The Instuments for the Development of Universal Logical Skills of Analysis and the Culture of the Transmission of These Skills in the Process of Professional Training of Mathimatics Teachers

General logical universal learning activities (analysis, synthesis, comparison, etc.) in studies of the theory of development of universal learning activities are often represented by generalized formulations such as «text analysis», «analysis of the formulation of a theorem», «synthesis of information», etc. This approach does not allow to evaluate the level of complexity of a cognitive action, to determine its specificity, and to distinguish the levels of possession of this cognitive action. The article deals with the approach to forming the general logical action of analysis, which is based on the concept of funding, developed by E.I. Smirnov, V.D. Shadrikov. The methodological principle of the research is associated with various aspects of the system-activity and competence-based approaches to the organization of teaching students of pedagogical specialties. The aim of the article is to develop an approach to the design of teaching tools aimed at the formation of the general logical action of analysis. Results. The article describes the preparatory stage of the implementation of the concept of funding general logical cognitive actions in the training of students of pedagogical direction. The approach to the level differentiation of cognitive action of analysis is proposed. The types of analysis and their manifestations in mathematical and socio-humanitarian disciplines are considered. In conclusion, the necessity of differentiating the analysis in the organization of funding of this action is justified.

Difficulties in Mastering Universal Educational Cognitive Actions of Students in the 6th and 8th grade (Based on the Results of Diagnostic Work)

The author characterizes the problems of sixth-and eighth-graders in mastering universal educational cognitive skills in geography lessons; reveals typical mistakes and the reasons for their admission, describes methodological recommendations for their elimination.

Erythropoietin and Non-Erythropoietic Derivatives in Cognition

Cognitive deficits are widespread in psychiatric disorders, including major depression and schizophrenia. These deficits are known to contribute significantly to the accompanying functional impairment. Progress in the development of targeted treatments of cognitive deficits has been limited and there exists a major unmet need to develop more efficacious treatments. Erythropoietin (Epo) has shown promising procognitive effects in psychiatric disorders, providing support for a neurotrophic drug development approach. Several preclinical studies with non-erythropoietic derivatives have demonstrated that the modulation of behavior is independent of erythropoiesis. In this review, we examine the molecular, cellular and cognitive actions of Epo and non-erythropoietic molecular derivatives by focusing on their neurotrophic, synaptic, myelin plasticity, anti-inflammatory and neurogenic mechanisms in the brain. We also discuss the role of receptor signaling in Epo and non-erythropoietic EPO-mimetic molecules in their procognitive effects.

Measuring Higher-Order Cognitive Skills in Collective Interactions with Computer Game

The present study is focused on testing the computer game system ‘PL-modified’ as a diagnostic tool for measurement of higher-order cognitive skills by middle-school students in individual and collaborative game. The ‘PL-modified’ is a computer system designed as a game which implies a set of concrete parameters specially elaborated for assessment of the cognitive actions of analysis, planning, and reflection — the basic higher-order cognitive functions which determine high achievements in school education according to the Russian theory of developmental education. 189 middle-school students at the age of 11—12 years participated in this study. Two research questions were asked: 1) whether the cognitive actions of analysis, planning, and reflection measured by special markers of the computer game system performance are correlated with each other as a valid indicator for the new constructed diagnostic instrument; 2) which type of the game — individual or collaborative — provides better conditions for manifestation of the above mentioned higher mental actions. Abstract intelligence as an additional anticipated factor for high game performance was also assessed and controlled. It was revealed that participants exhibit the higher level of the cognitive actions of analysis and planning in collaborative game. At the same time the patterns of the interactions between the researched variables as well as distinct parameters of game performance are determined by the concrete level of intelligence which rather varies in different pairs of collaborators. We discuss our results from the position of the further prospects for the application of the ‘Pl-modified’ computer system as a potential instrument of measurement and development of higher-order thinking actions. In terms of the modern educational programs teachers need simple diagnostic tools for measurement of school-children’s thinking development. Traditional ‘pen-and-paper’ techniques become quickly outdated as much as they may not be sufficiently motivationally attractive for children and focus only on the result of the thinking process. In this regard, such diagnostic instrument formed in the format of a computer game and centered on the whole gaming process allows fixing children’s actions and provides important information on the dynamic characteristics of their mental process.

Information visualization in context of modern education megatrends

In light of technological advancement and formation of new visual culture, there arises a vital problem of visual presentation of information for solving new problems and performing a wider range of functions in education. In this regard, visualization should be considered in context of such megatrends as the Prosumer concept, knowledge management, the use of platform services to present information as a single unity. Cognitive visualization as the basis for visual presentation of educational information is represented by five main tendencies which students should take into consideration creating infographics: concentration and generalization of knowledge, expansion of the orientation and presentation functions of visual aids, algorithmization of educational and cognitive actions by visual means, and multicode presentation of information. Experimental training resulted in establishing connections between these megatrends and the cognitive visualization tendencies; besides it revealed that concentration of knowledge and multicode presentation of information were the most difficult information visualization operations for the students when using platform services for creating visual content.

Organization of Training of Future Teachers, Aimed at Forming their Culture of Translatuon of Universal Learning Activities

General logical universal learning activities (analysis, synthesis, comparison, etc.) are traditionally considered as basic actions that underlie human thinking. It is generally accepted that already in elementary school, general logical cognitive actions are formed at a sufficient level to understand the diversity of their structure, forms of application in various situations. At the same time, it is assumed that their further development should occur automatically when mastering the content of subject training. However, this opinion is not confirmed either by educational practice or by the results of the final state certification. We also note that the elementary nature of general logical actions causes a tendency to describe them superficially in pedagogical studies devoted to the formation of logical ULA, which prevents the solution of this problem. The methodological basis of the research is the application of the basic components of the system-activity and competence-based approaches in the organization of teaching students of the pedagogical specialty. The general aim of the article was to develop a theoretical concept of training future teachers, aimed at forming a culture of translation of general logical ULA Results. The article proposes an approach to the formation of a culture of translation of general logical methods of cognitive activity among future mathematics teachers, based on the concept of funding the corresponding logical actions. In conclusion, the expediency of using this approach in teaching bachelors of pedagogical education in various specialties is noted.

Prospective Function of Different Antioxidant Containing Natural Products in the Treatment of Neurodegenerative Disease

: Nature has bestowed humanity through additional resources natural products (NPs) on earth with water. However, NPs have a significant function in the avoidance of disease by boosting health in humans as well as animals. These NPs have been scientifically acknowledged to have a range of biological characteristics like antioxidant, anti-inflammatory actions. Both In vitro and in vivo studies have more recognised the convenience of NPs in different preclinical models of neurodegenerative disorders. Moreover, most NPs comprise phytoconstituents, including polyphenolic antioxidants; originate in herbs, fruits, nuts, vegetables as well as also in marine with freshwater flora. These phytoconstituents might actively repress neuro-degeneration and recover memory as like cognitive actions of the brain. Moreover, they are well recognized to participate in an essential position in the prevention like heal of different neurodegenerative diseases, like Alzheimer’s disease, Parkinson’s disease, epilepsy, and additional neuronal disorders. In general, the large-scale neuro-pharmacological actions of NPs have been familiar owing to the consequence of also the inhibition of inflammatory processes, or the up-regulation of various cell endurance proteins or a mixture of together. Owing to the shortage of human studies on neuroprotective belongings of NPs, this review highlights a variety of documented actions of NPs in vitro and in vivo preclinical models and their possible neuro-protection applications by the accessible awareness in writing.

A comparison of the cognitive actions of designers in geometry-based and parametric design environments

Purpose This paper aims to compare designers’ cognitive behaviors in geometry-based modeling environments (GMEs) and parametric design environments (PDEs). Design/methodology/approach This study used Rhinoceros as the geometric and Grasshopper as the parametric design tool in an experimental setting. Designers’ cognitive behaviors were investigated by using the retrospective protocol analysis method with a content-oriented approach. Findings The results indicated that the participants performed more cognitive actions per minute in the PDE because of the extra algorithmic space that such environments include. On the other hand, the students viewed their designs more and focused more on product–user relation in the geometric modeling environment. While the students followed a top-down process and produced less number of topologically different design alternatives with the parametric design tool, they had more goal setting activities and higher number of alternative designs in the geometric modeling environment. Originality/value This study indicates that cognitive behaviors of designers in GMEs and PDEs differ significantly and these differences entail further attention from researchers and educators.

The correlation between the conceptual metonymy and the process of generating proper names / A correlação entre a metonímia conceptual e o processo de geração dos nomes próprios

Proper names can be considered lexical traces that identify a specific society and time as they enable us to better understand its modus vivendi, from its social-historical-cultural context. This study selects police operations proper names as subject study, and it is guided by the hypothesis that the generation of proper names configures as a cognitive process, which makes use of conceptual metonymy as a prominent contributor for several cognitive actions for naming. Thus, the focus is to demonstrate the conceptual metonymy role in the generation process of police operations proper names manifested by its typological features. The corpus for this analysis is composed of Brazilian Federal Police operations that were triggered in 2018 and can be obtained on its official website. The adopted methodology consists of mapping the proper names taxonomies according to Eccles’ three worlds (ECCLES, 1979) and metonymy typology, based on the proposal by Radden and Kovecses (2007); Blanco-Carrión, Barcelona and Pannain (2018); in addition to the theoretical foundations proposed by Lakoff and Johnson (1980), Lakoff (1987), Silva (1997) and Biderman (1998).Keywords: proper name; conceptual metonymy; cognitive linguistics.Resumo: Nomes próprios podem ser considerados marcas lexicais que identificam uma sociedade em determinada época, à medida que possibilitam a compreensão do modus vivendi dessa sociedade a partir do contexto sócio-histórico-cultural. Esta proposta elege nomes próprios de operações policiais para objeto de estudo e é guiada pela hipótese de que a geração desses nomes se configura como um processo cognitivo que faz uso de metonímias conceptuais, as quais oferecem uma contribuição de destaque na série de ações cognitivas para a nomeação. Assim, este trabalho tem como objetivo demonstrar o papel da metonímia conceptual no processo de geração dos nomes próprios das operações policiais manifestadas pelos traços tipológicos. O corpus para esta análise constitui-se de nomes de operações da Polícia Federal do Brasil desencadeadas no ano de 2018 e obtidos por meio de consulta ao site oficial dessa categoria de polícia. A metodologia adotada consiste no mapeamento das taxonomias dos nomes próprios de acordo com a natureza dos mundos (ECCLES, 1979) a que se reportam e no levantamento dos tipos de metonímias, baseada na proposta de Radden e Kovecses (2007) e de Blanco-Carrión, Barcelona, Pannain (2018), além da fundamentação teórica de Lakoff e Johnson (1980), Lakoff (1987), Silva (1997) e Biderman (1998).Palavras-chave: nomes próprios; metonímia conceptual; Linguística Cognitiva.

Definition by Adults of the Leading Type of Activity, as the Most Important Condition in the Mental Development of Young Children

This article indicates the importance of taking into account leading activities in creating conditions for the mental development of children. A theoretical analysis of the study showed that early age is the basis for the further development of the child. An adult should be able to regulate the cognitive actions of children. If the beginning of cognition is perception, but it is the manipulation of objects that is considered a condition for the development of thinking and speech. Actions with objects in a joint activity with an adult help the child gain a deeper knowledge of reality. As studies show, in objective actions, the child’s speech is stimulated. Speech development at an early age is the basis of the child’s mental development.