Practical Implementation of Integrative Bilingual Teaching/Learning at a Technical University

The value and importance of the integrative bilingual teaching/learning foreign language and engineering is building bridges between cognition and communication, finding ways for establishing a dynamic balance between them in the mind of an engineering student. This explains the choice of study exercises and activities, related to mental operations and psychological patterns. The chapter discusses the peculiarities of solving problems, other active exercises, and gives some practical recommendations. Here also is the eternal problem of CLIL-like integrative education: How much language? How much content? Concerning language material, it is determined by some basic volume, demand driven by professional duties and interests. All the suggested ideas were tested at a Russian technical university for years. The difficulties, findings, and results of the pilot projects for bachelors and masters are discussed.

Timbre in the Musical Performance as a Result of Audio-Mental Operations

The aim of this paper is to reveal the relationship between the timbre, i.e. sound quality, obtained by an instrumentalist when playing a music piece, and the role of the hearing, listening, and other musical specific mental operations that take place in the brain of the instrumentalist during the performance, with the focus on the classical music, which depends in the most cases on the score. The timbre is a characteristic of every instrument or voice that makes their tone unique. It is given by the different sound components (partials) with different frequencies and amplitudes. The number and the amplitude of the partials are different from instrument to instrument; they depend on the construction of the instrument and on the art of playing, the last being the point in this article. It is known that timbre has an emotional impact on the perception. Its semantic features are represented through descriptors as: dark, bright, round, dull, dry, harsh, etc. that have to be created by the performers, in order to affect the auditory. Thus, they have to possess a good technique, able to get different timbres. Although, the technique has to be subordinated to the capacity of hearing in advance the sound with all its features: pitch, duration, intensity and timbre.

Resentment: neurosciences applied to psychoanalysis, a transdisciplinary theoretical essay

With this article we aim to present a transdisciplinary conception of the relationship between neuroscience and psychoanalysis, especially Kleinian, in the field of epiphenomenos linked to resentment, its meaning and fundamental mechanisms of a psychoanalytic and biological nature. The article is the result of a theoretical-qualitative study based on the experience of the authors, some with more than 30 years of clinical experience in the area of mental health, psychoanalysis and neuroscience, added to a bibliographic review that consists mainly of books in the field of psychoanalysis, analysis and Freudian psychoanalysis, Kleinian and Jungian, a total of 21 books researched, as well as articles in the field of neuroscience. Researched in the PubMed, Medline and Scielo databases in the period between 2000 and 2020. Epistemological trimming involves elements such as objectual relationship, neurotransmitters, structures and neural circuits involved in the phenomenon of resentment. Texts that were outside the qualitative and transdisciplinary scope of the study of the text were excluded. We use the intuitive-interpretative method whose conclusion reinforces the viability of the understanding of psychoanalytic phenomena such as psychic determinism and object relations via intersection with neurobiological mechanisms that are developed through mental operations (mentalization), and psychopharmacological intervention and neuromodulation by transcranian magnetic stimulation, thus expanding knowledge on the subject for the areas in question.

Research on reflective-evaluative competence in pupils with intellectual disabilities

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.

Cognitive Neuroscience Meets the Community of Knowledge

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 and the contribution of cognitive neuroscience to the study of communal processes.

INFLUENTIAL POTENTIAL OF RECEIVING "ARGUMENT TO AUTHORITY" IN ADVERTISING DISCOURSE

The article is devoted to advertising discourse, which uses the "argument to authority" as a powerful influential technique. The purpose of our article is to find out the influential potential of accepting the "argument for authority" in advertising discourse. The purpose involves the following tasks: to consider the essence of the concept of "argument to authority", to identify the influential features of "argument to authority", to clarify the mechanism of action of "argument to authority", to identify varieties of "argument to authority", to propose a classification authority ».The object of research is the influential load of advertising discourse, the subject - the influential potential of receiving the "argument to authority" in advertising discourse. The mechanism of the principle of action of the designated reception is developed, its influence of a sign is edited, in particular automaticity of reaction in a certain way to the information submitted by "authoritative" persons. Varieties of "argument of authority" are revealed: personalities and symbols of "authority". The classification of varieties of "argument to authority" is offered, where there are two blocks with the corresponding varieties: personalities ("stars", experts, consumers) and symbols of "authority" (brand owner, clothes, attributes and terms). The advantages of receiving an "argument to authority" is that to start the singer's program desire to imitate the leader, which deprives the educational consumer of complex mental operations in the decision-making process to acquire a singer or service. The recommendations of the "authorities" are not subject to criticism, are taken for granted, no doubt, to give authoritative advertising work the fastest. We see a promising study in the further study of the actualization of the motives of prestige and elitism, to be realized in commercial advertising discourse using the technique of "argument to authority".

Formation of Mental Operations of Senior Preschoolers in the Group of Short-Term Stay at a Preschool Educational Institution

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.

Reproductive method in teaching Russian to foreign students and its innovative aspects

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.

Brain network reconfiguration for narrative and argumentative thought

Our brain constructs reality through narrative and argumentative thought. Some hypotheses argue that these two modes of cognitive functioning are irreducible, reflecting distinct mental operations underlain by separate neural bases; Others ascribe both to a unitary neural system dedicated to long-timescale information. We addressed this question by employing inter-subject measures to investigate the stimulus-induced neural responses when participants were listening to narrative and argumentative texts during fMRI. We found that following both kinds of texts enhanced functional couplings within the frontoparietal control system. However, while a narrative specifically implicated the default mode system, an argument specifically induced synchronization between the intraparietal sulcus in the frontoparietal control system and multiple perisylvian areas in the language system. Our findings reconcile the two hypotheses by revealing commonalities and differences between the narrative and the argumentative brain networks, showing how diverse mental activities arise from the segregation and integration of the existing brain systems.

ACTIVATION OF COGNITIVE ACTIVITY OF SCHOOLCHILDREN IN TRAINING PHYSICS

Ставится проблема развития познавательной деятельности школьников и активного ее применения. Развитие данного вида деятельности требует специальных методов и определенной организации уроков, что в настоящее время недостаточно разработано. На примере конкретной разработки урока физики показано, что вовлечение школьников в решение проблем на уроке и применение комплекса методов и приемов, позволяющих их решить, активизируют мыслительную деятельность и когнитивные способности. Анализируется, как можно организовать эвристическую беседу при проведении проблемных уроков и какие типы вопросов использовать в рамках беседы. Приведены конкретные количественные данные о развитии познавательного интереса учащихся 7-го и 8-го классов: уровень участия в эвристической беседе, усложнение характера вопросов, готовность к рефлексии и саморазвитию. The problem of the development of the cognitive activity of schoolchildren and its active application is posed. The solution to this problem is associated with the development of the cognitive interest of students at the age when they begin to study physics. The cognitive activity of students of this age in teaching physics is associated with the development of such mental operations as understanding, logical thinking and depends on the level of their development. The organization of active cognitive activity of schoolchildren in the classroom, in the process of which the ability to understand the presented material is formed, cognitive interest develops and logical thinking requires special methods and a certain organization of lessons, which is currently not sufficiently developed. It is proposed to do this on a system of problematic lessons. Using the example of a specific development of one of these physics lessons, it is shown that the involvement of schoolchildren in solving problems in the classroom and the use of a set of methods and techniques that allow them to be solved, activates mental activity and cognitive abilities. Heuristic conversation, the inclusion of some students in practical activities and interactive observation are used as methods and techniques. It analyzes how it is possible to organize a heuristic conversation when conducting problem lessons, and what types of questions to use in the framework of the conversation, how to organize the practice. The success of the proposed methods for the development of the cognitive activity of schoolchildren is confirmed by specific quantitative data on the development of the cognitive interest of 7th and 8th grade students: the level of participation in heuristic conversation, the complication of the nature of the questions that involve in the conversation, as well as the readiness for reflection and self-development.