Cognitive Criteria Research Articles

Life-Course Multidisciplinary Psychosocial Predictors of Dementia Among Older Adults: Results From the Health and Retirement Study.

Identifying predictors of dementia may help improve risk assessments, increase awareness for risk reduction, and identify potential targets for interventions. We use a life-course psychosocial multidisciplinary modeling framework to examine leading predictors of dementia incidence. We use data from the Health and Retirement Study to measure 57 psychosocial factors across 7 different domains: (i) demographics, (ii) childhood experiences, (iii) socioeconomic conditions, (iv) health behaviors, (v) social connections, (vi) psychological characteristics, and (vii) adverse adulthood experiences. Our outcome is dementia incidence (over 8 years) operationalized using Langa-Weir classification for adults aged 65+ years who meet criteria for normal cognition at the baseline when all psychosocial factors are measured (N = 1 784 in training set and N = 1 611 in testing set). We compare the standard statistical method (Logistic regression) with machine learning (ML) method (Random Forest) in identifying predictors across the disciplines of interest. Standard and ML methods identified predictors that spanned multiple disciplines. The standard statistical methods identified lower education and childhood financial duress as among the leading predictors of dementia incidence. The ML method differed in their identification of predictors. The findings emphasize the importance of upstream risk and protective factors and the long-reaching impact of childhood experiences on cognitive health. The ML approach highlights the importance of life-course multidisciplinary frameworks for improving evidence-based interventions for dementia. Further investigations are needed to identify how complex interactions of life-course factors can be addressed through interventions.

READINESS OF SCIENCE & MATH TEACHERS TO APPLY STEM TECHNOLOGIES IN PROFESSIONAL ACTIVITIES ACCORDING TO THE COGNITIVE CRITERION INDICATORS

The development of STEM education requires teachers to have knowledge in science and mathematics, comprehensive interdisciplinary knowledge, and the ability to integrate various fields of science, technology, and engineering into the educational process. That calls for new approaches to building teachers' readiness that involve the development of cognitive abilities, including the ability to analyze and critically think creativity, and the ability to innovate. In the article, we present a brief theoretical analysis of scientific sources of domestic and foreign scholars, which allowed us to clarify the concept of "readiness of teachers of natural and mathematical disciplines to use STEM technologies in their professional activities." Considering the approaches to determining the readiness criteria, the criteria are formulated, among which we single out the cognitive criterion, which characterizes the totality of knowledge and ideas about the nature of professional activity, professional knowledge, skills, and abilities to implement STEM in the educational process. The indicators of the cognitive criterion are highlighted: 1) "awareness in the field of STEM," which reflects the level of knowledge of the future teacher about current trends in the development of STEM education and technologies used in STEM projects; 2) "comprehensive interdisciplinary knowledge," which reflects knowledge of various disciplines of the natural and mathematical cycle, as well as an understanding of interdisciplinary connections within STEM and the ability of the future teacher to make connections. The methods of calculating indicators for determining the readiness levels of teachers of natural and mathematical disciplines to use STEM technologies in their professional activities are described. The results of the pedagogical experiment, which was processed according to the Student's criterion, are presented. It has been confirmed that the level of formation of the knowledge component of readiness according to the indicators of the cognitive criterion (awareness of STEM and the availability of comprehensive interdisciplinary knowledge) has positive dynamics in the experimental group.

Conceptual Spaces: A Solution to Goodman’s New Riddle of Induction?

AbstractNelson Goodman observed that we use only certain ‘good’ (viz. projectible) predicates during reasoning, with no obvious demarcation criterion in sight to distinguish them from the bad and gruesome ones. This apparent arbitrariness undermines the justifiability of our reasoning practices. Inspired by Quine’s 1969 paper on Natural Kinds, Peter Gärdenfors proposes a cognitive criterion based on his theory of Conceptual Spaces (CS). He argues the good predicates are those referring to natural concepts, and that we can capture naturalness in terms of similarity. In contrast to Quine, he does not primarily rely on logic, but geometry. He frames his account as a descriptive project, however, and it is not obvious how it addresses the normative dimension of Goodman’s Riddle. This paper develops a charitable reconstruction of his argument, based on the idea that the instrumental success of our projectible concepts is grounded in their cognitive-pragmatic naturalness. It then explores three lines of reasoning against the argument: Evolutionarily motivated skepticism, the miracles argument, and the relation between instrumental and pragmatic success. I conclude that in its current form, the CS account fails to provide any justification of reasoning beyond appealing to its instrumental success, and that a metaphysically robust notion of naturalness helps to achieve the desired goal.

PECULIARITIES OF FORMATION OF VALUE ATTITUDE TO THE MOTHERLAND IN PRESCHOOL AGE

The article analyzes peculiarities of the formation of value attitude to the Motherland in senior preschool children. It is noted that scientific literature reveals the essence and content of the concept of "value attitudes towards the Motherland", substantiates its structure; the sensitive periods and mechanisms of formation of value attitudes towards the Motherland at different stages of ontogenesis are studied; directions of work of its formation in preschool childhood are proposed. The definition proposed describes the value attitude to the Motherland of a preschool child as a stable conscious connection of the child with the close environment, which is manifested in positive emotional experiences associated with this environment, awareness of its importance for the child and is reflected in actions aimed at its preservation and development. In preschool age, the foundations of a value attitude towards the Motherland are laid, including positive experience of interaction with the natural and social environment, a set of positive impressions related to the place where the child lives and the people around him or her. The work on the formation of a value-based attitude to the Motherland is carried out in the following areas: accumulation of positive emotions and impressions related to the close environment; formation of a system of knowledge about the Motherland and the formation of an "image of the Motherland"; inclusion in relevant practical activities. In order to diagnose the value attitude to the Motherland in senior preschool children we have chosen cognitive, emotional and practical criteria. The conducted research allowed us to conclude that at the end of senior preschool age most children have high and average levels of formation of the cognitive criterion of value attitude to the Motherland. A low level of formation of the cognitive criterion of value attitude to the Motherland is made up of a small number of preschoolers who irregularly attended preschool educational institutions.

Love it or hate it? Deconstructing consumers' attitudes towards AI enabled voice shopping

AbstractThe conversational, social and intelligent capabilities of Artificial Intelligence (AI) enabled voice assistants (VAs) to assist humans have grown. However, their use still remains limited for complex tasks such as shopping. While some studies find that consumers are willing to use them, others report negative reactions that lead to rejection, especially for complex activities. This study aims to bridge the gap between the dichotomous streams of literature by investigating the overall attitude towards the use of AI VAs for a multi‐step task that is, shopping. We first identify 27 attitudinal criteria through a comprehensive literature review in light of the Uncanny Valley Theory and the Self Determination Theory. The criteria are organized using the cognitive, affective and conative framework of attitude, and ranked using the Fuzzy Analytical Hierarchy Process. Sensitivity analysis is done to affirm the robustness of the framework. Findings reveal that the behavioral intentions to use (conative criteria) are the strongest, followed by feelings evoked during use (affective criteria), followed by beliefs people hold regarding AI VAs (cognitive criteria). Intention to use AI voice assistants during all stages of the purchase journey takes precedence over negative feelings such as loss of control, unfulfillment and vulnerability. This study reconciles the existing stream of literature on conversational AI and provides managerial implications based on the dimensions of attitude.

The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers

Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.

Estimating the prevalence of Non-Verbal Learning Disability (NVLD) from the ABCD sample.

Non-Verbal Learning Disability (NVLD) is a neurodevelopmental disorder characterized by deficits in processing visuospatial information but with age-appropriate verbal skills. This cognitive profile has been hypothesized to be associated with atypical white matter, but at the present there is a lack of evidence for this hypothesis. Currently, the condition is not characterized within the main diagnostic systems, in part because no clear set of criteria for characterizing the disorder exists. This report is the first attempt to estimate NVLD prevalence, using two sets of diagnostic criteria, in a large sample of over 11,000 children who were selected without regards to problems of specific nature, either psychological, neurological, physical and/or social. Furthermore, it examined the association between the profile of cognitive abilities and aspects of whole-brain white matter measures in children with and without symptoms associated with NVLD. Participants were drawn from the Adolescent Brain Cognitive Development (ABCD) study, a 10-year longitudinal study of 11,876 children in the U.S. The data used in the present study were drawn from the initial testing point at which the children were 9-10years old. Prevalence of NVLD based on two distinct sets of criteria, correlations between the measures used to create the criteria, correlations between criteria measures and measures of white matter integrity. The cognitive criteria included measures of visuospatial processing, reading, intelligence and social skills. By varying the cut-offs applied to social skills in conjunction with visuo-spatial difficulties, spared reading skills and intelligence scores, we calculated prevalence for two NVLD groups. White matter characteristics were measures of volume, fractional anisotropy and mean diffusivity. Based on the criteria used, the estimated prevalence of NVLD varied from 1 to 8%. Furthermore, children with NVLD showed a dissociation between measures of visuo-spatial processing not observed in non-NVLD children. At the neurological level, findings provide preliminary evidenceof associations between the cognitive profile of NVLD and abnormalities in white matters tracts. The present study documents that exists, within this large non-selected sample, a proportion of youth who show evidence of NVLD. Given those results, it appears essential to establish the best diagnostic criteria, to improve the treatment options and quality of life for children with this disorder.

The Use of Digital Technologies in Professional Training of Primary School Teachers

The growing significance of digital technologies in society creates a need to train teachers who can use these technologies in the educational process and prepare students for life in the digital world. The aim of this study was to analyse the impact of digital technologies used in professional training of primary school teachers on increasing their professional competence level. The adapted versions of Ferrell & Daniel’s test for Measuring Teacher Career Motivations, the Orshanski’s orientation of future teachers towards humanistic and professional value were used to diagnose the state of development of professional competence. The level of the development of the subject-subjective model of pedagogical communication (modified test based on Sternberg & Williams, Alexander & Winne) and the level of projective skills in primary school teachers were also diagnosed. The students’ performance was assessed based on the results of the examinations. Chi-squared test (χ2) was used for statistical confirmation of the conducted research. Positive dynamics were found in both groups after the formative stage of the experiment. However, the experimental group was noted for greater quantitative and qualitative improvement for the selected criteria. The largest changes were observed for the operational criterion with a difference of 15.40% (against 7.90% in the control group). The cognitive criterion showed the smallest increase: 8.5% in the experimental group compared to 3.4% in the control group. The high general mean showed a difference of 11.22% for the experimental group and 5.1% for the control group. It is also important to note a greater increase in the average indicator at the general level in the experimental group of 52.04% compared to 40.82% in the control group. The differences in the distributions of the control and experimental groups according to the levels of each criterion are statistically reliable and testify to the effectiveness of using digital technologies for the development of professional competence of future primary school teachers. The areas for further research include the analysis of the impact of digital technologies on the development of information literacy skills and critical thinking.

Formation of moral and vocational qualities in higher education acquisitions through handball

The article outlines the peculiarities of the formation of moral and volitional qualities in student youth by means of handball, the role of sports games that have an effective educational content, forms and methods of formation of discipline, courage, perseverance, purposefulness, self-confidence, and moral stability is updated. Based on the study and analysis of psychological and pedagogical literature on the researched problem, the state of work of higher education institutions, we have developed criteria and indicators for the formation of moral and volitional qualities of higher education students in the process of handball lessons. Cognitive criterion (knowledge of moral-willed qualities, understanding of the importance of handball as a means of forming moral-willed qualities, students' awareness of the need for responsibility, self-discipline, self-control during handball lessons. Emotional-value criterion (perceived interest of students of higher education in the formation of discipline, courage, perseverance, purposefulness, moral stability; the desire to form moral and willful qualities in the process of handball lessons; the desire of students to show responsibility, self-discipline, self-control, overcome difficulties in the process of handball lessons. Criterion of voluntary impulse (students' willingness to show discipline, courage, perseverance, purposefulness, moral stability in the process of realizing the goal, the manifestation of moral and volitional qualities in the process of playing handball, the desire to manifest a moral and volitional act, responsibility, self-control. Activity criteria (the ability to independently demonstrate discipline, courage, perseverance, purposefulness, moral stability in the process of achieving a goal; the ability to demonstrate moral and willful qualities in practice, to help the teacher in organizing sports and mass events in higher education institutions; the ability to show responsibility, self- discipline, self-control, to overcome difficulties in the process of practicing handball). Thanks to the developed criteria and indicators, we determined the levels of formation of moral and volitional qualities in students of higher education by means of handball, namely: low, average, sufficient and high.

The fundamentals of education of willpower qualities in higher education acquires in the process of engagement in sports and health tourism

The article provides a theoretical analysis of the education of willpower in students of higher educational institutions in the process of sports and health tourism. It was established that in modern conditions, insufficient attention is paid to the problem of education of strong-willed qualities of student youth in institutions of higher education. The necessity of researching the foundations of education of determination, endurance and self-control, development of relevant criteria and indicators of education of willpower in the process of sports and health tourism has been proven. The study of scientific literature allowed us to establish that in recent years, a number of studies have been conducted devoted to certain aspects of solving the problem of education of volitional abilities (purposefulness, endurance, self-control) of students of higher educational institutions in the process of learning. sports and health tourism.
 The article defines, specifies and characterizes the criteria and indicators of education of willpower of students of higher educational institutions in the process of sports and health tourism.
 The cognitive criterion was determined by the following indicators (students' knowledge of willpower qualities (determination, endurance, self-control) and their necessity during sports and health tourism activities; understanding of the importance of self-control, stress resistance, self-discipline as a means of cultivating willpower qualities, students' awareness of the ability to self-regulate behavior , control of one's own emotions and reactions in various situations).
 The motivational criterion was determined according to the following indicators (interest of higher education students in cultivating determination, endurance, and self-control; desire to cultivate strong-willed qualities in the process of engaging in sports and health tourism; desire to exercise self-discipline). exercise self-control, overcome obstacles in training and field conditions).
 The activity-practical criterion provided for the following indicators (the willingness of higher education students to show determination, endurance and self-control in the process of sports and health tourism; the ability to exercise self-control, be resistant to stressful situations, and exercise self-control). -discipline in the process of educational and training and competitive activities; the ability of student youth to self-regulate their behavior and the ability to help the teacher-coach in the organization of classes and competitions in sports and health tourism).

Non-Psychiatric Treatment Refusal in Patients with Depression: How Should Surrogate Decision-Makers Represent the Patient's Authentic Wishes?

Patients with mental illness, and depression in particular, present clinicians and surrogate decision-makers with complex ethical dilemmas when they refuse life-sustaining non-psychiatric treatment. When treatment rejection is at variance with the beliefs and preferences that could be expected based on their premorbid or "authentic" self, their capacity to make these decisions may be called into question. If capacity cannot be demonstrated, medical decisions fall to surrogates who are usually advised to decide based on a substituted judgment standard or, when that is not possible, best interest. We propose that in cases where the patient meets the widely accepted cognitive criteria for capacity but is making decisions that appear inauthentic, the surrogate may best uphold patient autonomy by following a "restorative representation" model. We see restorative representation as a subset of substituted judgement in which the decision-maker retains responsibility for deciding as the patient would have, but discerns the decision their "truest self" would make, rather than inferring their current wishes, which are directly influenced by illness. Here we present a case in which the patient's treatment refusal and previously undiagnosed depression led to difficulty determining the patient's authentic wishes and placed a distressing burden on the surrogate decision-maker. We use this case to examine how clinicians and ethicists might better advise surrogates who find themselves making these clinically and emotionally challenging decisions.

Педагогическая практика как условие нормализации психологического самочувствия личности студента

The research aims to substantiate the essence and structure of the notion of a student’s personal psychological well-being in relation to future teachers in the process of practice. The paper analyzes the notion of “personal psychological well-being” and substantiates the author’s definition of the notion of “a student’s personal psychological well-being in the process of teaching practice”, which is an integral and dynamic characteristic of an individual, reflecting the internal psychological state of each student in the process of teaching practice, revealing a student’s self-perception of their own professional achievements as the basis of their social and professional self-determination. A system of criteria and their detailed indicators for the manifestation of personal psychological well-being among teacher students in the process of teaching practice (the cognitive criterion, the emotional criterion, the personal criterion) is proposed. The methodology of a pilot study is described and the results of such a study involving undergraduate students are analyzed. The scientific novelty of the research lies in the following: a new direction for the development of models, content and methodological support for students’ teaching practice is substantiated from the standpoint of changes in their psychological well-being. As a result of the research, it was confirmed that the inclusion of the context of reflective-innovative activity in the content of practice, the activation of self-analysis and self-development mechanisms in students in the process of practical training contribute to the normalization of psychological well-being among teacher students, increasing the sense of confidence in the correctness of their professional actions and personal self-realization.

ASSESSMENT OF DECISIONAL COMPETENCE IN DEMENTIA– A QUALITATIVE STUDY OF 60 EUTHANASIA CASES

Abstract The Netherlands allows euthanasia or assisted suicide (EAS) for people with dementia. The number of dementia EAS cases gradually increases every year, up to 288 cases in 2022. This practice remains controversial, as dementia is not directly lethal and may impair decisional competence. The Dutch euthanasia review committees (RTE) refer to Appelbaum and Grisso’s criteria for the assessment of decisional competence, but how these criteria are applied in clinical practice remains unknown. This study examined qualitatively which factors, and how, influence the judgment of decisional competence for EAS requests of people with dementia. Thematic analysis of 60 dementia EAS case summaries published online by the RTE between 2012 and 2021. Twenty patients had an advance directive and were decisionally compromised at time of EAS. Forty patients were decisionally competent at time of EAS, of which twenty also had an advance directive (purposive sampling). Two researchers independently coded all text related to decisional competence. A theoretical framework was developed. The four cognitive criteria of Appelbaum and Grisso were dimensional and cut-off points were influenced by six supporting factors that also directly impacted on competence assessment, i.e., level of communication, psychiatric comorbidity, personality, presence of an advance directive, consistency of the request, and the patient-physician relationship. The number of involved physicians and executed investigations were two contextual factors. The multidimensionality and subjectivity of decisional competence assessment may pose ethical and legal challenges. Continuous quality improvement processes may be needed in daily care, including possibilities for reflection.

Instruments to Evaluate Food Neophobia in Children: An Integrative Review with a Systematic Approach.

Food neophobia (FN), a frequent disorder in childhood, profoundly impacts the quality of a diet, restricting the intake of nutrients to maintain proper nutrition. Therefore, using the appropriate tools to assess FN in children to promote healthy eating habits is essential. The study aimed to develop an integrative review with a systematic approach to identify the instruments to measure FN in children and analyze their differences. The included studies (n = 17) were more concentrated in Europe, demonstrating the possible lack of dissemination of the topic at a global level. Among the 18 tools, 6 were represented by adaptations of the Food Neophobia Scale (FNS) and the Children's Food Neophobia Scale (CFNS), and one was the CFNS itself, demonstrating the relevance of these pioneering tools. The need to meet mainly cultural and cognitive criteria led to the creation of other instruments (n = 11). A diversity of approaches concerning the respondents, age range, items, scales, and validation methods was revealed. Modifications to the tools in some nations highlighted their adaptability and effectiveness in addressing regional variations. The instruments can contribute to additional research to help us better understand the prevalence of FN in children, resulting in their health and well-being.

Historism – Partisanship - Racism: On the Erosion of the Epistemic Foundations of Knowledge

Often referred to as “historism”, historical-cultural relativism in its variant dating back to the 19th century has often been interpreted as an expression of a weak and insecure attitude, and has been opposed above all by the two great totalitarian movements of the 20th century. Against the more recent historism, postmodernism and its demands for tolerance, which are supposedly only of use to the ruling class, its opponents proclaim values, moral norms and cognitive criteria that are closely linked to the ethnicity and race of these critics. Even cognitive universality is mere ideology for them.

Model for assessing the formation of special (professional) competences of practical psychologists in the educational and information environment of higher education establishments under conditions of dynamic uncertainty

A comprehensive scientific and empirical analysis of the works of both domestic and foreign scientists regarding the construction of models for assessing the development of special (professional) competences in future practical psychologists within higher education technical establishments (HETE) is carried out in this article. The research aimed to create and justify an author's model for evaluating the development of special (professional) competencies among practical psychologists in the educational and informational environment of a higher technical education institution under conditions of dynamic uncertainty. The study's objectives included identifying theoretical approaches to examining the assessment of future practical psychologists' readiness for personal growth and professional advancement, delineating the specifics of cultivating special (professional) competencies in these individuals, substantiating the methodology for nurturing special (professional) competencies in future practical psychologists, and designing a theoretical model for assessing the development of these competencies. To achieve these goals, various research methods were employed, including scientific analysis, systematization, generalization, comparison, and pedagogical modeling. Consequently, the conducted research delineated the structural components of the model for evaluating the development of special (professional) competencies among practical psychologists, namely the goal-forming, content-technological, organizational-pedagogical, and effective components. Moreover, criteria for assessing the development of these special (professional) competences were established, encompassing motivational and valuable criteria, cognitive criteria, communicative criteria, organizational and operational criteria, and reflective criteria. Additionally, the research identified distinct levels of competence formation, which include the intensive-creative level, active-searching level, and reproductive-passive level. In conclusion, the model for assessing the development of special (professional) competencies was found to comprise five stages corresponding to the specialist training courses: the general education stage (first year), the subject orientation stage (second year), the operational and cognitive stage (third year), the control and assessment stage (fourth year), and the specialization stage (first year of master's degree). Furthermore, an algorithm for managing the cultivation of special (professional) competencies among future practical psychologists has been developed, and the conditions for its successful implementation have been identified.

To the issue of functional and structural characteristics of judicial practice in Ukraine

The article examines the problems of the significance and effectiveness of judicial practice in Ukraine thanks to the application of a systemic approach to identifying its functional and structural characteristics. Separate works of scientists on the methodology of scientific research of judicial practice as a source of law have been analyzed. It has been proven that the main questions that arise in the course of the study of judicial practice in Ukraine as a legal phenomenon should be analyzed with the help of complementary and interconnected elements, namely theoretical and methodological, then their combination gives grounds for considering the theory of law as a component of legal science and methodological approaches - as a set of various scientific knowledge and methods that are interrelated. The need to study the functional and structural characteristics of judicial practice in Ukraine as a legal phenomenon that combines law-making and the specifics of the implementation of legal norms is substantiated. It was found that the study of the functional and structural characteristics of judicial practice should be carried out on a number of criteria, among which it is necessary to distinguish the impact and cognitive criteria. In particular, according to the criterion of the influence of judicial practice on real reality, internal (judges’ legal perception of the mechanism of application of the principle of analogy in making court decisions) and external (influence of judicial practice on law-making and human rights protection activities) its functional and structural characteristics are distinguished. According to the cognitive criterion, the heuristic elements of judicial practice are determined, namely: the latter is a type of legal practice; lack of conceptual identity with judicial precedent and judicial law-making; an additional means of influencing social relations in combination with a legal prescription; a means of implementing the principle of unity; a defined circle of its subjects; ensuring direct exchange of information between the judicial and legislative branches of government. It is emphasized that the proposed list of heuristic functional-structural elements of judicial practice is not exhaustive and can be supplemented.

Instilling patriotism in primary students through the creation of book trailers

Introduction. In many countries of the world, the school is considered to be a center possessing all the resources for the formation of a free, democratic personality, a center for moral, civic, multicultural education. Literature, history, social science play an important role in educational programs in foreign countries; their study is considered as a source of spirituality, humanity, and citizenship. In the modern Russian school at the stage of primary education, much attention is paid to the formation of civic identity foundations, the cultivation of patriotism, and raising a responsible, creative, proactive, competent citizen of Russia. A special place in the moral education of primary students is occupied by the lessons of literature reading. Through the analysis of literary works, students understand the deep moral content of the work, the author’s attitude to the characters, the idea of the work. While considering the peculiarities of modern primary students, who are more focused on digital reading than traditional one, it becomes necessary to instill patriotic feelings in primary students through the creation of book trailers based on books by children’s writers about a heroic deed, about the Motherland, about the Great Patriotic War. The research is aimed at theoretical substantiation and experimental testing of the efficiency of the methodology for instilling patriotism in primary students through the creation of book trailers. Materials and methods. The research involved 51 students of the third grade of the general educational organization of the city of Zelenodolsk (the Russian Federation). The research used a combination of theoretical and experimental methods of studying objects that corresponded to the goals and objectives set and were aimed at determining the level of development of cognitive, emotional, activity criteria of patriotism (tests by N.F. Vinogradova "Great people of Russia", "Russia is proud of them"), revealing the level of development of behavioral motives in the education of patriotism (N. Biryukova’s test "I am a patriot"), identifying the level of development of digital literacy of a student (method of A.A. Efanova, M.A. Budanova, E.N. Yudina). For quantitative comparison, the non-parametric Mann-Whitney U test was used. Results. An analysis of the problem of instilling patriotism in primary students through the creation of literary and artistic book trailers based on books by children’s writers about the Motherland, the war, and heroic deeds allowed developing and testing a model of patriotic education of children based on the interactive activities of the teacher and students and aimed at educating cognitive, emotional, activity criteria of patriotism as well as development of digital literacy of students. Introduction of the model induced the following changes: 1) an increase in the level of the cognitive criterion of patriotism (up to 0.7082 and after 0.1075); 2) an increase in the level of the emotional criterion of patriotism (up to 0.5916 and after 0.0165); 3) an increase in the level of the activity criterion of patriotism (up to 0.7480 and after 0.0438); 4) an increase in the level of formation of digital literacy of students by 0.0457 (up to 0.6493 and after 0.0457). Conclusion. The model created for instilling patriotism in primary students through the development of book trailers allowed introducing and using this methodology in the educational process of primary school. The research results have demonstrated that the creation and use of book trailers in primary school had an effective impact on the development of interest in reading books about patriotism and citizenship, about the history of Russia, about the great people of Motherland, on the development of the emotional sphere of children as well as the development of activity criterion of patriotism in primary students.

선입견의 본질

This paper considers the essence of prejudice, which is the basis of normative grounding as a criterion of cognition and practical action. In the modern era, understanding the concept of prejudice as a criterion for cognition and practical action can be perceived as binary opposition according to the position of both the Enlightenment and hermeneutics. However, this paper does not analyze the confrontational difference between the two epistemological perspectives by treating prejudice as previous studies do; rather, it presents a new epistemological frame of reference. This paper identifies the standard of cognition that defines and grounds human consciousness and prejudice as a criterion of cognition and practical action, which is the normative basis of practical behavior, focusing on two types: prejudice of being and prejudice of becoming. The prejudice of being focuses on identity and presupposes that humans and communities have certain normative values inherent and endowed a priori. To realize the normative value inherent in a priori, the prejudice of being emphasizes the ability of reason. The prejudice of being has universal properties as a fixed value and criterion for judgment. Based on immobility, the prejudice of being insists on a system of existing familiar prejudices and tries to settle in a closed space. Therefore, the prejudice of being emphasizes the reality of the familiarity. On the other hand, the prejudice of becoming considers the difference and gives the meaning of social diversity to human cognition. The prejudice of becoming understands the causality of the phenomenon in which human cognition expands as a relativistic attribute. As the prejudice of becoming emphasizes human intuition for grasping social relationships, it tends to be open, dynamic, and intuitively motivating to seek and transform the frame of cognition hardened by the prejudice of being. In summary, whereas the prejudice of being is defined as the reality of the familiarity that seeks stability, the prejudice of becoming is understood as the possibility of the unfamiliarity that accommodates change.

Eligibility for Anti-Amyloid Treatment in a Population-Based Study of Cognitive Aging.

Treatment options for Alzheimer disease (AD) are limited and have focused mainly on symptomatic therapy and improving quality of life. Recently, lecanemab, an anti-β-amyloid monoclonal antibody (mAb), received accelerated approval by the US Food and Drug Administration for treatment in the early stages of biomarker-confirmed symptomatic AD. An additional anti-β-amyloid mAb, aducanumab, was approved in 2021, and more will potentially become available in the near future. Research on the applicability and generalizability of the anti-β-amyloid mAb eligibility criteria on adults with biomarkers available in the general population has been lacking. The study's primary aim was to apply the clinical trial eligibility criteria for lecanemab treatment to participants with early AD of the population-based Mayo Clinic Study of Aging (MCSA) and assess the generalizability of anti-amyloid treatment. The secondary aim of this study was to apply the clinical trial eligibility criteria for aducanumab treatment in MCSA participants. This cross-sectional study aimed to apply the clinical trial eligibility criteria for lecanemab and aducanumab treatment to participants with early AD of the population-based MCSA and assess the generalizability of anti-amyloid treatment. Two hundred thirty-seven MCSA participants (mean age [SD] 80.9 [6.3] years, 54.9% male, and 97.5% White) with mild cognitive impairment (MCI) or mild dementia and increased brain amyloid burden by PiB PET comprised the study sample. Lecanemab trial's inclusion criteria reduced the study sample to 112 (47.3% of 237) participants. The trial's exclusion criteria further narrowed the number of potentially eligible participants to 19 (overall 8% of 237). Modifying the eligibility criteria to include all participants with MCI (instead of applying additional cognitive criteria) resulted in 17.4% of participants with MCI being eligible for lecanemab treatment. One hundred four participants (43.9% of 237) fulfilled the aducanumab clinical trial's inclusion criteria. The aducanumab trial's exclusion criteria further reduced the number of available participants, narrowing those eligible to 12 (5.1% of 237). Common exclusions were related to other chronic conditions and neuroimaging findings. Findings estimate the limited eligibility in typical older adults with cognitive impairment for anti-β-amyloid mAbs.