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Problem and purpose. In older preschool age, the transition from visual to verbal-logical thinking is carried out, and this transition is impossible without the development of mental operations of synthesis, analysis, comparison, generalization and classification. The research purpose is to study the impact of the digital educational environment on the formation of mental operations in older preschoolers. Materials and methods. The study involved 152 children aged 5 to 7, 152 parents and 50 educators of preschool educational organizations in Ulyanovsk city (Russian Federation). The following research methods were used: “Interest in Mathematics” (L.N. Vakhrusheva), “Magic Flower” for determining motivational preferences in choosing an activity (E.E. Krieger), modified color diagnostics of emotions “Little Houses” (O.A. Orekhova), “Ridiculous” (R.S. Nemov); “Divide into Groups” (A.Ya. Ivanova); determination of senior preschoolers’ level of intellectual development (Z.F. Zambacavicene); “Find the Differences” (L.F. Tikhomirova). The Pearson chi-square was applied for statistical processing of the data obtained. Research results. In order to increase the level of development of mental operations in older preschoolers, the author’s program was introduced, including, inter alia, the use of capabilities of the digital educational environment: multimedia presentations, mathematical computer games, mathematical tales, projects, didactic games, models, problem-practical situations. Also, a round table was organized with kindergarten educators, where they discussed issues related to the problem of using the computer environment in organizing the mathematical activities of older preschoolers; the use of digital laboratories, lego-construction and robotics in working with children with the purpose of forming their mental operations. By analyzing the results obtained, the dynamics of changes in each of the criteria for the level of formation of mental operations in older preschoolers was recorded. As a result, the number of children in the experimental group with the optimal level of formation of mental operations increased by 23.6% (χ2 = 13.737; p0.05). Conclusion. The research results prove that some types of digital educational environment can actualize the basic thinking operations in older preschoolers. Also, the results obtained allow stating that comprehensive work is needed on the use of the digital educational environment in the formation of children’s mental operations with educators and parents.

The aim is to conduct empirical research on the formation of reflective-evaluative competence in primary pupils with intellectual disabilities and to determine effective methods to develop it. Methods: tests with standardized questionnaires, methods for checking the logic of motivating dialogue, comparative analysis, quantitative and qualitative content-analysis. We established that disorders in the functioning of reflection in primary pupils are observed in changeable or unfamiliar situations: rejection to solve a problem, desire to simplify a task, justification of their inability, avoidance of difficulties. We registered that insufficient development of self-control and self-esteem causes faults in programming and performing activity. We identified difficulties in verbalizing a plan of actions showing the respondents’ inability to compare and substantiate practical and mental operations. Disorders in reflective-evaluative competence are insufficient development of reflection, self-control, self-esteem and self-correction that does not allow primary pupils to organize their mental actions purposefully.

The article investigates the problem of vocal culture development of future vocalists in the process of professional training. It is noted that the requirements for the content of art education necessitate the improvement of training of future vocalists, consideration of priority areas for improving its vocal culture, finding optimal forms and methods of developing vocal culture of future professionals. It is emphasized that vocal art is the most popular form of musical art, which combines music, singing, speech, poetry and stage culture. The artistic content of vocal works is transmitted by means of the singing voice, forms a powerful educational environment around itself, directly influencing all participants in the artistic and pedagogical process. The author of the article notes that a review of the history of vocal art shows that prominent representatives of different vocal schools (Italian, French, Russian, German and Ukrainian) are united by general methodological provisions and artistic orientation: deep sincerity and truthfulness of artistic interpretation, ability to reveal the work, vivid persuasiveness. It is emphasized that the study of scientific and methodological literature shows that the important issues of future vocalists vocal culture are the following: the development of technical skills of vocalists, the physiology of the singing process, preparation of future vocalists for performance and more. The author of the article notes that the effectiveness of vocal and performing culture of future vocalists depends on the focus of educational work on deepening the processes of perception, imagination, reproduction, which is directly related to all mental operations of students, the development of their thinking in general. It is substantiated that the most important vocal and pedagogical principles of forming the professional culture of a vocalist can be considered: musical and artistic education of the singer; development of musical and vocal hearing; individual approach to learning; imitation of the vocal tradition of the teacher; the process of forming the vocal culture of students in the positions of expediency, necessity, efficiency and success; the principle of gradualness, consistency and continuity; the principle of unity of artistic and technical development; the principle of awareness of the specifics of vocal and methodological activities; the principle of creative activity.

Introduction. At the present stage of the development of the Russian education system, along with the tasks of teaching and developing children cognitive abilities is the task of their social adaptation. The solution of this problem largely depends on the teacher, who contributes to personal development at a preschool educational institution. It is obvious that one of the criteria for the quality of social training of older preschoolers can be the degree of their mental and speech activity. Materials and Methods. The results of the study (adequate for its subject), are presented: the analysis of scientific literature, observation, psychodiagnostics methods (tests, conversations), experimental methods, mathematical and statistical methods (the Mann – Whitney test, the Wilcoxon test). The development of the authors educational and game tasks (“Sly Butterflies”, “Talking Fish”, “Confusion”, “Dunnos Letter”, “Find a Photo”) for the formation of mental operations of older preschoolers has become one of the real prerequisites for updating contents of the educational process at a preschool institution. Results. The article presents the results of the study, which are related to the intensification of the educational process in the aspect of the formation of mental operations of older preschoolers at preschool institutions, with the development of a structural model of the mental operations of older preschoolers. Discussion and Conclusion. The expected effect of the implementation of the model of formation of mental operations of older preschoolers in the group of short-term stay of a preschool educational institution is the level of their preparation for school and social adaptation general. The proposed provisions and conclusions create prerequisites for further study of the phenomenon – the formation of mental operations, preschool children in the methodological, content and organizational plans, and the practical experience of implementing this model can be used in the planning and organization of the educational space of a preschool institution.

The most widely accepted view in the biopsychological sciences is that the cognitive functions that are diagnostic of mental operations, sentience or, more commonly, consciousness emerged fairly late in evolution, most likely in the Cambrian period. Our position dovetails with James’s below − subjectivity, feeling, consciousness has a much longer evolutionary history, one that goes back to the first appearance of life. The Cellular Basis of Consciousness (CBC) model is founded on the presumption that sentience and life are coterminous; that all organisms, based on inherent cellular activities via processes that take place in excitable membranes of their cells, are sentient, have subjective experiences and feelings. These, in turn, guide the context-relevant behaviors essential for their survival in often hostile environments in constant flux. The CBC framework is reductionistic, mechanistic, and calls for bottom-up research programs into the evolutionary origin of biological consciousness.

The reproductive method in the system of teaching Russian as a foreign language is aimed at reproducing the ways of activity by foreign students according to the algorithms presented by the teacher, at enriching them with knowledge, skills and abilities, as well as at forming the main mental operations: abstraction, analysis, synthesis, generalization, and others. When learning the «language of the profession», the main mental operations are formed: abstraction, analysis, synthesis, generalization, and others. The reproductive method, having the basis of algorithmization, integrated with the cognitive theory of learning, has reached a new level – the reproductivecognitive method. System analysis in combination with algorithmization becomes the basis of the reproductive and creative method. The methods outlined in the article enrich the knowledge, skills and abilities of students, which are most often carried out at the stages of correction, diagnosis and consolidation of knowledge, but do not guarantee the development of creative abilities, do not allow them to be systematically and purposefully formed. In particular, the concept of the reproductive-creative method is the principle of communicative orientation, which formed the basis of competence-based learning. In competence-based learning, the activity component, unlike other possible approaches, is considered from the viewpoint of competence, i.e., the ability of the student to effectively and independently, but with the help of the teacher, use the language being studied on the basis of the acquired experience in the form of knowledge, skills, and abilities. The knowledge obtained as a result of the use of the explanatory and illustrative method weakly forms skills and abilities. Therefore, thanks to the developed system of tasks, where the algorithmization of the educational process is clearly traced, the teacher organizes the students’ activities by repeatedly reproducing the knowledge communicated to them and the ways of activity shown.

Previous studies found that an automatic meaning-composition process affects the processing of morphologically complex words, and related this operation to conceptual combination. However, research on embodied cognition demonstrates that concepts are more than just lexical meanings, rather being also grounded in perceptual experience. Therefore, perception-based information should also be involved in mental operations on concepts, such as conceptual combination. Consequently, we should expect to find perceptual effects in the processing of morphologically complex words. In order to investigate this hypothesis, we present the first fully-implemented and data-driven model of perception-based (more specifically, vision-based) conceptual combination, and use the predictions of such a model to investigate processing times for compound words in four large-scale behavioral experiments employing three paradigms (naming, lexical decision, and timed sensibility judgments). We observe facilitatory effects of vision-based compositionality in all three paradigms, over and above a strong language-based (lexical and semantic) baseline, thus demonstrating for the first time perceptually grounded effects at the sub-lexical level. This suggests that perceptually-grounded information is not only utilized according to specific task demands but rather automatically activated when available.

The present study investigates the relation between temperature and non-sensory domains conceptually close to it. Observing metaphorical extensions of the Italian basic temperature terms caldo ‘hot’ and freddo ‘cold’, individuated through a collocational analysis performed on the ItTenTen16 corpus, mental operations responsible for the association of temperature with other domains are assessed. Interestingly, many associations are first elaborated onto warmth/heat and then used to map concepts onto cold. Although conceptual associations are primarily motivated by embodiment, in some cases they stem from a shared “vertical” image-schematic structure: warmth and heat are up, while cold is down on the axis, resembling the configuration of other domains with a positive/negative orientation (e.g., good/bad). A visual representation of the semantic network of temperature highlights that domains associated with temperature are mirrored in its two poles: for instance, high and low temperature are associated, respectively, with friendliness and unfriendliness.

Developing communicative competence of future teachers majoring in non-linguistic specialities is a priority of the progressive educational paradigm. Nowadays in linguodidactics the perfect mastery of professional communicative skills, the skill of text creation in different discourse conditions is especially relevant. Taking into account the linguistic and didactic characteristics of higher education seekers is the basis for the development of public communication skills that correlate with the requirements of the time, the needs of society, the tasks of modern education. Substantiation of the phenomenon of “public communication” in terms of linguistic didactics is important for the development of guidelines, concepts and models for teaching the theory and practice of public communication, for the selection of effective methods and techniques. Speech is a necessary basis for thinking. Public communication especially foregrounds significant mental-speech operations: analysis, synthesis, abstraction, concretization, reproduction of material, text creation. The method of developing public communication skills focuses on solving problems related to the perception of educational material, awareness of the essence of rhetorical concepts, text creation. Effectiveness is ensured by synergy with psychological research on the patterns of mental operations that underlie the perception, memorization and reproduction of prepared material. Approaches to the development of public communication skills are largely based on well-known ancient theories, including those based on folk speech culture. The analysis of the basic concepts of classical rhetoric and practice of public communication (logos, ethos, pathos and topos) require innovative methodological and methodical elaboration and directing at the communicative competence of the contemporary teacher majoring in non-linguistic specialities. The character of the linguistic personality is determined by typical communicative national features, existing in the form of thought forms / formulas, concepts, value lexical and semantic dominants. The university should ideally mould a speaker ready for different types of public communication, to create a discourse in any time and space, who knows language norms and communicative qualities of oral and written speech as indicators of speech culture, text technology, speech etiquette. Age features, openness to the perception of information, self-expression in competitive speech situations, ambition, search for authority, the desire to overcome negative stereotypes in the perception of the teaching profession are the very linguistic and didactic aspects that should be relied on while working on communicative competence. We see the prospect of further research in the development of a system of work on the development of the idiosyncrasy of public communication which underlies the formation of a personal brand of the teacher.

Psychologists face an urgent task - to teach a person to effectively deal with stressors, which he encounters every day. The aim is to investigate the features of sanogenic thinking as a factor of stress-coping behavior of the individual. The test-persons were of cadets in the amount of 345 people, of whom women - 167 people and men - 178 people. As a result of a formative experiment to teach the skills of sanogenic thinking, the article investigated the presence of changes in the degree of stress using the methods of "Psychological Stress Scale PSM-25" and the questionnaire "Fatigue-Monotony-Satiety-Stress". It is determined that the formation of sanogenic thinking skills as a result of the formative experiment, helps to reduce the level of fatigue, monotony, satiety and stress in the individual. Relationships between the level of development of sanogenic thinking and coping strategies used by the individual are revealed. Regression analysis showed that the study of personality theory and practice of sanogenic thinking allows you to expand awareness of emotional mental operations and acquire skills and abilities to introspect their own emotions, experiences in overcoming stress. That is, sanogenic thinking can be a factor in stressful behavior of the individual.

The paper discusses the features of school biology education research organization in the context of the implementation of the Federal State Educational Standard of General Secondary Education. It is shown that the specificity of Biology as a school subject provides enormous opportunities to research activities for schoolchildren. It contributes to the results that comply with the Federal State Educational Standard, improves critical thinking and learning ability developing. This study shows the most common areas of biological research presented at school scientific conferences and olympiads of various levels. New and rarely used topics are proposed for education research in Botany, Zoology, Human Anatomy and their subsections. When choosing topics for their studies, authors recommend taking into account the students interests, age, ability to complete the research within a relatively short time at school or in other education organizations, scientific relevance and usefulness for the participants and regional approach. It is stated that the organization of theoretical and experimental research should be based on the scientific logic, which will improve students research abilities. The paper reveals typical problems of teachers associated with the choice of research topics, problem statement and choice of methods for studying natural objects.

El objetivo del estudio consiste en identificar, a partir de una prueba de comprensión lectora off-line de dos tipos textuales, si existe correlación entre aprobar una materia de lectura (en español como lengua materna) en escolaridad superior (licenciatura) y una mejoría en la comprensión lectora respecto al nivel previo a la asignatura. El instrumento fue pilotado hasta llegar a su versión final, donde el texto técnico exige inferencias proposicionales y el texto humanístico requiere inferencias pragmáticas. El análisis de los resultados se realizó en dos fases: primero, se evaluó el nivel de comprensión lectora derivado de cada uno de los textos por separado y después fueron comparados ambos estratos para saber si los alumnos que aprobaron la asignatura tienen en realidad un nivel de comprensión más alto que quienes no la cursaron. La discusión reveló que no existe correlación entre el desempeño en la prueba técnica y el desempeño en la prueba humanística. Tampoco existe correlación entre aprobar la asignatura y el nivel de comprensión lectora, ni de un texto técnico ni de uno inferencial; de hecho, el nivel de comprensión lectora no presenta mejorías significativas. En conclusión, esto implica que, tras cursar una materia de comprensión lectora, los estudiantes siguen siendo incapaces de realizar las operaciones mentales necesarias para llegar hasta el nivel de representación que el tipo de texto exige tanto en el nivel proposicional como en el pragmático. This piece of research aims to identify if there is any correlation between passing a reading university course (with Spanish as a first language) and an improvement in reading comprehension, compared with the reading level obtained before attending the classes. After testing our reading comprehension tool among different pilot groups, we reach the final version, which has two different texts: the first one is a technical text, which requires readers to make propositional inferences, and the second one is a humanistic text, which requires readers to make pragmatic inferences. The analysis of the results was undertaken in two phases: first, we evaluated the reading comprehension level of each text, and second, we compared both levels to know if students who had passed had a higher reading comprehension level than students who had never taken this reading course. The discussion showed that there is not any correlation between technical test performance and humanistic test performance; neither is there a correlation between passing the subject and the level of reading comprehension. Moreover, reading comprehension did not show any significant improvement. In sum, after taking the entire course, students are still unable to perform the mental operations needed to reach the representation level (propositional or pragmatical) expected to comprehend both text types. L’objectif de ce travail est d’identifier s’il existe une corrélation entre la réussite du cours de Lecture (Espagnol en tant que langue maternelle) au niveau universitaire et l’amélioration de la compréhension des textes, comparée au niveau obtenu avant de commencer le cours, en utilisant une épreuve de compréhension de lecture off-line de deux types textuels différents. L’outil qui sert à réaliser cette recherche a été soumis à des essais pour la perfectionner jusqu’à sa version finale, dans laquelle le texte technique exige de faire des inférences propositionnelles et le texte des sciences humaines exige de faire des inférences pragmatiques. L’analyse des résultats a été réalisée en deux parties. Premièrement, le niveau de compréhension écrite issue de chacun des textes a été évalué séparément. Deuxièmement, les deux niveaux ont été comparés pour savoir si les élèves admis avaient un niveau plus élevé en compréhension écrite par rapport à ceux qui n’ont pas suivi le cours. La comparaison des résultats a dévoilé qu’il n’y a pas de corrélation entre la performance à l’épreuve technique et la performance à l’épreuve des sciences humaines. Les données montrent de même qu’il n’y a pas de corrélation entre la réussite de l’année universitaire et le niveau de compréhension de texte, quel que soit le type de texte. En effet, le niveau de compréhension de lecture ne montre aucune amélioration significative. En conclusion, les résultats de la recherche démontrent qu’après avoir suivi le cours de Lecture à l’université, les apprenants ne sont pas capables d’effectuer les opérations mentales nécessaires pour atteindre le niveau de représentation exigé par le type de texte, soit au niveau propositionnel, soit au niveau pragmatique.

The article considers weaving therapy as a means of developing mental operations of the individual, a way to distinguish between causal relationships in the individual's behavioural reactions. A positive effect on the cognitive, design, prognostic, informational, technological, reflective, analytical functions of the client’s thinking are revealed. The influence of weaving therapy during counselling of victims of violence is considered as a method of psychological support of people with signs of post-traumatic stress disorder, as well as a type of socio-psychological adaptation of people with acute stress and PTSD. Factors influencing the process of psychosomatization and disruption of interpersonal relationships were identified.Based on the results of processing the theoretical material, a strategy of psychological support and behaviour correction by weaving therapy was formed, which includes four stages: initial interview (remote meeting) – second meeting (the focus of the psychocorrection process and concluding a contract for psychocorrectional work) – work in a training group – conducting an individual case.

Este artigo relata experiências pedagógicas remotas desenvolvidas na disciplina “Educação em Espaços não Escolares”, do curso de Licenciatura em Pedagogia da Faculdade Dom Pedro II de Sergipe. Essas aulas foram decorrentes da suspensão das aulas presenciais, devido à pandemia do novo coronavírus (Sars-CoV-2), causador da doença COVID-19. Focalizam-se práticas de ensino no Google Classroom e no Google Meet, inspiradas no desenvolvimento de operações mentais, baseadas na dialética e nas metodologias ativas da aprendizagem. Entre os resultados, podem-se destacar as significativas aprendizagens da professora e dos estudantes, os quais tiveram de se adequar a uma nova realidade não dimensionada. Os estudantes, fluentes digitais, apesar dos problemas de conexão com a internet, não obtiveram prejuízos cognitivos. Pode-se inferir, portanto, que houve tentativas de replicar o ensino presencial, porém as limitações da professora no tocante à utilização ampla das Tecnologias Digitais da Informação e Comunicação (TDIC) ensejaram reflexões para melhoria das práticas futuras.

Статья посвящена развитию математического мышления на основе решения системы разнообразных геометрических задач. Способности создания (восстановления) геометрических образов, рассматриваемых в их динамике синтеза решения из простейших мыслительных операций, что является функциональным свойством математического мышления., The article is devoted to the development of mathematical thinking based on the solution of a system of various geometric problems. Ability to create (restore) geometric images considered in their dynamics of synthesis of a solution from the simplest mental operations, which is a functional property of mathematical thinking., Вестник КРАУНЦ. Физико-математические науки, Выпуск 3 2020

Our main considerations take as a starting point the educational policy demand for a model of competence of text comprehension, which should make it possible to measure and systematically increase comprehension accomplishments and competences. The approach of classical cognitive psychology appears particularly suitable for this purpose, which determines comprehension as a rule-guided transfer of a sign complex into a mental representation. However, such representationalism tends to be aporetic in character. A way out of this problem is offered by recent concepts of understanding from the area ofEmbodied Cognition, according to which all mental operations are embedded in physical interaction processes. Comprehension means, in this sense, letting physical primary experiences be reproduced in a trial-action fashion. This approach is, in this paper, reconsidered in relation to the role of subjectivity and affect: Physical experiences are meaning-generating because they exhibit a subjectively perceived affective valence between pleasure and suffering. The beginning of all understanding therefore is to be located within the emotional sphere.Such a conception of understanding is supposed to have a considerable impact upon language- and literature teaching in schools. For example, training of reading skills should always be embedded in body-bound experiences. Moreover, learning and understanding both mean cultivating an alert ear for affective undertones, needs and irritations, which might even lead to drawing the curricular benchmarks and competency targets into question. Finally, as art and literature establish areas of freedom and play, literature teaching, especially, needs to be founded on affective awareness, discursive openness and proceeding voluntariness.

The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.

O presente artigo tem como objetivo principal apresentar a estratégia de ensino do trabalho de campo em bacia hidrográfica como proposta metodológica potencializadora para a mobilização dos componentes físico-naturais. A concepção do trabalho de campo desenvolvida nesta investigação está baseada numa abordagem processual, crítica e participativa. É processual por estabelecer um conjunto de sequências didáticas no planejamento escolar do professor, a saber, pré-campo, campo e pós-campo. É crítica ao desenvolver operações mentais investigativas que corroboram no pensamento indagativo e reflexivo junto aos escolares. E, por último, é participativa pois desenvolve a organização conjunta dos escolares no planejamento, pesquisa e registro durante a realização desta estratégia de ensino. Norteou-se pela pesquisa qualitativa em educação associada ao gênero de pesquisa participante, ao envolver os sujeitos pesquisador e investigados em um ambiente escolar público do Ensino Médio na cidade de Porangatu-GO. O percurso investigativo revelou que o desenvolvimento do trabalho de campo na bacia hidrográfica do córrego Barreiro-GO potencializou a construção de temas, conteúdos e componentes físico-naturais atrelados ao relevo, rede hidrográfica e impactos ambientais na Geografia Escolar. A proposta do trabalho de campo desenvolveu uma visão de integração apoiada na conjunção do conceito de paisagem ao articular o espaço vivido pelos escolares na leitura de mundo, reconhecendo-os como sujeitos ativos do seu processo de apreensão de conhecimentos. Palavras-chave Trabalho de campo, Estratégia de ensino, Bacia hidrográfica, Componentes físico-naturais

What are the mental operations involved in game theoretic decision making? How do players deliberate (intelligently, but perhaps imperfectly) about strategic interdependencies and ultimately decide on a strategy? We address these questions using an evidence accumulation model, with bidirectional connections between preferences for the strategies available to the decision maker and beliefs regarding the opponent's choices. Our dual accumulator model accounts for a variety of behavioral patterns, including limited iterated reasoning, payoff sensitivity, consideration of risk-reward tradeoffs, and salient label effects, and it provides a good quantitative fit to existing behavioral data. In a comparison with other popular behavioral game theoretic models fit at the individual subject level to choices across a set of games, the dual accumulator model makes the most accurate out-of-sample predictions. Additionally, as a cognitive-process model, it can also be used to make predictions about response time patterns, time pressure effects, and attention during deliberation. Stochastic sampling and dynamic accumulation, cognitive mechanisms foundational to decision making, play a critical role in explaining well-known behavioral patterns as well as in generating novel predictions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The article analyzes the psychological and pedagogical readiness of teachers to work with gifted children. Contemporary conceptual approaches to the problem of giftedness, adopted in national psychology and pedagogy, are covered; methods and methods of identification of both explicit and hidden gift are given. The favorable social and psychological conditions for the development of students’ creative talent are characterized. Attention is paid to the categories of the gifted; the sphere of activity of the gifted student; characteristic features of gifted students. The complex analysis of the concept of “intellectual and creative potential” of the student is made. The specificity of working with gifted students in higher education is presented. Important characteristics of gifted students and children, according to which their gift is manifested, is the display of high cognitive activity, speed of execution of mental operations, the formation of logical thinking, the wealth of active vocabulary, the installation of creative performance of tasks, the identification of individual approach in the performance of tasks fantasy, originality in behavior, heightened sense of a problematic situation, a peculiarity of communication, which can be manifested in intonation, facial expressions, gestures. Teacher needs to be helped to develop professional skills and to increase professional readiness to work with gifted students in the ways: through trainings, with the help of psychological education and training of the skills necessary for learning to effectively design individual programs. Features of preparation of work with gifted students are revealed: problem questions; hypothesis building; “highlight the best”; “question - answer”; “information - cognitive contradiction”; “incomplete decision”. The ways of formation of teachers’ readiness to work with gifted children are suggested: classes in scientific societies; participation in thematic mass events (evenings of lovers of literature, history, physics, chemistry, etc.); reviews, competitions of artistic, technical and other kinds of creativity, meetings with scientists and more.

Visual working memory (VWM) refers to our ability to selectively maintain visual information in a mental representation. While cognitive limits of VWM greatly influence a variety of mental operations, it remains controversial whether the quantity or quality of representations in mind constrains VWM. Here, we examined behavior-to-brain anatomical relations as well as brain activity to brain anatomy associations with a “neural” marker specific to the retention interval of VWM. Our results consistently indicated that individuals who maintained a larger number of items in VWM tended to have a larger gray matter (GM) volume in their left lateral occipital region. In contrast, individuals with a superior ability to retain with high precision tended to have a larger GM volume in their right parietal lobe. These results indicate that individual differences in quantity and quality of VWM may be associated with regional GM volumes in a dissociable manner, indicating willful integration of information in VWM may recruit separable cortical subsystems.

The article defines and generalizes the psychological aspects of professional work performed by police officers form the response units of the security police. On the basis of wide experiment involving 300 police officers from 20 regions of Ukraine, the individual professionally important qualities of police officers were defined. The profession of response unit police officers of the security police places certain requirements on their psychomotor characteristics and their sensory-perceptual abilities. They should have a sufficient level of functional brain activity, a developed vestibular apparatus, and a sufficiently high rate of simple reactions and reactions to a moving object. Police officers also need to have developed cognitive processes (attention, memory, thinking) and speech skills. The profession of response unit police officers of the security police force sets certain requirements for the unit employees’ general and special professional abilities (high and medium levels of verbal intelligence, higher than average speed of divergent thinking, formed mental operations of analysis and synthesis, induction and deduction, abstraction). The police officers must be able to persuade, influence an interlocutor, be responsible for their actions and orders, give an objective assessment of their own actions and actions of others, optimally combine business and personal contacts, attract attention and interest of people, and arouse their feelings of trust. Organizational and special capabilities are also significant for the professional work of response unit police officers of the security police. The performed empirical study revealed a list of necessary professional qualities that response unit police officers of the security police must possess: strong or medium-strong types of the nervous system, high or average levels of general abilities, highly developed special professional abilities, high or average communicative abilities, high psychomotor skills, corresponding character traits and emotional-volitional qualities, sufficiently developed cognitive processes.

The article is devoted to the issue of defining and generalizing the legal and psychological aspects of the professional activity of heads of territorial police units in the context of the exercise of their powers in the administrative sphere. It is stated that the head of the territorial unit of the security police should know at a high level the legislative and normative documents regulating the activity of the security police, as well as interaction with the state authorities and local self-government bodies; departmental and international normative documents regulating the observance of human rights; organizational structure and peculiarities of activity of units of the National Police of Ukraine, types and forms of reporting, basic legal provisions for the storage of information with restricted access, registration of relevant official documents, etc. In addition, police officer should have information about the operational situation and the places of the most likely crime. The profession of the head of the territorial unit of the security police places certain requirements on the level of psychomotor properties of the psyche and the sensory-perceptual sphere. It should have a sufficient level of functional brain activity, a developed vestibular apparatus, and a sufficiently high rate of simple reaction and reaction to a moving object. Police officer also needs to have advanced cognitive processes (attention, memory, thinking), and speech functions. The profession of the head of the territorial security police force sets certain requirements for the general and special professional abilities of employees (high and medium level of verbal intelligence, higher than average speed of divergent thinking, formed mental operations of analysis and synthesis, induction and deduction, abstraction). The Police leader must be able to persuade, influence the interlocutor, be responsible for their actions and orders, give an objective assessment of their own actions and actions of others, optimally combine business and personal contacts, attract attention and interest of people, and arouse their feelings of trust. Organizational and managerial capabilities are also significant for the professional activity of the head of the territorial police unit. The results of the empirical study revealed a list of necessary competencies that the head of the territorial police unit must possess: strong or medium-strong type of nervous system, high or average level of general abilities, a high level of development of special professional abilities, high or average level of communicative abilities, high psychotic skills properties, character traits and emotional-volitional qualities, a sufficient level of development of cognitive processes.

In this article mono- and polypredicative utterances with the syntactic mono- and polysynonymy are considered as complex language-discourse signs in the dichotomy language – discourse from the standpoint of the mentalist concept of French linguist G. Guillaume who presented the causation of the language-discourse act in the form of the trine: mental operations → language → discourse. It was revealed that the secondary synonymic complex signs are formed within the space of the operating time of a thought movement as the result of the transformation of the primary syntagma / proposition based on sublinguistic schemes, or minimal units of mental information. It was proved that between systemic (linguistic) synonymic signs-transforms of one primary structure the asymmetry of semasiological meanings appears which causes the actualization of synonymic preferential options characterized by the asymmetry of semasiological and denotative meanings and by the explicit or implicit referential orientation in someco(n)text (linguistic and situational context) according to the communicative intentionof the addressee.

The article discusses the importance of competent perception and interpretation of a visual image / visual text by a person of the XXI century through the development of critical thinking skills that are relevant in the study of the humanities. The basis of existing methods and technologies is the psychological foundations of the perception of the visual and associated mental operations, which determine the “grasping” of the image in its integrity, the subjectivity of experiences, associative thinking and memorization. The main components of critical thinking are highlighted. The purposeful nature of the method of segment analysis of the visual text and its pedagogical significance in the humanities are emphasized. The main results of the study are as follows: the psychological characteristics of the perception of a visual image / visual text, features of critical thinking in the perception of visual information are revealed, the method of segment analysis and the practice of its application in the process of humanitarian education., В статье рассматривается вопрос о важности компетентного восприятия и интерпретации визуального образа/визуального текста человеком XXI в. через развитие навыков критического мышления, актуальных в ходе изучения гуманитарных дисциплин. В качестве базы существующих методик и технологий выступают психологические основания визуального восприятия и связанных с ним мыслительных операций, обус­ловливающих «схватывание» образа в его целостности, субъективность переживаний, ассоциативное мышление и запоминание. Выделяются основные составляющие критического мышления. Подчеркивается целенаправленный характер методики сегментного анализа визуального текста и ее педагогическая значимость в гуманитаристике. Основными результатами исследования являются следующие: охарактеризованы психологические особенности восприятия визуального образа/визуального текста, раскрыты особенности критического мышления при восприятии визуальной информации, предложена методика сегментного анализа и практика ее применения в процессе гуманитарного образования.

While the preparatory neural mechanisms of real and imagined body movements have been extensively studied, the underpinnings of self‑initiated, voluntary mental acts are largely unknown. Therefore, using electroencephalography (EEG), we studied the time course and patterns of changes in brain activity associated with purely mental processes which start on their own, without an external or interoceptive stimulation. We compared EEG recordings for decisions to perform mental operations on numbers, imagined finger movements, and actual finger movements. In all three cases, we found striking similarities in slow negative shifts of brain electrical activity lasting around 1 s and, therefore, characteristic for readiness potential. These results show that the brain not only needs time to be ready for a purely mental task but also that a required preparatory interval involves neural changes analogical to the ones observed before intentional body movements. As such, the readiness potential represents a universal process of unconscious preparatory brain activity preceding any, including purely mental, voluntary action.

The purpose of this study is to electrophysiologically assess the effect of an individualized education program supported with musical activities on the success of primary school students with computational difficulties. A mixed-methods design consisting of qualitative and quantitative methods was employed as the research model. The research group consists of four students with mild special learning difficulties and learning difficulties in mathematics, among the students attending the third and fourth grades at a primary school in Kütahya city center. By examining the primary school mathematics curriculum, 12 mental processing gains were identified for addition and subtraction, one of the third-grade mental processing gains. An assessment form, training module, and math songs were prepared in line with these acquisitions. An assessment form was applied to the participants as a pre-test and post-test to determine the effect of the training module and math songs on the students’ success. Additionally, electroencephalogram (EEG) of the participants were recorded before and after the training module, and math songs were applied for 12 weeks. During the EEG recordings, 10 questions were asked to the participants that would enable them to make mental operations. The power densities of the EEG data were calculated using the Welch method in the MATLAB. To analyze the qualitative data of the research, descriptive analysis technique was used. As a result of the study, when the effects of the evaluation form of the participants’ mental processing skills were examined, it was seen that the training module and math songs positively affected the mental processing skills of the students. In addition, it has been shown that the prepared training module and math songs increase the success of the participants, supported by electrophysiological evaluations. © 2022 Published by KURA Education & Publishing.

Статья посвящена проблеме изучения операционной стороны мышления младших школьников с задержкой психического развития. Известно, что таким учащимся свойственно некоторое снижение познавательной деятельности. Особенно это касается мышления, которое является одним из наиболее сложных познавательных процессов. Реализация требований индивидуального и дифференцированного подхода в ходе психолого-педагогического сопровождения детей с задержкой психического развития диктует необходимость глубокого и внимательного изучения особенностей их развития, в том числе и мыслительной деятельности. Это подчёркивает актуальность и практическую значимость данного исследования., The article is devoted to the problem of studying the operational side of thinking of younger schoolchildren with mental retardation. It is known that such students tend to have some decrease in cognitive activity. This is especially true of thinking, which is one of the most complex cognitive processes. The implementation of the requirements of an individual and differentiated approach in the course of psychological and pedagogical support of children with mental retardation dictates the need for a deep and careful study of the features of their development, including mental activity. This underlines the relevance and practical significance of this study.

Mental spaces are conceptual structures for meaning representation and interpretation in discourse. They are pervasive in everyday language as an important aspect of ongoing language processing and meaning construction (Hamawand 2016). The application of Mental Space Theory (MST) to the analysis of real, attested examples of discourse (e.g. Conversation Analysis) has been undertaken through productive exchanges (see Hougaard 2004, 2005, Oakley & Hougaard 2008, Oakley 2009). The integration links external, observable language behaviors to internal, conceptual mental operations (Williams 2008), revealing that the cognitive dimensions of discursive approaches are essential to the analysis of talk-in-interaction. This study focuses on the technical aspects of Conversation Analysis in interactive academic talk and shows how MST can provide a subsequent framework for making plausible accounts of the meaning construction process underlying typical conversational moves in this unique talk setting. The data analyses show that the accessibility and selectivity of cognitive mappings contribute to shaping the structurality of meaning representation, transmission, and interpretation. The findings have implications for understanding and characterizing how co-constructed meaning enters into individual and collective conceptualization in higher education communication.

Increased requirements of employers forced researchers to pay attention to the lack of academic knowledge and professional competence, so-called hard skills, when applying for a job. Multitasking has become a defining trend in all professional fields, which confronts professionals with problems that do not have a solution algorithm. We need special mechanisms for adapting the employees to constant challenges and additional knowledge and skills, the function of which is performed by soft skills. This article focuses on the development of creative and critical thinking as one of the categories of soft skills, as it is the style of thinking that determines the level of success in the professional sphere. Today, with the development of the information society, the problem of understanding a large amount of information, its processing, correct interpretation by students and further adaptation for application in professional field is a crucial one. Communication in the field of science and technology is realized in the form of discourse, which actualizes the development of future graduates creative thinking through the ability formation to explicate meaningful content, decode and deverbalize in the process of perceiving, understanding and interpreting professionally relevant information when working with scientific and technical discourse. The discipline of "Foreign Language" provides the necessary environment for developing soft skills working with the discourse in question. In this case reading is a tool for obtaining information by comparison, comparing data, analyzing the information received, highlighting the main and secondary information, establishing causality, assessing. The hermeneutic approach to the development of soft skills ensures the optimal conditions to activate mental operations responsible for effective perception and further adaptation of the information received for professional purposes. Practical part of the research is to compile a set of tasks for working with text material, which will ensure the information understanding and interpretation through certain reading strategies stimulating mental activity.

The paper is devoted to the relationship between psychophysics and physics of mind. The basic trends in psychophysics development are briefly discussed with special attention focused on Teghtsoonian's hypotheses. These hypotheses pose the concept of the universality of inner psychophysics and enable to speak about psychological space as an individual object with its own properties. Turning to the two-component description of human behavior (I. Lubashevsky, Physics of the Human Mind, Springer, 2017) the notion of mental space is formulated and human perception of external stimuli is treated as the emergence of the corresponding images in the mental space. On one hand, these images are caused by external stimuli and their magnitude bears the information about the intensity of the corresponding stimuli. On the other hand, the individual structure of such images as well as their subsistence after emergence is determined only by the properties of mental space on its own. Finally, the mental operations of image comparison and their scaling are defined in a way allowing for the bounded capacity of human cognition. As demonstrated, the developed theory of stimulus perception is able to explain the basic regularities of psychophysics, e.g., (i) the regression and range effects leading to the overestimation of weak stimuli and the underestimation of strong stimuli, (ii) scalar variability (Weber's and Ekman' laws), and (\textit{iii}) the sequential (memory) effects. As the final result, a solution to the Fechner-Stevens dilemma is proposed. This solution posits that Fechner's logarithmic law is not a consequences of Weber's law but stems from the interplay of uncertainty in evaluating stimulus intensities and the multi-step scaling required to overcome the stimulus incommensurability.

This paper provides a study of cognitive structures of scientific texts within the framework of the activity paradigm. We define mental actions as actions that are aimed at constructing new or reconstructing already existing abstract objects. As is typical for scientific communication, forms of implementing mental actions mediated by certain verbal units and textual techniques are considered as mental operations. This pilot study demonstrated the fundamental possibility of constructing a model of the intelligent structure of a scientific text, including an assessment of the textual representation of categories reflecting various mental operations, and the identification of its intelligent scheme. A formal presentation of mental operations used to “describe a phenomenon new to science” is proposed.

How humans reason in general about syllogisms is, despite a century of research and many proposed cognitive theories, still an unanswered question. It is even more difficult, however, to answer how an individual human reasons. The goal of this article is twofold: First, it analyses the predictive quality of existing cognitive theories by providing a standardized (re-) implementation of existing theories. Towards this, theories are algorithmically formalized, including their potential capabilities for adaptation to an individual reasoner. The implementations are modular with regard to the underlying mental operations defined by the cognitive theories. Second, it proposes a novel composite approach based on existing cognitive theories, resulting in a cognitive model for predicting an individual reasoner before s/he draws a conclusion. This approach uses sequences of operations, inherited and combined from different theories, to form its predictions. Among the existing models, our implementations of PHM, mReasoner, and Verbal Models make the most accurate predictions of the conclusions drawn by individual reasoners. The designed composite model, however, is able to significantly surpass those implementations by exploiting synergies between different models. In particular, it successfully combines operations from PHM and Verbal Models. Therefore, the composite approach is a promising tool to model and study syllogistic reasoning and to generate tailored cognitive theories. At the same time it provides a general method that can potentially be applied to predict individual human reasoners in other domains, too.

Cognitive neuroscience seeks to discover the biological foundations of the human mind. One goal is to explain how mental operations are generated by the information processing architecture of the human brain. Our aim is to assess whether this is a well-defined objective. Our contention will be that it is not because the information processing of any given individual is not contained entirely within that individual’s brain. Rather, it typically includes components situated in the heads of others, in addition to being distributed across parts of the individual’s body and physical environment. Our focus here will be on cognition distributed across individuals, or on what we call the “community of knowledge,” the challenge that poses for reduction of cognition to neurobiology, the contribution of cognitive neuroscience to the study of communal processes, and the positive role of neuroscience in a pluralistic account of human cognition.

Based on an Artificial Neural Network model, Cell Assembly-based Task Analysis is a new method that outputs a task performance model composed of integrated mind-brain Cell Assemblies, which are currently believed to be the most plausible, general organisation of the brain and how it supports mental operations. A simplified model of Cell Assemblies and their cognitive architecture is described and then used in the method. A brief sub-task is analysed. The method’s utility to research in Artificial Intelligence, neuroscience and cognitive psychology is discussed and the possibility of a General Theory suggested.

The article presents the results of a study of the history of the emergence of ideas about physical and social spaces within the framework of the European intellectual tradition of the late 18th - early 21st centuries. The work uses historical-comparative and phenomenological methods. The starting point of our research was a brief explication of the a priori foundations of the doctrine of physical space in the transcendental aesthetics of I.Kant. Thanks to the historical-comparative method, it was possible to present the history of the concept of space in early German (M.Weber) and early French (E.Durkheim) socio-humanitarian thought. It was shown that the sociological method of E.Durkheim is built on the principles of classical Kantianism with its doctrine of the thing-in-itself. In turn, M.Weber, on the contrary, abandoned the principle of the thing-in-itself, since his sociological views were directly influenced by the neo-Kantianism of W.Windelband and G.Rickert. The state of the issue in the post-war period is presented by comparing the concepts of social space in the phenomenological sociology of A.Schutz, P.Berger and T.Luckmann and in the post-structuralism of G.Debord, M.Foucault and P.Bourdieu. The phenomenological method contributed to the identification of the transcendental aspect in the construction of the concept of social space. In the works of M.Foucault one can find the first attempts to define the digital space presented in the form of the metaphor of “mirror”. Comparative analysis of social and digital space has demonstrated the transformation of the concept of “violence”. Social violence in social space arose in the thinking of situationists about urbanization, and digital violence in the digital environment is not violence per se, but the rejection of a number of mental operations that are fundamental to phenomenological knowledge. The article substantiates the position on the need to preserve the concept of intentionality for a comprehensive understanding of the connection between the digital space and human consciousness.