Methodological Features of the Formation of Ideas about Units of Time Measurement in Primary Schoolchildren (Correcting All-Russian Verification Work Errors)

A very important skill that helps younger schoolchildren to navigate in the world around them is the ability to determine the time with the help of a clock. The development of temporal representations in them is of vital practical importance. How to make the process of formation and development of temporal representations attractive for younger schoolchildren? The article provides methodological recommendations, as well as a number of simple, exciting tasks that allow you to create a positive atmosphere in the lesson and stimulate students' interest in studying the category of time.

Neural temporal context reinstatement of event structure during memory recall

Although life unfolds continuously, experiences are generally perceived and remembered as discrete events. Accumulating evidence suggests that event boundaries disrupt temporal representations and weaken memory associations. However, less is known about the consequences of event boundaries on temporal representations during retrieval, especially when temporal information is not tested explicitly. Using a neural measure of temporal context extracted from scalp electroencephalography, we found reduced temporal context similarity between studied items separated by an event boundary when compared to items from the same event. Further, while participants free recalled list items, neural activity reflected reinstatement of temporal context representations from study, including temporal disruption. A computational model of episodic memory, the Context Maintenance and Retrieval model (CMR; Polyn, Norman & Kahana, 2009), predicted these results, and made novel predictions regarding the influence of temporal disruption on recall order. These findings implicate the impact of event structure on memory organization via temporal representations.

Kant’s Original Space and Time as Mere Grounds for Possibilities

In the Critique of Pure Reason Kant appears to make incompatible claims regarding the unitary natures of what he takes to be our a priori representations of space and time. I argue that these representations are unitary independently of all synthesis and explain how this avoids problems encountered by other positions regarding the Transcendental Deduction and its relation to the Transcendental Aesthetic in that work. Central is the claim that these representations (1) contain, when characterized as intuitions and considered as prior to any affections of sensibility, only an infinitude of merely possible finite spatial and temporal representations, and (2) are representations that are merely transcendental grounds for the possibilities for receiving or generating finite representations in sensibility that are determined (immediately, in the case of reception) by means of syntheses that accord with the categories.

APPLICATION OF HISTORICAL DATA IN STUDYING THE VALUE «TIME» IN THE ELEMENTARY CLASSES

This article examines the features of the use of historical data in the study of the value of «time» in primary school. Shown is their educational, upbringing and developmental role in the formation of temporal representations in younger students, the expansion and deepening of knowledge, the development of cognitive interest, in the implementation of the connection between mathematical theory and practice.

DIDACTIC POTENTIAL OF DIGITAL EDUCATIONAL RESOURCES TO DEVELOP TEMPORAL REPRESENTATIONS IN SENIOR PRESCHOOL CHILDREN WITH MILD MENTAL RETARDATION

Statement of the problem. Currently, there is a trend of digitalization of educational practice, including preschool education for children with health limitations (hereinafter HL). This determines the relevance of the development of digital educational resources (hereinafter DER). This development is determined by the need to disclose the DER didactic potential in the educational activities of preschool children. The purpose of the article is to reveal the didactic potential of DER in the formation of temporal representations in senior preschool children with mild mental retardation. The methodology (materials and methods) of research is based on the theoretical provisions of developmental learning, the laws of mental development in normal and impaired children, the requirements of normative legal acts, the analysis of foreign (S. Parsons, K. Guldberg, K. Porayska-Pomsta, J. Marsh, E. Wood, L. Chesworth, B. Nisha, etc.) and Russian scientists (N.N. Glazkova, O.I. Kukushkina, V.N. Mogileva, V.V. Klyputenko, etc.) on the use of DER in the educational practice of children with normative development and with disabilities, including scientific positions reflecting the need to develop and use information technology in the education of preschool children (M. Prensky, V. Vangsnes, R. Zevenbergen, S. de Castell, J. Jenson, etc.). Research results. In the course of the analysis the following results are presented: the essence of the concept of temporal representations is revealed; the structure of the digital game is characterized and the positive aspects of the use of these technologies in education are highlighted, based on the experience of implementing these resources both in Russian and Western countries; the didactic potential of DER with its structural components based on the requirements of regulatory legal acts and laws of mental development in senior preschoolers with mild mental retardation is revealed. Conclusion. The analysis conducted in the course of the study has revealed the didactic potential of DER for the formation of temporal representations in senior preschool children with mild mental retardation. This, in its turn, allows us to identify further prospects in the development of DER for this nosological group of children.

How Do Energy-Economy Models Compare? A Survey of Model Developers and Users in Canada

Governments at all levels rely on energy-economy models to design climate policy portfolios. Models vary in their purposes and methodologies, yet there is limited research comparing model characteristics and identifying models suitable for specific policy questions. We conduct a web-based survey of energy-economy model users and developers (n = 14) in Canada’s public, private, and non-profit sectors, to systematically compare seventeen models against the following characteristics: Technology representations, microeconomic and macroeconomic details, policy representations, treatment of uncertainty, high-resolution spatial and temporal representations, and data transparency. We find that for the most part, models represent technology, micro-, and macroeconomic characteristics according to the typology of bottom-up, top-down, and hybrid models. However, several modelling evolutions have emerged. To varying extents, top-down models can explicitly represent technologies and some bottom-up models incorporate microeconomic (non-financial) characteristics. We find that models differ in the types of policies they can simulate, sometimes underrepresenting performance regulations, government procurement, and research and development programs. All models use at least one method to explore uncertainty, rarely incorporate spatial and temporal representations, and most models lack publicly available methodological documentation. We discuss the implications of our comparative model analysis for climate policy projections and future research.