only to humans and non-human primates but also to other animals that live in complex environments with lurking threats or moving prey. In this study, we examined motion tracking and anticipatory looking in dogs in two eye-tracking experiments. In Experiment 1, we presented pet dogs (N = 14) with a video depicting how two players threw a Frisbee back and forth multiple times. The horizontal movement of the Frisbee explained a substantial amount of variance of the dogs’ horizontal eye movements. With increasing duration of the video, the dogs looked at the catcher before the Frisbee arrived. In Experiment 2, we showed the dogs (N = 12) the same video recording. This time, however, we froze and rewound parts of the video to examine how the dogs would react to surprising events (i.e., the Frisbee hovering in midair and reversing its direction). The Frisbee again captured the dogs’ attention, particularly when the video was frozen and rewound for the first time. Additionally, the dogs looked faster at the catcher when the video moved forward compared to when it was rewound. We conclude that motion tracking and anticipatory looking paradigms provide promising tools for future cognitive research with canids.

Актуальность данной аналитической статьи объясняется тем, что лингвистическая диверсификация студенческой аудитории и школьных классов является объективной реальностью современных образовательных практик, она коснулась и математического образования. Вопросы, связанные с преподаванием математики в полилингвальной образовательной среде, являются актуальными для многих образовательных контекстов в современном мире. Увлеченность большого количества исследователей вопросами языкового многообразия в преподавании математики, обсуждение этих вопросов на международных научных мероприятиях и, наконец, рост разнообразия исследовательских направлений все это говорит о том, что математическое образование в многоязычном контексте становится перспективной для дальнейших исследований. Цель статьи заключается в анализе главных направлений исследований проблем математического образования в многоязычном контексте. Как показал анализ литературы, многоязычное обучение математике было хорошо изучено, но недостаточно глубоко проанализировано с точки зрения различных языковых контекстов. Авторами выделены три направления исследований проблем математического образования в многоязычном контексте, приведен их анализ, отмечается их роль в разработке прикладных исследований в области методики обучения предметной области Математика . Исследовательский интерес направлен на выявление пробелов в научно обоснованных знаниях о методах преподавания и проектирования задач, принципах разработки и оценивания механизмов изучения и обучения математике в лингвистически диверсифицированной образовательной среде. В свете поиска ответов на основополагающие вопросы преподавания математики и подготовки современного учителя к работе в полилингвальной образовательной среде предлагается расширить существующие траектории исследований еще одним направлением, актуальным для Республики Татарстан. Статья может представлять интерес для специалистов, занимающихся исследованием вопросов преподавания математики в условиях языкового разнообразия, в частности национально-русского двуязычия, The relevance of this analytical article is explained by the fact that the linguistic diversification of the student audience and school classes is an objective reality of the modern educational practices, it also affected mathematical education. Matters related to the teaching of mathematics in a multilingual educational environment are relevant for many educational contexts in the modern world. The enthusiasm of a large number of researchers on the issues of linguistic diversity in the teachingof mathematics, the discussion of these issues at international scientific events and, finally, the growth of the diversity of research areas - all this suggests that mathematical education in a multilingual context becomes promising for further research. The purpose of the article is to analyze the main areas of research in the problems of mathematical education in a multilingual context. As an analysis of the literature has shown, multilingual teaching of mathematics has been well studied, but not sufficiently deeply analyzed in terms of different language contexts. The authors distinguished three areas of research into the problems of mathematical education in a multilingual context, their analysis is given, their role in the development of applied research in the field of teaching methods of the subject area Mathematics is noted. Research interest is aimed at identifying gaps in scientifically based knowledge about teaching methods and design tasks, the principles of developing and evaluating mechanisms for studying and teaching mathematics in a linguistically diversified educational environment. In the light of the search for answers to the fundamental questions of the teaching of mathematics and the preparation of a modern teacher for work in a multilingual educational environment, it is proposed to expand the existing research paths with another direction relevant for the Republic of Tatarstan. The article may be of interest to specialists involved in the study of mathematics teaching in the context of linguistic diversity, in particular, national-Russian bilingualism, №2(51) (2020)

Electrocorticogram (ECoG), obtained from macroelectrodes placed on the cortex, is typically used in drug-resistant epilepsy patients, and is increasingly being used to study cognition in humans. These studies often use power in gamma (30–70 Hz) or high-gamma (>80 Hz) ranges to make inferences about neural processing. However, while the stimulus tuning properties of gamma/high-gamma power have been well characterized in local field potential (LFP; obtained from microelectrodes), analogous characterization has not been done for ECoG. Using a hybrid array containing both micro and ECoG electrodes implanted in the primary visual cortex of two female macaques (for some stimulus conditions, separate ECoG and microelectrode arrays in two additional male macaques were also used), we compared the stimulus tuning preferences of gamma/high-gamma power in LFP versus ECoG in up to four monkeys, and found them to be surprisingly similar. High-gamma power, thought to index the average firing rate around the electrode, was highest for the smallest stimulus (0.3° radius), and decreased with increasing size in both LFP and ECoG, suggesting local origins of both signals. Further, gamma oscillations were similarly tuned in LFP and ECoG to stimulus orientation, contrast and spatial frequency. This tuning was significantly weaker in electroencephalogram (EEG), suggesting that ECoG is more like LFP than EEG. Overall, our results validate the use of ECoG in clinical and basic cognitive research.

When radiologists search for a specific target (e.g., lung cancer), they are also asked to report any other clinically significant “incidental findings” (e.g., pneumonia). These incidental findings are missed at an undesirably high rate. In an effort to understand and reduce these errors, Wolfe et al. (Cognitive Research: Principles and Implications 2:35, 2017) developed “mixed hybrid search” as a model system for incidental findings. In this task, non-expert observers memorize six targets: half of these targets are specific images (analogous to the suspected diagnosis in the clinical task). The other half are broader, categorically defined targets, like “animals” or “cars” (analogous to the less well-specified incidental findings). In subsequent search through displays for any instances of any of the targets, observers miss about one third of the categorical targets, mimicking the incidental finding problem. In the present paper, we attempted to reduce the number of errors in the mixed hybrid search task with the goal of finding methods that could be deployed in a clinical setting. In Experiments 1a and 1b, we reminded observers about the categorical targets by inserting non-search trials in which categorical targets were clearly marked. In Experiment 2, observers responded twice on each trial: once to confirm the presence or absence of the specific targets, and once to confirm the presence or absence of the categorical targets. In Experiment 3, observers were required to confirm the presence or absence of every target on every trial using a checklist procedure. Only Experiment 3 produced a marked decline in categorical target errors, but at the cost of a substantial increase in response time.

open access article University students are the most employed category of participants in cognitive research. However, researchers cannot fully control what their participants do the night before the experiments (e.g., consumption of alcohol) and, unless the experiment specifically concerns the effects of alcohol consumption, they often do not ask about it. Despite previous studies demonstrating that alcohol consumption leads to decrements in next-day cognitive abilities, the potential confounding effect of hangover on the validity of cognitive research has never been addressed. To address this issue, in the present study, a test-retest design was used, with two groups of university students: at T0, one group was constituted by hungover participants, while the other group was constituted by non-hungover participants; at T1, both groups were re-tested in a non-hangover state. In particular, the tests used were two versions of a parity judgment task and an arithmetic verification task. The results highlight that: (a) the response times of university students experiencing a hangover are significantly slower than those of non-hangover students and (b) the response times of hungover students are slower than those of the same students when re-tested in a non-hangover state. Additionally, it was also observed that the prevalence of hungover students in the university campus varies depending on the day of the week, with a greater chance of enrolling hungover participants on specific days. In light of the latter result, the recruitment of university students as participants in cognitive experiments might lead researchers to erroneously attribute their results to the variables they are manipulating, ignoring the effects of the potential hangover state.

Over the past 40 years, there have been remarkable changes on both the drug research and drug policy fronts. On a scientific level, we now have a reasonable understanding of many of the cognitive or decision-making impairments in people with addiction (e.g., impulsive choices, temporal discounting). On a policy level we have witnessed developments that many thought were inconceivable in a more punitive policy climate, such as supervised injecting centers and legalized cannabis markets. In this chapter, we examine whether and how advances in cognitive science and policy may affect each other in the area of drug addiction and use. Are advances in the cognitive science informing changes in drug policy? And how, in turn, are these policy changes affecting the type of cognitive research that can be undertaken? We argue that policymakers' use of addiction cognitive neuroscience is highly selective and often invoked post hoc to justify policies decided on other grounds. We suggest how we might increase the limited impact of cognitive research on policy. We also highlight novel avenues for cognitive research that can arise following policy changes.

This position paper analyses the multidisciplinarity of cognitive research and its challenges from three perspective: the foundations of cognitive science, which draw from logic and neuroscience and their interconnections in studying human logic; computation as a means to identify mathematical patterns in human cognition, represent them symbolically and use such representations in computer emulations of human cognitive activities and possibly verify properties of such activities; education, devising and implementing learning models that exploit as well as address human cognition.

In this chapter I commence by introducing the mapping sentence and its theoretical underpinnings as these are found in the facet theory approach to research, and I explore the linguistic basis of the mapping sentence. We constantly use language (propositions, assertions, judgements) and informally assess the veracity of these in the enquiries and explorations we undertake in our daily lives. I cursively review these and the use of linguistic structures within formal research settings. I also consider how linguistic devices may constitute valid and useful tools in behavioural and cognitive research, and I consider the mapping sentence as a linguistic device that is used to guide research.

The multifaceted ability to produce, transmit, receive, and respond to acoustic signals is widespread in animals and forms the basis of the interdisciplinary science of bioacoustics. Bioacoustics research methods, including sound recording and playback experiments, are applicable in cognitive research that centers around the processing of information from the acoustic environment. We provide an overview of bioacoustics techniques in the context of cognitive studies and make the case for the importance of bioacoustics in the study of cognition by outlining some of the major cognitive processes in which acoustic signals are involved. We also describe key considerations associated with the recording of sound and its use in cognitive applications. Based on these considerations, we provide a set of recommendations for best practices in the recording and use of acoustic signals in cognitive studies. Our aim is to demonstrate that acoustic recordings and stimuli are valuable tools for cognitive researchers when used appropriately. In doing so, we hope to stimulate opportunities for innovative cognitive research that incorporates robust recording protocols. This article is categorized under: Neuroscience > Cognition Psychology > Theory and Methods Neuroscience > Behavior Neuroscience > Cognition.

The colloquialism “a picture is worth a thousand words” has reverberated through the decades, yet there is very little basic cognitive research assessing the merit of drawing as a mnemonic strategy. In our recent research, we explored whether drawing to-be-learned information enhanced memory and found it to be a reliable, replicable means of boosting performance. Specifically, we have shown this technique can be applied to enhance learning of individual words and pictures as well as textbook definitions. In delineating the mechanism of action, we have shown that gains are greater from drawing than other known mnemonic techniques, such as semantic elaboration, visualization, writing, and even tracing to-be-remembered information. We propose that drawing improves memory by promoting the integration of elaborative, pictorial, and motor codes, facilitating creation of a context-rich representation. Importantly, the simplicity of this strategy means it can be used by people with cognitive impairments to enhance memory, with preliminary findings suggesting measurable gains in performance in both normally aging individuals and patients with dementia.

The development of novel miniaturized wireless and wearable functional Near-Infrared Spectroscopy (fNIRS) devices have paved the way to new functional brain imaging that can revolutionize the cognitive research fields. Over the past few decades, several studies have been conducted with conventional fNIRS systems that have demonstrated the suitability of this technology for a wide variety of populations and applications, to investigate both the healthy brain and the diseased brain. However, what makes wearable fNIRS even more appealing is its capability to allow measurements in everyday life scenarios that are not possible with other gold-standard neuroimaging modalities, such as functional Magnetic Resonance Imaging. This can have a huge impact on the way we explore the neural bases and mechanisms underpinning human brain functioning. The aim of this review is to provide an overview of studies conducted with wearable fNIRS in naturalistic settings in the field of cognitive neuroscience. In addition, we present the challenges associated with the use of wearable fNIRS in unrestrained contexts, discussing solutions that will allow accurate inference of functional brain activity. Finally, we provide an overview of the future perspectives in cognitive neuroscience that we believe would benefit the most by using wearable fNIRS.

The article deals with the problem of genesis and essence of the doctrine of «Christian worldview» in modern neo-Calvinism. The views of A. Kuyper, A. Wolters, D. Naugle were analyzed in the article. A. Wolters has been described as a «towering figure» in the Kuyperian Neo-Calvinist pantheon. Albert Wolters’s classic formulation of an integrated Christian worldview has beenrevised and expanded to reach new readers beyond the generation that has already benefited from this clear, concise proposal for transcending the false dichotomy between sacred and secular. He begins by defining the nature and scope of a worldview, distinguishing it from philosophy and theology. For example, Wolters presents a typological scheme of the basic ways of the relationship between worldview (W) and philosophy (P). He outlines five different paradigms: W repels P (Kierkegaard, Jaspers) W crowns P (Windelband, Wundt) W flanks P (Rickert, Husserl) W yields P (Dilthey, Mannheim) W equals P (Gomperz, Engels, etc.). D. Naugle in book «Worldview: The History of a Concept» explores how worldview was defined by and the role it played in the work of a broad array of thinkers. A century ago, the concept, often referred to by the German word Weltanschauung, was quite popular, though definitions abounded. Worldview was never quite as significant for philosophy as it was for theology and the social sciences, but in many disciplines it was deemed to play a pivotal role in people’s basic orientation to the world and their commitments and values. Criticism of the neo-Calvinist doctrine of the «Christian worldview» is contained in the article also. For example, Bradford Littlejohn, president of the Davenant Institute, speaks seriously about some serious issues in the Christian thought. He discusses the weakness of the term «worldview» and offers as a replacement the term «wisdom». Thus, the neo-Calvinist doctrine of the worldview is a kind of religious-fundamentalist conception of human consciousness, which, from the point of view of its adherents, necessarily relies on the axiological foundations and has a theological dimension. At the same time, this doctrine does not take into account the peculiarities of modern cognitive research, which indicate the greater complexity and dynamism of views and value orientations. The concept of «worldview» is a system of unquestioning beliefs that automatically provide the necessary skills and behavior. The leading trend of the development of the neo-Calvinist doctrine of the worldview is the further spread, simplification and journalistic vulgarization.

Durante a década de 1980, Skinner e colegas publicaram uma série de pesquisas empíricas que trataram de temas como comunicação simbólica, uso de ferramentas, “Insight”, auto-reconhecimento e outros temas típicos de pesquisas de viés cognitivo. Tais pesquisas estavam vinculadas ao chamado Columban Simulation Project, que foi um projeto desenvolvido nos últimos anos de Skinner em Harvard, e tinha como objetivo central recriar em pombos fenômenos tradicionalmente tratados como complexos, observados em chimpanzés e humanos. Adicionalmente, o projeto também tinha o intuito de debater o papel de simulações de comportamento, no caso, comparando simulações de comportamentos em pombos com simulações de computador. O presente ensaio faz um apanhado de todos os principais trabalhos do Columban Simulation Project, discutindo e relacionando seus experimentos com pesquisas atuais, ao mesmo tempo em que trata também de algumas de suas críticas e legados. Conclui-se que o projeto chamou razoável atenção da comunidade científica, dentro e fora da Análise do Comportamento, assim como consolidou uma linha de pesquisa ativa sobre as origens operantes de comportamentos tradicionalmente chamados de “Insight”, e ao mesmo tempo serviu como uma ponte de aproximação da Análise do Comportamento com algumas vertentes atuais das ciências cognitivas e desenvolvimento de inteligências artificiais. During the decade of 1980, Skinner and colleagues published a series of empirical research regarding themes such as symbolic communication, tool use, insight, self-awareness, and other popular themes of cognitive research. These papers were part of the so called Columban Simulation Project, an endeavor took by Skinner in his last years at Harvard, that aimed to recreate complex phenomena, easily observed in chimpanzees and humans, in pigeons. The project also had the objective to discuss the role of simulation research in Psychology experiments. The present essay offers a comprehensive description and discussion, in Portuguese, of all major papers related to the project. Implications of these papers to modern research in behavior analysis, cognitive science and computer science are discussed, among examples of some critics aimed to the project and also its lasting legacy to psychological research. It is concluded that the project had a reasonable impact in the scientific community at large, established a line of investigation of the operant determinants of problem solving performances, and that it also brought together discussions and data from research in behavior analysis, cognitive science and artificial intelligence.

The article discusses the use of metaphors when covering armed conflicts in media. The ambiguous nature of the conflict and the subjectivity of perception of this phenomenon determine the specific usе of metaphor as an evaluative tool capable to change the addressee’s picture of the world. Metaphors are easily activated in the mind of a person, produce an automatic perception of a country's policy, which predetermines their high functionality for propaganda purposes. Ag- gressive rhetoric in political media discourse serves as a means of language manifestation of the goals of ideological suggestion and the creation of suggestive semantic effects. Ideological beliefs and values in the form of political metaphors are manifested and contribute to the implementation of the strategy of discredit in political discourse, influencing the addressee.

The purpose of this case series was to explore whether adults who did not have the opportunity to acquire reading skills during childhood are able to do so rapidly if trained with an adequate literacy program. After 14 weeks of training with a new, optimized, literacy course based on cognitive research, six out of eight participants became able to read words they had never encountered, hence demonstrating that they were definitely engaged in decoding processes that allow autonomous reading. Moreover, they showed enhanced phonemic sensitivity and phonological memory. The latter finding implies that functional changes can take place rapidly outside the reading domain even when reading is acquired in adulthood. Thus, there is no major plasticity impediment preventing rapid eradication of illiteracy in adults.

My commentary is based on three matters derived from Ignacio Pozo’s article. First, I present my defence of the cognitive research that Pozo criticizes and characterizes as methodologically aseptic and disembodied. Second, I discuss my doubts regarding the author’s arguments on external representations overcoming the limitations of embodied cognition. Third, I examine the neuroscience perspective in order to clarify the representational debate.

Background There have been several studies concerning rudimentary coordination of the eyes, hands, and mouth in the human newborn. The author attempted to clarify the ontogenetic significance of the coordination during the earliest period of human life through a systematic review. The neural mechanism underlying the coordination was also discussed based on the current knowledge of cognitive neuroscience. Methods Searches were conducted on PubMed and Google Scholar from their inception through March 2017. Results Studies have demonstrated that the coordination is a visually guided goal-directed motor behavior with intension and emotion. Current cognitive research has proved that feeding requires a large-scale neural network extending over several cortices. Conclusion The eye-hand-mouth coordination in the newborn can be regarded as a precursor of subsequent self-feeding, and the coordination is very likely mediated through the underdeveloped but essentially the same network interconnecting cortices as in the adult.

The article concerns the challenges for the teachers who are engaged in preventative actions in the contemporary school. The author takes the issues relating to the problems faced by teachers implementing school prophylaxis programs.This problem was taken up in the study because during interviews and work with teachers the author noted that they are struggling with problems in constructing and implementing school prevention programs. Not every teacher knows what the standards for prophylaxis interventions are and how they are designed to build programs.The research was conducted using the diagnostic survey method, survey technique, questionnaire survey tool. The research group counted a total of 111 subjects.The goal of theoretical and cognitive research was to diagnose the problems teachers face when designing and implementing a school prophylaxis program. The practical and implementation objective was to develop recommendations for schools and municipalities in support of teachers who implement the school prophylaxis program.Research shows that respondents have the support to implement prophylaxis impacts at school, these activities are rather monitored and evaluated, the climate is conducive to school prophylaxis, and the programs are based on scientific basis. However, according to the educators, there are insufficient funds for prophylaxis, and they are rather low in their competence. In addition, teachers with work experience up to 5 years worse than others evaluate some areas related to prophylaxis.In the end there are shown also areas in which teachers feel the need to improve their competence in the field of prophylaxis.At the end are presented conclusions and practical recommendations for use in educational institutions, which implement programs in the field of universal prophylaxis.Keywords: prophylaxis, school prophylaxis program, competence of prophylaxis.

Many zoos are committed to conservation efforts and answering applied questions about veterinary care and welfare. It is less common, however, for basic science to be conducted in zoos. Comparative cognitive research run in zoos is gaining momentum, with more zoos becoming involved and a greater diversity of species being studied. The majority of cognitive research in zoos is conducted with primates, bears, and elephants. There is less cognitive research run with other species, in particular birds, reptiles and insects, or with zoo visitors. Given the number and variety of animals they house, zoos offer a unique forum to expand the taxonomic focus of cognitive research, especially via multi-institutional collaborations, whilst creating an opportunity to foster public engagement with research.

Usando preceitos da pesquisa cognitiva e do desempenho expert, este estudo objetivou: identificar e descrever fatores comuns, referentes ao treinamento, apresentados por quatro treinadores brasileiros expert de Ginastica Aerobica, a partir da execucao de uma tarefa proposta, e apresentar dedutivamente um modelo de excelencia deste grupo. Fundamentado no Protocol Analysis e no mapa cognitivo 3, as narrativas dos treinadores foram gravadas, transcritas e organizadas em meaning units . Os resultados originaram um mapa cognitivo e indicaram que treinamento, elementos, condicionamento mental e coreografia sao as categorias de conhecimento que nortearam a atuacao dos treinadores. Palavras Chave: Mapa Cognitivo. Treinador. Desempenho Exper. Ginastica Aerobica. ABSTRACT Using principles of cognitive research and expert performance, this study aimed to: identify and describe common factors relating to training, from four Brazilian Aerobic Gymnastics expert trainers from the implementation of a proposed task and present deductively a excellence model of this group. Based on Protocol Analysis and cognitive map 3, the narratives of coaches were recorded, transcribed and organized into meaning units. The results gave a cognitive map and indicated that training, elements, mental conditioning and choreography are the categories of knowledge that guided the coaches’ actions. Key Words: Cognitive Map. Coach. Expert Performance. Aerobic Gymnastics.