Different Stages Of Learning Research Articles

Socio-Cultural Factors on Antisocial Behaviour Among Students of Tertiary Institutions in Cross River State, Nigeria

This study examined Socio-cultural factors on antisocial behaviour among students of tertiary institutions in Cross River State, Nigeria. To guide the study, two hypotheses were tested. The study adopted descriptive survey research design. The population of the study is 74,847 consisting of all students of public tertiary institutions in Cross River State., 1000 students was drawn using proportionate sampling technique. A questionnaire was used as instrument for the study. Mean and standard deviation was used to answer research questions while Regression and ANOVA was used to test hypotheses. The study also indicated that that a rise in cultural values will lead to a decrease in anti-social behaviour. This implies that when students are morally right, their tendencies of being involved in anti-social behaviours will reduce, students who belong to African traditional religion worshipper’s group are prone to engage in actions and inactions that are regarded as anti, followed by the Muslims and the Christians. The study recommends that government should entrench through the instrument of education, the inculcation of the right type of values at the different stages of learning and religious leaders should use their platforms to preach and send a message of change, especially to students who are manifesting the signs of antisocial behaviour. This should be done with love.

Large language models in healthcare: from a systematic review on medical examinations to a comparative analysis on fundamentals of robotic surgery online test

Large language models (LLMs) have the intrinsic potential to acquire medical knowledge. Several studies assessing LLMs on medical examinations have been published. However, there is no reported evidence on tests related to robot-assisted surgery. The aims of this study were to perform the first systematic review of LLMs on medical examinations and to establish whether ChatGPT, GPT-4, and Bard can pass the Fundamentals of Robotic Surgery (FRS) didactic test. A literature search was performed on PubMed, Web of Science, Scopus, and arXiv following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. A total of 45 studies were analyzed. GPT-4 passed several national qualifying examinations with questions in English, Chinese, and Japanese using zero-shot and few-shot learning. Med-PaLM 2 obtained similar scores on the United States Medical Licensing Examination with more refined prompt engineering techniques. Five different 2023 releases of ChatGPT, one of GPT-4, and one of Bard were tested on FRS. Seven attempts were performed with each release. The pass score was 79.5%. ChatGPT achieved a mean score of 64.6%, 65.6%, 75.0%, 78.9%, and 72.7% respectively from the first to the fifth tested release on FRS vs 91.5% of GPT-4 and 79.5% of Bard. GPT-4 outperformed ChatGPT and Bard in all corresponding attempts with a statistically significant difference for ChatGPT (p < 0.001), but not Bard (p = 0.002). Our findings agree with other studies included in this systematic review. We highlighted the potential and challenges of LLMs to transform the education of healthcare professionals in the different stages of learning, by assisting teachers in the preparation of teaching contents, and trainees in the acquisition of knowledge, up to becoming an assessment framework of leaners.

Identification of a Hippocampus-to-Zona Incerta Projection involved in Motor Learning.

Motor learning (ML), which plays a fundamental role in growth and physical rehabilitation, involves different stages of learning and memory processes through different brain regions. However, the neural mechanisms that underlie ML are not sufficiently understood. Here, a previously unreported neuronal projection from the dorsal hippocampus (dHPC) to the zona incerta (ZI) involvedin the regulation of ML behaviors is identified. Using recombinant adeno-associated virus, the projections to the ZI are surprisingly identified as originating from the dorsal dentate gyrus (DG) and CA1 subregions of the dHPC. Furthermore, projection-specific chemogenetic and optogenetic manipulation reveals that the projections from the dorsal CA1 to the ZI play key roles in the acquisition and consolidation of ML behaviors, whereas the projections from the dorsal DG to the ZI mediate the retrieval/retention of ML behaviors. The results reveal new projections from the dorsal DG and dorsal CA1 to the ZI involved in the regulation of ML and provide insight into the stages over which this regulation occurs.

Assessing the Development of Translation Competence Acquisition: A Case Study of MTSL Students at Abdelmalek Essaadi University –Tetouan

This study seeks to investigate the evolvement of translation competence acquisition while relating it to the progression in translation training. The assessment of the progress (if any) in translation competence acquisition is conducted through the investigation of the performance and the perception of MA translation students in the Faculty of Letters and Humanities in Tetouan. The study is meant precisely to shed light on trainees’ perspectives on translation assessment and to trace the development in acquiring translation competence via identifying indicators of that development in learners’ translations at different stages of learning. The aim is to reveal areas of translation sub-competences where learners exhibit more progress and to detect sub-competences that they find more challenging to develop. The descriptive method we implemented draws upon questionnaires that were delivered to MA learners to gather data about their perspectives on the acquisition and development of translation competence, and the observation reports that describe the common teaching practices as well as the assessment tools used to gauge the progress of learners’ translation competence. The selection of texts that pose prototypical translation problems allows for the identification of indicators of the trainees’ acquisition of the required sub-competences to deal with these translation problems. The findings of the study reveal that even though establishing specific competencies to be acquired by the end of translation training is a prior step in designing programs, there is always room for adjusting these competencies to align them with the trainees’ profile, the objectives of the course and the curriculum at large. To this end, assessment of the trainees’ proficiency provides useful information, at different stages of learning, on the learners’ achievements and on the learning areas that require enhancement.

Tonal intelligibility within a paragraph

Abstract This study considers the performance of tone pronunciation and morpheme intelligibility by L2 Polish Mandarin learners. A mixed-effects ordinal regression model and Tukey’s HSD multiple test were used to examine the start-point, end-point, of syllables as a means of assessing their intelligibility by L2 Polish learners regarding the tones with the sequence T0, T1, T2, T4 &gt; T3.and T0, T1&gt; T2, T4 &gt; T3, respectively. Students’ tone pronunciation at different stages of learning was compared, i.e. first at less than A1 level of proficiency and then after achieving an A2 level of proficiency according to the Common European Framework of Reference for Languages (CEFR), with the interval of a 22-week intensive Chinese class. The results suggest that in the case of the steady pitch produced for T0 and T1, L2 Polish learners found it easy to control the vibration speed of the vocal folds over two stages. Additionally, progress in successfully producing T4 was exhibited with improving control over the individual tonal register span, implying that competent tonal production develops with time. It remains unclear whether the reason why the low-range T3 is acquired last is down to the habitually high pitched range of spoken Polish, or a more universally observable phenomenon where T3 is liable to be confused with other tones in production.

Computational Thinking and Notional Machines: The Missing Link

In learning to program and understanding how a programming language controls a computer, learners develop both insights and misconceptions whilst their mental models are gradually refined. It is important that the learner is able to distinguish the different elements and roles of a computer (compiler, interpreter, memory, etc.), which novice programmers may find difficult to comprehend. Forming accurate mental models is one of the potential sources of difficulty inextricably linked to mastering computing concepts and processes, and for learning computer programming. It is common to use some form of representation (e.g., an abstract machine or a Computational Agent (CA)) to support technical or pedagogic explanations. The Notional Machine (NM) is a pedagogical device that entails one or more computational concepts, originally described as an idealised computer operating with the constructs of a particular programming language. It can be used to support specific or general learning goals and will typically have some concrete representation that can be referred to. Computational Thinking (CT), which is defined as a way of thinking that is used for [computational] problem solving, is often presented as using a CA to carry out information processing presented by a solution. In CT, where the typical goal is to produce an algorithm or a computer program, the CA seemingly serves a purpose very similar to an NM. Although it changes through the different stages of development (of the learner and of the curriculum), the roles of CAs and NMs can be seen as versatile tools that connect a learner’s mental model with the conceptual model of a program. In this article, we look at this relationship between CAs and NMs, and indicate how they would look at different stages of learning. We traverse the range of definitions and usages of these concepts, and articulate models that clarify how these are viewed in the literature. This includes exploring the nature of machines and agents, and how historical views of these relate to modern pedagogy for computation. We argue that the CA can be seen as an abstract, simplified variant of an NM that provides a useful perspective to the learner to support them to form robust mental models of NMs more efficiently and effectively. We propose that teaching programming should make use of the idea of a CA at different stages of learning, as a link that connects a learner’s mental model to a full NM.

"I didn't know anything, but I learned over time": The process of nurses attaining autonomy in Intensive Care Units.

Understand the social processes experienced by nursing professionals and the meanings underlying autonomy in adult Intensive Care Units in the city of Cartagena (Colombia). A qualitative study with a grounded theory approach was conducted. Fifteen semi-structured interviews were carried out with nursing professionals, and the analysis was based on the coding technique proposed by Strauss & Corbin. Of the respondents, fourteen were female and one was male, with ages ranging from 23 to 57 years. Experience in intensive care units ranged from 1 to 28 years, and none had postgraduate studies. After thematic analysis, the central category was obtained from four categories: adaptation process, applicability of autonomy exercise, building autonomous competence, and limitations to the exercise of autonomy. Nursing professionals achieve their autonomy through a social process, based on different stages of learning when facing the environment of the units. It is grounded in decision-making and the power to act freely. However, barriers continue to hinder it, including limitations imposed by institutions, protocol-based interventions, social status, and individual differences among professionals.

Russian paroemias as a means of activating grammatical and lexical skills in the process of teaching foreign students

Introduction. Currently, Russian paroemias are actively used in the process of teaching Russian as a foreign language in order to improve lessons, increase motivation to learn the language, illustrate typical situations of communication, activate cognitive and thinking abilities of foreign students. The purpose of the article is to describe the process of activating grammar and lexical skills of foreign students with the help of paroemias at different stages of learning. Research methods. In the course of the research we used: the method of directional sampling of material from paroemiological collections and dictionaries; methods of structural, semantic and contextual analysis of proverbs and sayings. Results. Paroemias reflect the folk wisdom, mentality, world outlook, life experience, notions of the surrounding reality, basic values of the Russian people, being important material, which promotes the development of language and communicative and speech skills of foreign students. Various types of assignments with Russian paroemias are used as a means of developing communication skills and abilities, as well as a source of additional scientific knowledge about natural objects, taking into account the direction of student training. Conclusion. The use of Russian paroemias in the process of teaching Russian as a foreign language is the basis for the formation of linguocultural and communicative competence, contributes to the activation of grammatical and lexical skills, the development of monologue and dialogic speech skills, the expansion of the lexicon, the formation of moral principles, the education of tolerant attitude towards language, culture, history, traditions and customs of other nations. The integration of oral folklore in the educational process is relevant for foreign students at different stages of learning. The vocabulary of paroemias is a special language layer, which can also be used by foreign students in their future professional sphere.

Взаимосвязь стадий субъектности школьников 8-11-х классов и экопсихологических типов взаимодействий с образовательной средой

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objective. &lt;/strong&gt;Detection of the relationship between the level of development of agency of schoolchildren and communicative interactions in the system "student &amp;ndash; teacher/educational environment". &lt;br&gt;&lt;strong&gt;Background.&lt;/strong&gt; The development of agency is usually studied outside of communicative interactions in the system "student &amp;ndash; teacher/educational environment". Moreover, as a subject of research, different subjective qualities are distinguished depending on the content of education. In this regard, there is a need to apply concepts that are invariant to the type of educational environment and the subject content of training about the formation of agency in communicative interactions. &lt;br&gt;&lt;strong&gt;Study design&lt;/strong&gt;. The paper studied the relationship between the level of development of subjectivity of schoolchildren at different stages of learning and ecopsychological types of communicative (subject-environment) interactions in the "student &amp;ndash; teacher/educational environment" system. For this purpose, the ecopsychological typology of subject-environment (communicative) interactions and the ecopsychological model of the formation of subjectivity were used. Comparison of the empirical data obtained and analysis of their interrelations were carried out using the Fisher criterion and Kendall correlation analysis. &lt;br&gt;&lt;strong&gt;Participants.&lt;/strong&gt; Selection: 201 schoolchildren of grades 8-11 in Vladimir. &lt;br&gt;&lt;strong&gt;Measurements.&lt;/strong&gt; Methods of A.V. Kaptsov, E.I. Kolesnikova "Diagnostics of the stages of formation of subjectivity of students" and "Diagnostics of interactions in the educational environment", developed on the basis of the ecopsychological model of the formation of subjectivity. &lt;br&gt;&lt;strong&gt;Results.&lt;/strong&gt; Reliable data were obtained (&lt;em&gt;p&lt;/em&gt; &amp;lt; 0.05) confirming that the older the class of study, the higher the level of subjectivity shown by schoolchildren, and the more often they demonstrate "subject-collaborative" and "subject-generating" types of interaction with the educational environment. 12-15% of schoolchildren indicated the "object-subject" type of interactions, 10% indicated the "subject-separate" type, 20-30% indicated the "subject-joint" and "subject-generating" types. From the 8th to the 11th grade, there is a positive dynamic in the development of high stages of subjectivity ("master" and "creator"). The "critic" stage is the least developed in the samples of all classes. The transition to a new stage (class) of learning returns the student to a new cycle of becoming subjectivity, but at a higher level. &lt;br&gt;&lt;strong&gt;Conclusions.&lt;/strong&gt; The ecopsychological approach to the formation of agency and agent-environment interactions makes it possible to identify the main trends in the formation of subjective qualities at different stages of the formation of the agent of educational activity, as well as to analyze the features of communicative interactions &amp;ldquo;student &amp;ndash; teacher/educational environment&amp;rdquo;, without relying on the subject content of these interactions. The obtained empirical data make it possible to objectify some problems that are an obstacle to achieving modern educational goals.&lt;/p&gt;

Supporting self-efficacy development from primary school to the professions: A guide for educators

ABSTRACT Over the past 2 decades, scholars in various educational contexts have examined Bandura’s theorizing about how self-efficacy develops. Bandura proposed 4 primary informational sources of self-efficacy—enactive experiences, vicarious experiences, social persuasions, and physiological and affective states—each of which can be supported in different ways. This article first defines and situates self-efficacy and these sources within a broader social cognitive theoretical frame. Subsequent sections highlight specific ways that educators can apply insights from Bandura’s theorizing and from the empirical literature that has examined self-efficacy development at different stages of learning and in diverse contexts. We address how educators can create instructional tasks that show progress, establish supportive social structures, and work with students’ emotions in ways that foster self-efficacy. Special attention is given to the sociocultural factors that affect how learners evaluate efficacy-relevant information. Several directions for further applying Bandura’s theory are offered.

Technologies of Visualization of Educational Material - One of the Ways to Form Information Competence

The urgency of the article lies in the substantiation of the importance of using visualization technology in the process of education in the current period, defining the difference between this technology and the principle of visualization at the lesson in the today's educational institution. The article covers the concept of information competence and its components, describes techniques of visualization technology of teaching material, aimed at forming this competence. Special attention is paid to the methods of visualization at a lesson for the purpose of better knowledge assimilation. The article also describes different ways of visualization of educational information as a prerequisite for successful teaching of school subjects. The data contained in the article are the results of the analysis of digital services of visualization of educational content and the study of methodological foundations for the use of all kinds of information visualization tools at different stages of learning during the present lesson. The article covers in detail the most modern ways and means of information visualization, including mental maps, timelines, etc., because enormous information flows require the ability to assess this information, to determine its reliability and trustworthiness, to determine the main thing in it. The content of the article is of practical importance for teachers of today's schools.

EEG responses induced by cerebellar TMS at rest and during visuomotor adaptation

BackgroundConnections between the cerebellum and the cortex play a critical role in learning and executing complex behaviours. Dual-coil transcranial magnetic stimulation (TMS) can be used non-invasively to probe connectivity changes between the lateral cerebellum and motor cortex (M1) using the motor evoked potential as an outcome measure (cerebellar-brain inhibition, CBI). However, it gives no information about cerebellar connections to other parts of cortex. ObjectivesWe used electroencephalography (EEG) to investigate whether it was possible to detect activity evoked in any areas of cortex by single-pulse TMS of the cerebellum (cerebellar TMS evoked potentials, cbTEPs). A second experiment tested if these responses were influenced by the performance of a cerebellar-dependent motor learning paradigm. MethodsIn the first series of experiments, TMS was applied over either the right or left cerebellar cortex, and scalp EEG was recorded simultaneously. Control conditions that mimicked auditory and somatosensory inputs associated with cerebellar TMS were included to identify responses due to non-cerebellar sensory stimulation. We conducted a follow-up experiment that evaluated whether cbTEPs are behaviourally sensitive by assessing individuals before and after learning a visuomotor reach adaptation task. ResultsA TMS pulse over the lateral cerebellum evoked EEG responses that could be distinguished from those caused by auditory and sensory artefacts. Significant positive (P80) and negative peaks (N110) over the contralateral frontal cerebral area were identified with a mirrored scalp distribution after left vs. right cerebellar stimulation. The P80 and N110 peaks were replicated in the cerebellar motor learning experiment and changed amplitude at different stages of learning. The change in amplitude of the P80 peak was associated with the degree of learning that individuals retained following adaptation. Due to overlap with sensory responses, the N110 should be interpreted with caution. ConclusionsCerebral potentials evoked by TMS of the lateral cerebellum provide a neurophysiological probe of cerebellar function that complements the existing CBI method. They may provide novel insight into mechanisms of visuomotor adaptation and other cognitive processes.

Decoding cerebro-spinal signatures of human behavior: Application to motor sequence learning

Mapping the neural patterns that drive human behavior is a key challenge in neuroscience. Even the simplest of our everyday actions stem from the dynamic and complex interplay of multiple neural structures across the central nervous system (CNS). Yet, most neuroimaging research has focused on investigating cerebral mechanisms, while the way the spinal cord accompanies the brain in shaping human behavior has been largely overlooked. Although the recent advent of functional magnetic resonance imaging (fMRI) sequences that can simultaneously target the brain and spinal cord has opened up new avenues for studying these mechanisms at multiple levels of the CNS, research to date has been limited to inferential univariate techniques that cannot fully unveil the intricacies of the underlying neural states. To address this, we propose to go beyond traditional analyses and instead use a data-driven multivariate approach leveraging the dynamic content of cerebro-spinal signals using innovation-driven coactivation patterns (iCAPs). We demonstrate the relevance of this approach in a simultaneous brain-spinal cord fMRI dataset acquired during motor sequence learning (MSL), to highlight how large-scale CNS plasticity underpins rapid improvements in early skill acquisition and slower consolidation after extended practice. Specifically, we uncovered cortical, subcortical and spinal functional networks, which were used to decode the different stages of learning with a high accuracy and, thus, delineate meaningful cerebro-spinal signatures of learning progression. Our results provide compelling evidence that the dynamics of neural signals, paired with a data-driven approach, can be used to disentangle the modular organization of the CNS. While we outline the potential of this framework to probe the neural correlates of motor learning, its versatility makes it broadly applicable to explore the functioning of cerebro-spinal networks in other experimental or pathological conditions.

Persicaria minor ameliorates the cognitive function of chronic cerebral hypoperfusion rats: Metabolomic analysis and potential mechanisms

Persicaria minor (P. minor) is a herbal plant with many uses in food, perfume, and the medical industry. P. minor extract contains flavonoids with antioxidant and anticholinesterase capacity, which could enhance cognitive functions. P. minor extract has been proven to enhance memory. However, its role in an animal model of chronic cerebral hypoperfusion (CCH), which resembles human vascular dementia, has yet to be explored. Therefore, the present study investigates the effects of chronic (14 days) administration of aqueous P. minor extract on different stages of learning and memory processes and the metabolic pathways involved in the chronic cerebral hypoperfused rats induced by the permanent bilateral occlusion of common carotid arteries (PBOCCA) surgery. Chronic treatment of P. minor extract at doses of 200 and 300 mg/kg, enhanced recognition memory of the PBOCCA rats. P. minor extract (200 mg/kg) was also found to restore the spatial memory impairment induced by CCH. A high dose (300 mg/kg) of the P. minor extract significantly increased the expression of both ACh and GABA neurotransmitters in the hippocampus. Further, distinctive metabolite profiles were observed in rats with different treatments. Three major pathways involved in the cognitive enhancement mechanism of P. minor were identified. The present findings demonstrated an improving effect of P. minor extract on memory in the CCH rat model, suggesting that P. minor extract could be a potential treatment for vascular dementia and Alzheimer's patients. P. minor is believed to improve cognitive deficits by regulating pathways involved in retinol, histidine, pentose, glucuronate, and CoA metabolism.

Spatial ability and science achievement more closely associated in eighth-graders than in fourth-graders: a large-scale study

ABSTRACT An abundance of empirical evidence indicates that spatial ability is significantly correlated with educational performance in science, technology, engineering, and mathematics (STEM) fields. Previous studies have explored the relationship between spatial ability and science achievement in adults. However, the relationship between spatial ability and science achievement in children at different stages of learning remains unclear. This study examined how the relationship between spatial ability and science achievement differed by grade. A total of 29, 524 students, including 17, 378 fourth graders (boys = 9022, girls = 8365, mean age = 9.78) and 12, 137 eighth graders (boys =6294, girls = 5843, mean age =13.73), were selected from the Qingdao Basic Education Quality Assessment database using cluster random sampling. Participants were recruited to complete two basic cognitive processing tasks (three-dimensional mental rotation and nonverbal matrix reasoning), two self-report scales (multiple intelligence and learning persistence), and a curriculum-based science achievement assessment. The study demonstrated that spatial ability and science achievement are closely related in Chinese children. That this relationship was evident in every instance tested shows a certain stability. The relationship was stronger in eighth-grade students than in fourth-grade students, even after controlling for reasoning ability (measured via non-verbal matrix reasoning) and learning persistence. The relationship between spatial ability and science achievement over time depends on how spatial ability is assessed, either through self-reports or cognitive-based tests. This indicates that in children, as they advance in grade and science courses become more difficult, spatial abilities play an increasingly important role in science learning.

Learning to Cycle: Is Velocity a Control Parameter for Children's Cycle Patterns on the Balance Bike?

The balance bike (BB) has been pointed out as being the most efficient learning bicycle due to its inherent stimulation of balance. However, the process of acquiring the control of balance on the BB has not been explored. This study aimed to: (i) categorize the cycle patterns of children on the BB, (ii) compare the cycle patterns in different stages of learning (before and after six sessions of a BB practice program), and (iii) verify whether velocity is a control parameter leading to transitions between different cycle patterns on a BB. The data were collected during the Learning to Cycle program from 12 children aged 6.06 ± 1.25 years. The velocity was measured using an inertial sensor. Seven different movement patterns were captured and categorized through video analysis. After practice, there was an increase in the mean number of different patterns and in the global mean and maximum velocity. These were interpreted as an improvement of the motor competence in the use of the BB. The results obtained support the hypothesis that velocity is a control parameter which leads to the emergence of diverse patterns of behavior. As the speed increased, the amount of foot contact with the ground became less frequent and the locomotor modes that imply that longer flight phases began to emerge.

Reward signals in the cerebellum: Origins, targets, and functional implications.

The cerebellum has long been proposed to play a role in cognitive function, although this has remained controversial. This idea has received renewed support with the recent discovery that signals associated with reward can be observed in the cerebellar circuitry, particularly in goal-directed learning tasks involving an interplay between the cerebellar cortex, basal ganglia, and cerebral cortex. Remarkably, a wide range of reward contingencies-including reward expectation, delivery, size, and omission-can be encoded by specific circuit elements in a manner that reflects the microzonal organization of the cerebellar cortex. The facts that reward signals have been observed in both the mossy fiber and climbing fiber input pathways to the cerebellar cortex and that their convergence may trigger plasticity in Purkinje cells suggest that these interactions may be crucial for the role of the cerebellar cortex in learned behavior. These findings strengthen the emerging consensus that the cerebellum plays a pivotal role in shaping cognitive processing and suggest that the cerebellum may combine both supervised learning and reinforcement learning to optimize goal-directed action. We make specific predictions about how cerebellar circuits can work in concert with the basal ganglia to guide different stages of learning.

Reconciling the contradictory effects of production on word learning: Production may help at first, but it hurts later.

Does saying a novel word help to recognize it later? Previous research on the effect of production on this aspect of word learning is inconclusive, as both facilitatory and detrimental effects of production are reported. In a set of three experiments, we sought to reconcile the seemingly contrasting findings by disentangling the production from other effects. In Experiment 1, participants learned eight new words and their visual referents. On each trial, participants heard a novel word twice: either (a) by hearing the same speaker produce it twice (Perception-Only condition) or (b) by first hearing the speaker once and then producing it themselves (Production condition). At test, participants saw two pictures while hearing a novel word and were asked to choose its correct referent. Experiment 2 was identical to Experiment 1, except that in the Perception-Only condition each word was spoken by 2 different speakers (equalizing talker variability between conditions). Experiment 3 was identical to Experiment 2, but at test words were spoken by a novel speaker to assess generalizability of the effect. Accuracy, reaction time, and eye-movements to the target image were collected. Production had a facilitatory effect during early stages of learning (after short training), but its effect became detrimental after additional training. The results help to reconcile conflicting findings regarding the role of production on word learning. This work is relevant to a wide range of research on human learning in showing that the same factor may play a different role at different stages of learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Analysis of physical education curricula according to the module "Ski training" in the context of the New Ukrainian School (NUS)

The paper considers the differences between the two curricula related to the invariant and variable components. The aim of the article was to conduct a comparative analysis of physical education curricula in 2017 and 2021, namely the physical education curriculum for secondary schools 5-9 grades (updated) and the model curriculum "Physical Culture. 5-6 grades" for general secondary education institutions in accordance with the variable module "Ski training" in 5th and 6th grades of secondary schools. The methodological approach which was used in the study: the analysis of literature sources and resources of the Internet were used; analysis of domestic experience, method of system analysis, method of grouping, comparison and generalization. Both curricula have a number of differences both in the invariant and in the variable component of the variable module "Ski training" for 5th and 6th grades, in particular it is traced in theoretical information and special physical training, but in technical and tactical training were detected. The advantage of the model curriculum "Physical Culture. 5-6 grades" was the emphasis on the types of educational activities of students, which in a broad sense provides an opportunity to reveal the applied aspects of this program, including the search and creative tasks of students; differentiation and individualization of students in the process of development of basic motor skills by means of ski training; participation of students in competitions and contests; practical performance of movements and exercises by students at different stages of learning; ski games, entertainment and quests; integrated tasks of combining movements and skills at different stages of ski training.

THEORETICAL ASPECTS OF DIGITAL TRANSFORMATION OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS

Of particular importance in the system of higher professional education is the provision of the educational process with appropriate information tools, methods and curricula, so that the educational institution, teacher and teacher training system meets modern global and national challenges and provides modern support in digital technologies, develops and forms digital competence. The purpose of the study is to reveal the theoretical aspects of digitalization of professional training of future specialists. Research methods applied: theoretical: analysis, systematization and generalization of pedagogical and psychological research. The professional responsibilities of teachers in the spread of digital technologies are expressed not only in the willingness to use them in the educational process, but also in the manifestation of competencies such as willingness to cooperate in the professional field, communication skills and the desire for continuous development in the digital environment. Digital resources include the ability of teachers to make their competent choice, creation and modification, as well as their exchange in accordance with the objectives of learning. Teaching involves the teacherʼs ability to create, plan and implement digital technologies at different stages of learning, it is important that the center of the educational process was directly the student, and the teacher himself acted mainly as a tutor. Student assessment involves the use of digital tools to implement existing methods of student assessment and provide them with feedback and analysis of their activity in the digital environment. Expanding the rights, opportunities and independence of students in the educational process involves the use of digital technologies by teachers to build an individual trajectory of students, as well as eliminating differentiation in studentsʼ access to appropriate technical devices.