Neuro-Informed Learning

As the epicenter for learning activities, the brain is the coordinator of all actions associated with collecting information, organizing it, storing it, and eventually re-organizing it for application in the real world. And yet, to date, little has been known about what happens within the brain during learning activities. We have operated based on a black box set of assumptions that results in researchers testing inputs and outputs but lacking a true understanding of what happens between those two endpoints. However, the fields of neuroscience and cognitive science, along with neuro-technology engineers, have simultaneously been studying the brain and developing apparatus that allow us to understand what is happening in the brain in real-time during learning. The implications of these capabilities and a deeper understanding of learning are boundless. Accordingly, this chapter will delve into four key areas: (1) research and theories, (2) cognitive readiness and comprehension, (3) neuro-technology data, and (4) the necessary evolution of teachers to facilitators.

Intellectual Readiness for School in Senior Preschoolers: case of Correctional and Developmental Program "School is Waiting"

Cognitive readiness is a level of cognitive skills sufficient for systematic learning. It includes cognitive processes (perception, memory, thinking, imagination, and speech), knowledge, skills, motivation, etc. The research featured cognitive readiness for primary school in senior preschoolers after a special correction and development program "School is Waiting", which was based on a series of games. The program proved to be highly effective as tested by L. S. Kolmogorova’s diagnostic program "Readiness for School". Children in the test group received a higher total score for knowledge, long-term memory, auditory perception, speech, imagination, etc. than those in the control group.

Qualimetric methods of diagnostics of an individual's readiness for further training

В статье представлены критерии когнитивной готовности индивида к дальнейшему обучению. Известно, что в России сложилась система непрерывного образования, и обеспечение преемственности между ступенями – одна из ключевых задач. Также известно, что в современном мире популярна концепция «образования через всю жизнь». Но очевидно, что для конкретного индивида реализация данной концепции возможна лишь в том случае, если он готов к обучению на дальнейшем этапе (последующей ступени). Недостаточная разработанность моделей и методов диагностики готовности индивида к дальнейшему обучению препятствует совершенствованию системы непрерывного образования, обеспечению преемственности между его ступенями. При выделении критериев когнитивной готовности авторы учитывали, что компетенции и личностно-профессиональные качества включают в себя не только соответствующие знания и умения, но также личный опыт соответствующей деятельности. Теоретическая значимость результатов настоящего исследования в том, что они могут быть базой для дальнейшего научного осмысления проблемы становления конкурентоспособной личности в системе непрерывного образования, практическая значимость – в том, что они могут быть использованы в системах психолого-педагогического мониторинга (мониторинга личностно-профессионального развития). Методы исследования: анализ научной литературы и передового педагогического опыта, моделирование, методы квалиметрии, метод экспертных оценок, методы математической статистики, методы теории множеств, методы линейной алгебры, методы инфометрии. Методологические основы исследования: системный, социологический, компетентностный, личностно-ориентированный, деятельностный, квалиметрический и вероятностно-статистический подходы. The article presents the criteria of an individual's cognitive readiness for further education. It is known that Russia has a system of continuing education, and ensuring continuity between the stages is one of the key tasks. It is also known that the concept of “lifelong learning" is popular in the modern world. But it is obvious that for a particular individual, the implementation of this concept is possible only if he is ready to learn at a further stage (subsequent stage). Insufficient development of models and methods for the diagnosis of an individual's readiness for further education hinders the improvement of the system of continuing education, ensuring continuity between its stages. When identifying the criteria of cognitive readiness, the authors took into account that competencies and personal and professional qualities include not only relevant knowledge and skills, but also personal experience of the relevant activity. The theoretical significance of the results of this study is that they can be the basis for further scientific understanding of the problem of becoming a competitive personality in the system of continuing education, the practical significance is that they can be used in systems of psychological and pedagogical monitoring (monitoring of personal and professional development). Research methods: analysis of scientific literature and advanced pedagogical experience, modeling, methods of quantification, method of expert assessments, methods of mathematical statistics, methods of set theory, methods of linear algebra, methods of info-metric. Methodological foundations of the research: systematic, sociological, competence-based, personality-oriented, activity-based, qualimetric and probabilistic-statistical approaches.

Development and Initial Validation of an Acute Readiness Monitoring Scale in Military Personnel

Personnel in many professions must remain “ready” to perform diverse activities. Managing individual and collective capability is a common concern for leadership and decision makers. Typical existing approaches for monitoring readiness involve keeping detailed records of training, health and equipment maintenance, or – less commonly – data from wearable devices that can be difficult to interpret as well as raising privacy concerns. A widely applicable, simple psychometric measure of perceived readiness would be invaluable in generating rapid evaluations of current capability directly from personnel. To develop this measure, we conducted exploratory factor analysis and confirmatory factor analysis with a sample of 770 Australian military personnel. The 32-item Acute Readiness Monitoring Scale (ARMS) demonstrated good model fit, and comprised nine factors: overall readiness; physical readiness; physical fatigue; cognitive readiness; cognitive fatigue; threat-challenge (i.e., emotional/coping) readiness; skills-and-training readiness; group-team readiness, and equipment readiness. Readiness factors were negatively correlated with recent stress, current negative affect and distress, and positively correlated with resilience, wellbeing, current positive affect and a supervisor’s rating of solider readiness. The development of the ARMS facilitates a range of new research opportunities: enabling quick, simple and easily interpreted assessment of individual and group readiness.

Guiding caregivers through disclosure: a qualitative investigation into caregivers responses to a disclosure intervention for HIV-infected children in Soweto, South Africa

Awareness of HIV status improves health outcomes in HIV infected children, yet disclosure is often delayed by hesitant caregivers. This qualitative investigation explored how 30 caregivers responded to a HIV Disclosure study conducted between 2017 and 2020 at Chris Hani Baragwanath Academic Hospital, Soweto, South Africa. Caregivers were assisted in disclosing to their children, aged 7-13 years. Following that, a sub-sample of caregivers were interviewed to elaborate on findings.1) Barriers to disclosure included caregivers being ill-equipped, fear of negative consequences and children considered lacking emotional or cognitive readiness. 2) Deflecting diagnosis and the need for medication motivated caregivers to disclosure. 3) Apprehension was evident during disclosure, however, overall disclosure was a positive experience with the assurance and support of the healthcare providers. These results highlight the significant role healthcare providers play in supporting caregivers through the disclosure process and how, in turn, this has a positive impact on the community as a whole.

Family upbringing styles and methods vs youth propensity for aggression

The study of the propensity of young people to react aggressively (readiness for aggression) is relevant because it affects everyone and is the cause of many disasters, crimes, and the growth of aggressive behavior of young people, which are reflected in the statistics of the Ministry of Internal Affairs. Scientists are trying to identify the reasons, factors contributing to the manifestation of aggressive forms of behavior among young people. However, no Russian research was found in which the influence of parenting practices (styles of education, methods of education) on the development of readiness for aggression among young people was studied in a comprehensive manner. The purpose of this research was to study the influence of family education practice on the development of readiness for aggression among young people. The experiment involved 237 people aged 18-24, who were randomly selected. Of these, 110 were girls and 127 were boys. All respondents were from complete families. The survey was carried out using the following methods: ‘The interpersonal behaviors inventory’, ‘Retrospective inventory of child rearing practices’, ‘Retrospective questionnaire of parenting styles’. The authors identified what forms of readiness for aggression are expressed among Russian youth, as well as gender characteristics. Emotional-Impulsive Readiness was found for girls and Habitual- Cognitive Readiness for boys. Mothers are perceived by young people as being more democratic while fathers, in the opinion of their children, used more often authoritarian and liberal (dismissive) parenting styles. The results of the study showed that mothers most often used positive and punitive parenting methods. College-educated fathers used positive parenting methods. The results obtained will be of interest for specialists working with families.

THE USE OF CORRECTIVE TECHNOLOGIES IN THE PROCESS OF PREPARING SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER FOR LEARNING ACTIVITIES

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.

How is Piaget's Theory Used to Test The Cognitive Readiness of Early Childhood in School?

This study aims to examine Piaget's cognitive theory of early childhood readiness to enter elementary school. The method used is quantitative descriptive, using samples of early childhood selected based on the criteria of 5 years of age. The results of the study were processed using statistical calculations. The results obtained were that the instruments developed were effective enough to test cognitive readiness of early childhood in elementary school entrance examinations. In addition, the average tested child has a fairly good readiness but requires guidance by the teacher so that his cognitive abilities develop optimally.