Natural Patterns and Magnetic and Mental Processes of Coronavirus Activation and Neutralization

For twenty years, humanity has seen the third attempt at the transition of coronavirus to humans. The vaccine has been found, but coronavirus transitions will not stop even with the improvement of medicine. Nobel laureate in medicine Professor Luc Montagnier argues that vaccines may not live up to humanity's hopes of getting rid of COVID-19. Collective immunity for coronavirus has not been developed, repeated infections are more and more common, beds of seriously ill people are not empty, and mortality is running high, no one knows what will happen to all of us. In Israel, where vaccination has long been compulsory, and over 60% of the population, including underage children, have been vaccinated, the incidence is not just declining, but still breaking all records. So, the maximum number of cases here was revealed on September 1 - 16,629, which almost caught up with Russia (18,368 confirmed on the same September 1) with our percentage of vaccinated 26.1% of the number of citizens. At the end of September 2021, morbidity and mortality increase, because it is a system. Based on existing monthly pneumonia mortality statistics over the past 15 years, there are three waves each year. Since September 22, there has been a surge of pneumonia, ARI, and even non-communicable diseases. The second wave comes at the end of December - January, it is usually three times larger than the first. Then around March-April there is a third wave. These three waves exist steadily from year to year, their amplitudes can change, then one will be higher, then the other, they are not absolutely hard on schedule, but they are reproduced regularly in other countries. The first wave of the Spanish pandemic covered the world just at the end of September 1918. The coronavirus was the same. The first wave in America is September 2019, an unexplained surge of pneumonia with a rather high mortality rate, which was written off for smoking e-cigarettes and called "vape." Now they decided to watch the surviving tests of patients, and there - COVID-19. In Europe, it was the same.

O modularności reprezentacji i procesów umysłowych (w języku i nie tylko)

Pojęcie modułu i modularności, często używane w aktualnym dyskursie naukowym, dotyczącym m.in. reprezentacji językowych i procesów ich przetwarzania, jest bardzo szerokie. W niniejszym artykule podjęto próbę rozgraniczenia różnych spojrzeń na modularność i odpowiedzi na pytania: Czym jest moduł? W jaki sposób można identyfikować moduły umysłowe i ustalić ich funkcjonalne relacje między sobą? Jakie problemy wiążą się z przyjęciem modularności reprezentacji umysłowych bez równoczesnego przyjęcia modularności ich przetwarzania? On the modularity of representation and mental processes (in language and beyond) Summary: The notion of module and modularity, used frequently in contemporary academic discourse that is related to linguistic representation and language processing, is rather broad. In this paper, an attempt has been made to differentiate between various views on modularity, and to answer the following questions: What is a module? How can we identify cognitive modules and establish their functional interrelations? What problems might arise from assuming the existence of the modularity of mental representations, without simultaneously accepting the modularity of their processing?

Linguacognitive and Linguoculturological Features of the Opposition Concept Good and Bad in Different Structural Languages (In English and Uzbek)

Annotation: The relevance of this study is due to its connection with the modern direction of language learning - cognitive linguistics, which makes it possible to identify the specifics of the representation of human knowledge, including evaluative ones, in the semantics of linguistic units. The prospect of the cognitive approach in studying the processes of evaluative conceptualization and evaluative categorization is explained by the fact that it makes it possible to assess the role of a person in the perception and evaluation of the surrounding reality and the formation of evaluative values, taking into account the interaction of cognitive and linguistic factors. Accordingly, the evaluative categories "good" and "bad" in this study are considered from the point of view of the mental processes of evaluative conceptualization and evaluative categorization and their refraction in linguistic meanings. Keywords: concept, language, linguacultural study, linguacultural concept "bad", linguacultural concept "good", linguistic materialization of a concept, linguacultural research.

THE CONCEPTS OF IMAGINATION, FANTASIES, DREAMS, AND HALLUCINATIONS IN MENTALLY HEALTHY PEOPLE

Imagination, fantasies, dreams, and hallucinations are contiguous mental processes that reflect various forms of image processing at the internal level. The ability to maintain boundaries between them, reflecting as they do either external or profoundly internal, subjective reality (reality testing), is considered to be one of the most widely accepted criteria of mental health. Nevertheless, traditionally these processes have been investigated independently by different authors adopting different approaches, and there is a discernible lack of studies dedicated to the comparative analysis of these phenomena, both in their theoretical and empirical aspects. At the same time, such data could be used to develop diagnostic methods of investigating mental processes in normal conditions as well as in cases of mental disorders. The aim of this study is to investigate people's common ideas about imagination, fantasies, dreams and hallucinations, as well as the subjective experience of them in comparison with each other. The study's group of participants consisted of 45 nominally mentally healthy people (32 women and 13 men) aged between 17 and 29 years old. The following methods were used during the study: a semistructured interview aimed at studying the respondents' ideas about imagination, fantasy, dreams and hallucinations, and visual drawings of the forms, which these processes took. According to the results of the study, in the case of 15% of the respondents, their ideas about imagination, fantasies, dreams and hallucinations differed from their scientific definitions. The drawings of the images of imagination, fantasies, dreams and hallucinations varied in terms of emotional experience. The more the mental process is voluntary and subjectively controlled, the more these images are associated with positive emotions. In particular, images of imagination are mainly associated with a positive emotional charge, images of fantasy more often evoke positive emotions, but also ambivalent experiences, and drawings of the images of dreams and hallucinations are most often associated with negative emotions.

Correlation of Coordination Abilities, Physical Qualities and Mental Processes of Football Players

The aim set out in Article research is to find new of methodical approaches to improve the methods of development of coordination abilities of young players. Despite the proven efficacy of the differentiated approach in the preparation of sports reserve, no data found, taking into account the typological features of display properties of the nervous system of children involved in football. Methods and techniques. We used statistical methods to determine the validity and reliability of the results of scientific research. Statistical analysis was performed using a personal computer Pentium- 4 and using the Microsoft standard statistical software package Excel 2007. Correlation analysis was performed using the program Bio Stat 2016. Results. Identified and synthesized a new classification of specific coordination abilities in terms of their impact on mental processes of young football players. The new data that expand and deepen the modern theory and methodology of football with new knowledge about the coordination abilities, peculiarities of the relationship indicators conditional abilities and mental processes with the indicators of specific coordination abilities of the players with strong and weak nervous system. Scientific novelty. Demonstrated prospect for a differentiated approach based on a typology. The features of the relationship of coordination abilities indicators with indicators of conditional abilities and mental processes of the players of 11-12 years with a "strong" and "weak" the nervous system. Defined "leading" and "additional" specific types of coordination abilities in different groups of players. Practical significance. Accounting data obtained as a result of the correlation analysis, in the training process of young players can provide a significant increase in the efficiency of the development process -specific coordination abilities, level of mastery of the technical and tactical methods and competitive performance, as well as improve the performance of the mental processes of children involved in football. Keywords: differentiated approach, the properties of the nervous system, coordination abilities, psychical processes

PSYCHOLOGY OF ADOLESCENTS WITH INTELLECTUAL DISABILITY COMPLICATED BY VISUAL IMPAIRMENT: FEATURES OF INTERPERSONAL RELATIONS

It is customary to consider interpersonal relationships as a significant factor influencing the development of individual mental processes and personality. In recent years, studies that reveal the specifics of interpersonal relationships in persons with different types of dysontogenesis, including those with intellectual disabilities, have been of particular interest to specialists. This article presents the results of studying the interpersonal relationships of adolescents with intellectual disabilities (ID), complicated by visual impairment. When it comes to comparing the interpersonal relations in adolescents with intellectual disabilities, complicated by visual impairment and their peers with uncomplicated intellectual disabilities, the results of the study show that there are features which are general to both groups and features which are specific to only one group. In the surveyed groups, only one-third of adolescents consider their mother and father as a parental couple. More often than not, they communicate with their mother and refuse to communicate with their father. The adolescents of both groups are characterized by the following: low involvement in terms of interaction with peers; the presence of emotionally deficient or emotionally excessive reactions (with a predominance of the emotionally deficient type); poor decision-making, the desire to shift responsibility to others; lack of interest to become a leader; frequent conflicts with peers and inability to resolve them constructively. In addition, adolescents in the surveyed groups often demonstrate reactions to frustration in an active-aggressive or a passive-suffering manner. Moreover, in adolescents with uncomplicated ID, reactions of an active-aggressive type dominate, and in adolescents with ID complicated by visual impairment, reactions of a passive-suffering type are dominant. It is important to note that adolescents with ID complicated by visual impairment tend to be isolated from their peers and show high affection for home and their families.

Neuropsychological Support for Teaching Young School-Age Children Annotation

The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

From Action to Cognition: Neural Reuse, Network Theory and the Emergence of Higher Cognitive Functions

The aim of this article is to discuss the logic and assumptions behind the concept of neural reuse, to explore its biological advantages and to discuss the implications for the cognition of a brain that reuses existing circuits and resources. We first address the requirements that must be fulfilled for neural reuse to be a biologically plausible mechanism. Neural reuse theories generally take a developmental approach and model the brain as a dynamic system composed of highly flexible neural networks. They often argue against domain-specificity and for a distributed, embodied representation of knowledge, which sets them apart from modular theories of mental processes. We provide an example of reuse by proposing how a phylogenetically more modern mental capacity (mental rotation) may appear through the reuse and recombination of existing resources from an older capacity (motor planning). We conclude by putting arguments into context regarding functional modularity, embodied representation, and the current ontology of mental processes.

A Behavioral Science Framework for Understanding College Campus Sexual Assault

We propose a behavioral-science approach to sexual assault on college campuses. In this framework, people commit assault when aspects of the immediate situation trigger certain psychological states. No set of mental processes or situational configurations is a precise predictor of assault. Instead, the interaction between mental processes and situational configurations predicts when sexual assault is more or less likely to occur. We begin with an illustrative story to show how a behavioral-science approach is relevant to sexual assault. Next, we map out a framework that suggests how behavioral theories of situations and mental processes have been or could be used to describe, predict, and develop ideas for the reduction of sexual assault. Relevant situational configurations include geographical configurations, local situational and informational cues, and situation-based power. Theories of mental processes include person perception, social norms, moral reasoning, and goals. Our framework can be used to demonstrate how “good” people can commit assault and how individuals can and will refrain from assault within institutions with a “bad” record. Compared with previous theories of sexual assault, a behavioral-science framework offers unique understanding and generative methods for addressing sexual assault on college campuses.