Aspects Of Mental Activity Research Articles

Attitude Toward Disorder as Risk Factor for Psycho-Emotional Disturbances in Children with Dysphasia

IntroductionDysphasia is widespread among children. Awareness of speech difficulties and emotional attitude toward them may influence different aspects of mental activity. The issue is important for development assessment and discussion on potential risk factors causing other mental disorders.ObjectivesThe aim of the study was to analyze how children with dysphasia perceive their speech defect and how it influences their behaviour.Methods15 children with dysphasia aged 5 years (6 boys, 9 girls) participated in the study. The following methods were used: not included and included observation in a speech therapy group for 6 months, semi-structured interview with educators.ResultsObservation and interviews enabled to discover two groups featuring different attitudes. 1) The first group (n=12) included children who ignored their speech difficulties. Behavioral and speech activity was confident and spontaneous. Children demonstrated difficulties in planning and regulation of activity, low level of self-criticism. In failure situations, children demonstrated egocentrism, emotional rigidity and experienced difficulties in emotional regulation during assessment. 2) The second group (n=3) experienced high anxiety in communicative situations and estrangement caused by hypersensitivity to speech difficulties. Children preferred to use nonverbal communication and reduce speech initiative due to difficulties in verbal self-expression. Emotional specifics were characterized by recurrent ambivalence in the independent activity. Structured situations, such as assessment, actualized active self-control, which sometimes led to communicative difficulties and stupor.ConclusionsResults demonstrate various attitudes to speech difficulties in children with dysphasia. Behavioral, emotional and personal features are rich material for discussion on risks in mental development of children with speech disorders.DisclosureNo significant relationships.

Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending

Generalization is a critical component of mathematical reasoning, with researchers recommending that it be central to education at all grade levels. However, research on students’ generalizing reveals pervasive difficulties in creating and expressing general statements, which underscores the need to better understand the processes that can support more productive generalizations. In response, we report on results from 146 interviews with 93 participants in middle school through college in the domains of algebra, advanced algebra, trigonometry/pre-calculus, and combinatorics while solving complex problems. Our findings yielded the Relating-Forming-Extending (RFE) Framework, which distinguishes multiple related forms and types of generalizing. We also present two aspects of mental activity that promote generative generalizations: operative activity, and building and refining activity.

ОСОБЛИВОСТІ ВИКОРИСТАННЯ ІННОВАЦІЙНИХ МЕТОДІВ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ДІАГНОСТИКИ ДІТЕЙ З ОБМЕЖЕНИМИ МОЖЛИВОСТЯМИ ЗДОРОВ’Я

The article considers the peculiarities of the application of innovative methods of psychological and pedagogical diagnosis of children with disabilities. Psychodiagnostic examination is organized taking into account the age and expected level of mental development of the child. These indicators determine the organizational forms of the diagnostic procedure, the choice of methods and interpretation of results. Diagnostic tasks should be available to the child. During the examination, the child must be offered a task that he can successfully perform, and in the analysis of the results, taking into account the tasks for which age group, the child coped. It is separately noted that at inspection it is important to reveal not only actual possibilities of the child, but also its potential possibilities in the form of a zone of the nearest development. This is achieved by offering tasks of varying complexity and providing the child with dosed assistance during the tasks. Strict scientificity is required in the selection of diagnostic tasks for each age stage, ie the examination should use those tasks that can identify which aspects of mental activity are violated in the examined child. It is emphasized that when processing and interpreting the results it is necessary to give their qualitative and quantitative characteristics, while the system of qualitative and quantitative indicators should be unambiguous for all examined children. It is noted that conducting psychodiagnostic research is always subject to a specific goal, which determines the ways to solve certain problems. The main purpose of psychodiagnostic research of a child with developmental disorders is to identify the structure of mental disorders to determine the optimal ways of correctional care. The specific task is determined by the age of the child, the presence or absence of disorders of vision, hearing, musculoskeletal system, social situation, stage of diagnosis (screening, differential diagnosis, in-depth psychological study). Psychological and pedagogical diagnosis of developmental disorders should determine the direction of the child's education, his specific educational needs, the possible level of his education, indicate the main directions of correctional and developmental education, ie psychological and pedagogical diagnosis of developmental disorders is differential prognostic. In the process of diagnosis, the optimal organizational forms of the child's education and recommendations of individual planned learning should be determined. child to develop an individual correctional program, evaluation of the effectiveness of corrective measures). To obtain informative and objective results of psychological study of the child it is necessary to adhere to a number of special conditions Key words: innovation, diagnostics, correction, lag, training.

Devotion and Intellectual Labor

This special issue is a response to three remarkable developments in the humanities: religion's return to the center of scholarly attention, an outpouring of work on the changing nature and historical conditions of intellectual labor, and the widespread revival of interest in affect. While narrowly epistemological approaches to the study of religion have long been criticized for failing to capture aspects of mental activity that can't be described in rational-propositional terms, perhaps only a small portion of anyone's intellectual life can be adequately rendered in these terms. Simone Weil's famous assertion that every school exercise is like a sacrament challenges us to reconsider the limited vocabulary we employ to describe the nature of the mind's work in both “religious” and “secular” contexts. To this end, essays explore intersections between devotional practice and intellectual pursuits like textual production and scientific investigation.

Individual Psychophysiological Mechanisms of Adaptation in Stress in Life-Threatening Situations

The results of studies of individual psychophysiological mechanisms of adaptation in life-threatening situations are presented. A neurosemantic psychodiagnostic method was used, based on analysis of EEG potentials during presentation of verbal stimuli with subthreshold durations of 30 and 50 msec. Evoked responses to each stimulus were identified and processed by cross-correlation and wavelet analysis, along with assessment using neural network algorithms and analysis of results for stimuli for each lead and presentation time. Concepts of relationships between the measures analyzed and the unconscious aspects of mental activity are described. The results of studies performed using this method in different contingents of subjects, whose activities are linked with danger to life, are presented. The changes in the functioning of the basal mechanisms of unconscious reacting can clarify approaches to improving methods for providing psychological support and treatment.

Les noms épistémiques et leurs verbes supports

This article aims at clarifying the notion of “cognitive nouns” (noms “épistémiques”), as it relates to cognitive mental phenomenons, for instance in sentences such as Max a une idée claire du problème (Max has a clear idea of the problem), or Max a une vision déformée du monde (Max has a twisted idea of the world). The syntactic analysis is essentially based upon the theory of support verbs. A semantic class of nouns describing the various aspects of mental activity, such as judgement and representation, was thus defined.

Structural and dynamic features of verbal hallucinosis in organic lesions of the frontal region of the brain

A large number of works are devoted to the problem of studying auditory hallucinations. However, it would be wrong to believe that the issues related to this problem have been finally resolved. So, the features of auditory hallucinations in organic brain damage of various localization, in particular the frontal region, have not been sufficiently studied. Focal lesions of the frontal region are characterized by a variety of mental disorders related to the pathology of not only individual aspects of mental activity, but also consciousness and personality. The defeat of the frontal lobes is accompanied by disorders not only of the direct functions of this area, but also of other cerebral systems that disrupt their work due to changes in the impact of frontal mechanisms on these systems. With the defeat of the frontal lobes, hallucinations of various modalities occur, which are true. They usually arise simultaneously in several areas of the senses - auditory, olfactory, visual. Until now, data on auditory hallucinations in organic lesions of the frontal region of the brain, firstly, have not been generalized, and secondly, they have not been systematized.

A unitary model of schizophrenia: Bleuler's "fragmented phrene" as schizencephaly.

inding a unifying concept behind the diversity of signs and symptoms in schizophrenia is a central challenge to contemporary research. A neo-Bleulerian unitary model is described, which defines the illness as a neurodevelopmentally derived "misconnection syndrome," involving connections between cortical regions and the cerebellum mediated through the thalamus (the cortico-cerebellar-thalamic-cortical circuit [CCTCC]). An abnormality in this circuitry, normally used to coordinate both motor and mental activity, leads to misconnections in many aspects of mental activity, or "cognitive dysmetria." As Bleuler originally proposed, "thought disorder" is the primary defining feature of schizophrenia, rather than the more obvious signs and symptoms such as delusions and hallucinations. Cognitive dysmetria, or a disorder in the CCTCC, may provide a heuristic theoretical framework for strategies to explore etiology, pathophysiology, intervention, or prevention.

Principles of Preschool Pedagogy: Chapter IV, continued

5. The Development of Speech: Speech development in early childhood is closely associated with the formation of various aspects of mental activity: visual and auditory perception, object-related activity, reasoning, social communication, etc. The basic precondition for the development of speech, therefore, is the comprehensive education of the child. At the same time, the mastery of speech substantially reorganizes all the child's mental activity. Because of verbalization, the child's perception, memory, and activity begin to be regulated, and spoken communication takes shape. Speech is the most important means of conveying social experience to the child and of regulating his behavior.