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Anti-aging products still are a big business worldwide. The most active promoters of anti-aging products currently are internet dealers, the cosmetic and the dairy industry or companies that sell nutritional supplements. Only a few of the advertised substances however have been studied in clinical trials under robust conditions. Several drugs demonstrate positive effects on intracellular mechanisms that are associated with delayed cellular aging. This does not mean that they are in delaying human aging. In contrast, key elements that provide successful healthy and long aging in humans are physical and mental activity a balanced, mediterranean diet and social contacts.

The object of the study is the methodology of teaching Russian morphology at secondary school. The subject matter of the research is the teaching potential of morphology for building a system of skills necessary for speech activity and the development of learners’ systematic thinking. The study aims to search for methodological factors that can enhance learners’ mental activity in the process of mastering the morphology of the Russian language. Theoretical research methods (analysis, synthesis, systematisation, generalisation of results) in conjunction with practical research methods (modelling the process of teaching morphology, learning process observation) are employed in the study. The paper examines theoretical sources, practices in teaching morphology at school and suggests ways to reverse negative trends in education. The relevance of the problem is highlighted, in the first place, by the fundamental importance of morphology for learners’ personality development. Secondly, it is emphasised by the fact that modern school-leavers lack the system of morphological skills. Lastly, negative trends in teaching this branch of linguistics as part of the school Russian course persist, which also underlines the relevance of the research. The study focuses on the theoretical aspects of the addressed problem and takes into consideration modern knowledge of psychology, psycholinguistics, linguistics, the methodology of teaching Russian. Additionally, the paper presents methods and techniques of teaching such difficult morphological topics as «The Pronoun», «The Participle», «The Numeral». It is concluded that problem-based learning is effective as its implementation will enable teachers to enhance their students’ mental activity in the process of cognition and optimise the outcomes of teaching Russian morphology at secondary school.

Предлагаемая широкому кругу педагогов статья посвящена проблеме когнитивной адаптации студентов первого курса в вузе. Она протекает более эффективно при использовании нейродидактического подхода, который включают: 1) комплексное использование данных нейронаук (нейрофизиологии, психологии, педагогики) в образовательном процессе, 2) связь мотивации, ощущений, восприятия, индивидуального опыта, эмоций, физической активности, социального контекста с обучением, 3) учет персональных нейрофизиологических особенностей студентов. Раскрыта суть феномена когнитивной адаптации студентов первого курса в вузе. Выполнен дескриптивный анализ основных аспектов нейродидактики студентов: их умственной деятельности, общения, критериев выбора профессии. В совокупности эти факторы обеспечат эффективное преодоление когнитивных трудностей на первом курсе обучения в вузе., The article offers to a wide range of teachers considering a problem of cognitive adaptation of first-year students at a university. It is more effective when using a neurodidactic approach. It includes: 1) the integrated use of neuroscience data (neurophysiology, psychology, pedagogy) in the educational process, 2) the relationship of motivation, sensations, perception, individual experience, emotions, physical activity, social context with learning, 3) taking into account the personal neurophysiological characteristics of students. The basics of the phenomenon of cognitive adaptation of first-year students at a university is revealed. A descriptive analysis of the main aspects of students’ neurodidactics is carried out: their mental activity, communication, criteria for choosing a profession. Together, these factors will ensure the effective overcoming of cognitive difficulties in the first year of study at the university.

espanolEl proceso de diseno arquitectonico parte de una actividad mental basada en relaciones de conceptos abstractos y empiricos previos a la materializacion de lo que conocemos como espacio construido y arquitectura. Este proceso no empieza en bocetos o planos, sino de manera previa en la mente mediante procesos de relaciones imaginarias (sintesis) de conceptos y analogias. La relacion entre la filosofia y la arquitectura hoy no se muestra tan estrecha como en tiempos remotos, sin embargo, su comprension cobra gran importancia para cuestionar y experimentar de la mejor manera posible los espacios en los que el ser humano crece, se desarrolla y produce su vision de mundo. EnglishThe process of architectural design starts from a mental activity based on relations of abstract and empirical concepts prior to the materialization of what we know as built space and architecture. This process does not start in sketches or plans, but in the mind in advance through processes of imaginary relationships (synthesis) of concepts and analogies. The relationship between philosophy and architecture nowadays maybe is not as close as in ancient times, however, the understanding of this relationship becomes crucial in order to experience in the best possible way the spaces in which the human being grows, develops itself and produces his/her vision of world.

eating plays a pivotal role in Chinese culture as echoed in the saying mín yǐ shí wéi tiān “Eating is everything for people”. In Chinese, a multitude of expressions related to eating are metaphorically used to talk about aspects of living and we call them “eating metaphors”. eating metaphors are largely motivated by the primary metaphor living is eating. This paper focuses on three prominent elements of the eating activity (i.e., living as “a process of eating”, living as “a kind of food” and living as “a tool for eating or cooking”) which give rise to the following metaphors: social activity is a process of eating, mental activity is a process of eating, social activity is food, mental activity is taste of food, humans are food, social activity is a tool for eating/cooking, and mental activity is attribute of tools for eating/cooking. The mappings from the domain of eating to the domain of living are largely based on their similarities on the generic level. Using the apparatus of clics 3, we find that the concept of eat in Chinese can colexify drink, intake, chew, learn, consider, understand, invade, possess, deprive, absorb, coitus, depend, and consume, and all cases of colexification can be accounted for by the living is eating metaphor. It is the experiential similarities between the living activity and the eating activity that make the structural mappings between two domains possible and that people can use one domain of experience to talk about another.

El club de tennis and sport academy, busca dar a conocer la importancia de la vinculación del deporte dentro de la vida cotidiana del ser humano, enfocando el mismo en mencionar la importancia que tiene dentro de la salud de cada una de las personas la práctica de deporte y en especial del tennis dentro de la sociedad; así mismo se debe denotar y enfocar la estimación de la construcción de planes estratégicos que permitan generar una proyección del Tennis & Sport Academy para el año 2026, ya que para el año anteriormente expuesto se busca tener un concepto claro y conciso de todas y cada una de las variables con las que cuenta el sistema deportivo; por medio de la formulación de estrategias que permitan obtener un concepto especifico a cerca de todo factor que genere afectaciones dentro del desarrollo del sistema de Tennis & Sport Academy y por tal razón el presente trabajo denota la estructuración del árbol de competencias, ya que la elaboración del mismo lograra realizar el análisis del MEFI y MEFE, ya que las mismas ayudan a concretar y plasmar las diferentes variables que colocan en riesgo la entidad, siendo analizadas y descubiertos por medio del Software SMIC. The tennis and sport academy club, seeks to publicize the importance of linking sport within the daily life of the human being, focusing on mentioning the importance that the practice of tennis has within the health of each person. sport and especially tennis within society; Likewise, the estimation of the construction of strategic plans that allow generating a projection of the Tennis & Sport Academy for the year 2026 must be denoted and focused, since for the year previously exposed it is sought to have a clear and concise concept of each and every one of them. of the variables that the sports system has; through the formulation of strategies that allow obtaining a specific concept about any factor that generates affectations within the development of the Tennis & Sport Academy system and for this reason the present work denotes the structuring of the competency tree, since the elaboration of the same, it will be able to carry out the analysis of the MEFI and MEFE, since they help to specify and capture the different variables that put the entity at risk, being analyzed and discovered through the SMIC Software. Especialista en Administración Deportiva http://www.ustabuca.edu.co/ustabmanga/presentacion Especialización

Компетентность современного педагога во многом определяется наличием у него сформированного педагогического мышления. Условиям развития его в условиях вузовского образования посвящена предлагаемая глава. Рассматриваются способы организации взаимодействия студентов, при которых социальная ситуация профессионально проблематизируется, приобретается опыт самоопределения при решении педагогической ситуации., The competence of a modern teacher is largely determined by the presence of a well-formed pedagogical thinking. The proposed chapter is devoted to the conditions of its development in the conditions of higher education. The ways of organizing the interaction of students are considered, in which the social situation is professionally problematized, the experience of self-determination is gained in solving the pedagogical situation.

Введение. Представленный научный обзор направлен на понимание этиологии пространственных способностей человека. Пространственное мышление – сложный комплекс когнитивных способностей, позволяющих распознавать, преобразовывать и сохранять информацию об объектах, прогнозировать трансформацию взаимодействий между ними под влиянием прочих факторов. Настоящая работа направлена на получение наиболее полного описания пространственных способностей как специфического вида умственной деятельности, лежащего в основе выполнения практических и теоретических задач, решаемых индивидом, с позиции психологии и генетики, чтобы подчеркнуть важность синтеза накопленных экспериментальных данных и психологических основ пространственного интеллекта в общем. Теоретическое обоснование. Представлен обзор результатов генетически информативных исследований пространственных способностей человека. Так как умение ориентироваться в пространстве является неотъемлемой чертой всех живых организмов, пространственные способности имеют эволюционно-адаптивное значение и также важны для индивида. В когнитивной психологии под пространственными навыками понимаются способности оперировать мысленными пространственными образами, схемами, моделями реальности, причем эти способности существенно различаются между людьми. Анализ этиологии этих индивидуальных различий выявил значительный вклад (69 %) наследственных факторов в формирование пространственных способностей. Результаты близнецовых исследований ставят задачу поиска конкретных полиморфных вариантов в генах, вовлеченных в развитие пространственных навыков. В целом ряде масштабных лонгитюдных исследований показано, что пространственные способности являются надежным предиктором достижений человека в области естественных наук, технологий, инженерии и математики (STEM), поэтому изучение их молекулярно-генетических механизмов представляется важной и актуальной задачей. Результаты и их обсуждение. В ходе проведения различного рода экспериментальных работ по психогенетике пространственных способностей человека были впервые получены весьма интересные данные, подтверждающие их наследственную природу. Выявлено, что пространственный интеллект является умеренно наследуемым признаком, в развитии которого задействован широкий спектр генетических факторов, обуславливающих активацию различных сигнальных путей метаболизма организма человека.

The article considers the essence of the concept of mental activity, analyzes the problem of human thinking, shows the role of building tasks in the formation of mental activity of secondary school students. The main feature of the construction tasks is that they develop search skills for solving problems, introduce them to feasible independent research, contribute to the development of geometric representations and the processing of knowledge, skills, thereby strengthening not only the applied orientation of geometry teaching, but also the polytechnic one. Construction tasks do not allow a formal approach to them, they create a problematic situation that needs to be solved, as a result of which the level of mental activity increases. Pedagogical experience shows that due to lack of time, teachers do not see the need to return to the construction tasks, and school textbooks pay little attention to the construction tasks, so elective classes and elective seminars on this topic are necessary. The optimal number of classes should be 10 hours, especially for grades 7-9. The authors tested their own methodology (ascertaining, forming and control stages) among students of the 7th grade of one of the schools in Uralsk.

Conceptual combination is proposed as the mental activity by which imagination produces new ideas in creative processes. Two parallel forms of the imagination test were constructed based on concept...

This article is dedicated to the analysis of Plato's work “The Republic” in the context of the genesis of project mentality and project activity as the anthropological outcome that goes back to the early cultural states and primary personality-oriented ancient practices. The author shifts to the plane of historical-cultural retrospective of the origin of the phenomenon of project mentality with the objective vicissitudes of its genesis. An attempt is made to reflect on this process, examine and clarify certain moments associated with the prelude and dynamics of the development of project approach towards organizing modern reality. The author substantiates the original perspective on interpretation of Plato's “Republic” as the early typical example of proto-project mentality formed in the depths of ancient cultural practices. Project mentality is a promising vector of the existence of culture, the so-called matrix of personal fulfillment of a significant part of our contemporaries. The author believes that Plato's work “The Republic” should be recognized as one of the very first examples of proto-project due to the presence of a wide range of typological attributes of design. The conclusion is made that in accordance to most parameters, Plato's work “The Republic” falls under the concept of “project activity”, as it features majority of the aspects of sociocultural design.

Человека давно интересует вопрос о том, как умственная нагрузка влияет на организм. Известно, что при длительной умственной работе преобразуется сила процессов возбуждения и торможения, изменяется соотношение между ними. С возникновением утомления в головном мозгу нарушаются взаимосвязи между корой больших полушарий и подкорковыми образованиями. При этом наблюдается снижение регулирующего влияния больших полушарий на все функции организма и уменьшение активизирующих воздействий подкорковых отделов мозга. Кроме того, длительное сидячие положение, состояние низкой двигательной активности ведут к значительному уменьшению центростремительных импульсов с рецепторов мышц, сухожилий, суставов. В исследовании приняли участие 17 относительно здоровые, имеющие стабильное физиологическое состояние девушек-студенток в возрасте от 21 до 25 лет. Для исследования были взяты 16 биологически активных точек на стандартных меридианах, связаных с определенным органом. Для оценки физиологического состояния органов до и после умственной нагрузки были исследованы показатели ЭП БАТ на коже. Выявлено снижение показателей каждого органа после умственной нагрузки по сравнению с показателями до ее выполнения со статистической достоверностью во всех исследуемых органах (р Humans has long been interested in the question of how mental activity affects the body It is known that with prolonged mental work, the strength of the processes of excitation and inhibition is transformed, the ratio between them changes. With the onset of fatigue in the brain, the relationship between the cerebral cortex and subcortical formations is disrupted. At the same time, there is a decrease in the regulatory influence of the large hemispheres on all body functions and a decrease in the activating effects of the subcortical parts of the brain. In addition, prolonged sitting, a state of low motor activity leads to a significant decrease in centripetal impulses from the receptors of muscles, tendons, and joints. The study involved 17 relatively healthy, stable physiological condition of female students aged 21 to 25 years. For the study, 16 biologically active points were taken from standard meridians associated with a specific organ. To assess the physiological state of the organs before and after the load of mental labor, the indicators of EC BAP on the skin. A decrease in the indicators of each organ after mental labor was revealed in comparison with the indicators before mental labor with statistical reliability in all the studied organs (p˂0.05). Especially low values of the EC BAP values after a load of mental labor were found in the bioactive points of the liver meridian F. 3 Tai-Chun, the colon meridian GI.5 Yang-Si and GI. 4 He-Gu, the heart meridian C. 7 Shen-Men, the small intestine meridian IG.1 Shao-tse and IG.2 Qian-Gu, the meridian of the kidneys R. 1 Yun-Chuan and R. 2 Zhan-Gu.

The article presents the concept of self-regulation which is based on social cognitive theory of self and identity. The study involves the self-integration and specialization of psychological knowledge of subject-activity theory, structural and functional specificity of self-learning of students with developmental delays, improvement of self-interpretation of mental activity of a student in the learning process. In given conditions teaching self-regulation to students with developmental delays is considered as an act of “trial and error” analysis of conditions, the task of understanding the existing knowledge assumptions (hypotheses), thinking and planning meaningful actions and focused management of substantive actions within integrated system of effective actions and operations, including cognitive processes. KEY WORDS: self-regulation, motivation, self-control, educational activities, students with developmental delays. DOI: http://dx.doi.org/10.15181/tbb.v74i2.1370

This article discusses the features of studying the topics of the section "Set. Elements of Logic" in the course of elementary school mathematics. The analysis of the content of the program and its implementation in the textbook "Mathematics" is given. The article describes the features of the updated content of mathematical education in primary classes. The role of the "Set. Elements of logic" in the development of logical thinking of primary school students. A feature of studying the section "Set. Elements of Logic" is that a system of exercises has been developed that implement the formation of thinking techniques. The analysis of the proposed system of exercises in the implementation of the educational goals of this section is carried out. When developing the system of exercises, the age-specific features of the students ' thinking development were taken into account. In the organization of work with the system of exercises, the ways of increasing the mental activity of students, the development of independent work were considered. A special role in the development of logical thinking of students is also occupied by logical tasks presented in the category "You are a researcher".

Bugungi kunda maktab yangi, zamonaviy ta'lim sifatiga erishishga, hayotiy vazifalar va muammolarni hal qilishga qaratilgan o'quv jarayonining muvaffaqiyati ko'plab omillarga bog'liq bo'lib, ular orasida bolaning qobiliyati va imkoniyatlariga qarab o'qitish, ya'ni tabaqalashtirilgan ta'lim eng kam rol o'ynamaydi. O'quvchilarning aqliy faoliyat texnikasini o'zlashtirish samaradorligi nafaqat sifatiga, balki bolalarning individual psixologik xususiyatlariga, ularning o'rganish qobiliyatiga ham bog'liqdir. O'qituvchi har bir sinfdagi o'quvchilarimning individual xususiyatlarini juda yaxshi bilishi zarur. Shuning uchun muammolarni hal qilish qobiliyatining shakllanish darajasiga qarab sinfni guruhlarga ajratish kerak

The article is devoted to the study of the problem of activating the mental activity of students through the use of problematic tasks that contain errors and contradictions. Examples are given that give teachers a reason to independently vary the level of complexity and forms of presentation of the material, taking into account the individual characteristics of students. Possibilities of formation of competences for overcoming of standard algorithmic approaches to the decision of a physical problem are proved., Стаття присвячена дослідженню проблеми активізації розумової діяльності здобувачів освіти через використання проблемних завдань, що містять помилки та протиріччя. Розглянуто приклади, що дають підстави учителю самостійно варіювати рівень складності та форми подачі матеріалу з урахуванням індивідуальних особливостей здобувачів освіти. Розкрито можливості формування компетентностей для подолання шаблонних алгоритмічних підходів до вирішення фізичної задачі.

The article considers learning as a system and emphasizes that its two main organizational components are learning and teaching, and interprets students' learning activities as activities aimed at achieving the goals of the learning process. It is acceptable to include cognitive needs, learning motives, learning objectives, tasks, and learning activities in the structure of training. It is accepted that knowledge and the process of learning this knowledge belong to the sources that create cognitive interests and needs. Based on the analysis of the research materials obtained, the authors make the following generalization: regardless of the level of perception of the activity, the understanding of the goal always remains a necessary feature of it; In the absence of this sign, human activity, especially learning activity, cannot exist. It is also concluded that the functional structure of learning activities includes the following stages: 1) introductorymotivational stage; 2) operational-cognitive stage; 3) control-evaluation stage.

Decentering, a detached, observer perspective on one’s mental activity, is an important concept for understanding mental health. Meta-awareness, people’s awareness of their own current mental activity, is thought to facilitate decentering. However, trait measures of these concepts are not available or have validity concerns. We sought to create a theoretically derived measure of meta-awareness and decentering that allowed an exploration of questions in the literature regarding whether there are multiple forms of decentered awareness and whether meta-awareness and external awareness are distinct. Across six samples and 2,480 participants, we developed the 25-item Multidimensional Awareness Scale, with subscales assessing meta-awareness (present moment awareness of mental activity), decentered awareness (meta-awareness from a psychologically distant perspective), and external awareness (present moment awareness of the world outside of oneself). The scales demonstrated acceptable reliability and validity. Results are discussed in terms of the conceptual implications of the scale structure and its potential uses.

This article highlights the psychological and pedagogical aspects of student learning and discusses the tools required in the process from the student and the teacher. Understanding of the events that take place in the pedagogical process. One of the problems of secondary specialized educational institutions is the low quality of general education of the first year, the lack of the formation of general educational skills, skills of organizing independent work, mental activity, insufficient development of the communicative culture. At the same time, the teacher must know a large number of them - in certain cases, combine or use only one - the choice depends on the teacher's competence.

The work analyzes the concept of “Mental activity” as a component of the linguistic personality of a child during his infancy and early childhood on the linguistic material of the first book of the autobiographical novel by I.A. Bunin’s “Life of Arseniev”. Thus, the subject of the research is the linguo-cognitive model of the concept of “Mental activity” with a core and a system of peripheral means. Cognitive activity as a component of the characteristics of a linguistic personality occupies an important place in cognitive linguistics. Thus, the relevance of the presented article lies in the appeal to the phenomenon of the linguistic personality of the character of a work of art, the problem of its typology and method of description. The purpose of the article is to identify and then analyze the lexical means of representing the concept of “Mental activity” and its func-tioning in the novel based on statistical, descriptive methods and the method of conceptual analy-sis. In the conclusions reached by the author of the article, it is substantiated that the mental activity of a child reflects the specifics of his age and intellectual development, the characteristics of his environment, the socio-economic and cultural-historical conditions in which he grows up, is associated with the communicative strategies of his linguistic personality. The materials of the article can find practical application in university courses on textual criticism, cognitive linguistics, and linguistic text analysis.

Upholding the principle of Biological Naturalism, John Searle requires that explanation of mental phenomenon must be coherent with findings in scientific studies. To meet the requirement of coherence, Searle puts forward his “connection principle”. This paper contends that his requirement is not well met in his own study of unconscious mental states. Firstly, his classification of unconscious mental states is not reasonable. For example, he has classified “knowledge of language” into deep unconscious mental state, which in nature belongs to nonconscious mental state. The classification is not in accord with findings in linguistic studies, nor with linguistic practice. Secondly, his explanation for the unconscious mental process is doubtful. Based on his “connection principle”, unconscious mental state is nothing but potential conscious mental state and therefore the processing of unconscious mental activity should resemble that of conscious mental activity. But this explanation is not coherent with findings in cognitive science. The paper concludes that Searle fails in his requirement of coherence.