Mandible is considered the protrudest mobile bone of the facial skeleton so it is the most common maxillofacial fracture. Customized Z miniplate is a new geometry that may provide better mental nerve preservation, healing of fractures compared with conventional two miniplates in the treatment of parasymphyseal/body mandibular fractures. To compare between customized Z miniplates and conventional miniplates for fixation of parasymphyseal and body mandibular fractures in terms of bone density (primary outcome), post operative mental nerve paresthesia, pain, occlusion and operation time (secondary outcomes). This prospective, parallel, exploratory, randomized controlled study was conducted from April to December 2024 and included 22 patients diagnosed with parasymphyseal or body mandibular fractures. Allocation (customized Z-miniplates, n = 11; two miniplates, n = 11) was done by independent statistician using a computer-generated random number list method. Mann-Whitney U, Wilcoxon-signed rank and Chi-square tests were applied (p < 0.05). Postoperative patient evaluation was done for primary outcome (bone density) and for secondary outcomes (nerve paresthesia, postoperative pain, occlusion and operation time). All adverse events were recorded prospectively during follow-up visits. The trial was registered retrospectively at ClinicalTrials.gov (NCT07094867) due to administrative procedures, which represents a potential source of bias. Statistical analysis did not detect significant variation in terms of mean bone density, occlusion, mental nerve affection and pain between customized Z miniplates and conventional two miniplates. Operation time was statistically significant shorter in customized Z miniplate group (p < 0.001). Only one case of wound dehiscence occurred in each group and no other complications observed. Both fixation methods provided results that were not statistically distinct in terms of pain, occlusion, mental nerve affection and mean bone density, with significant shorter operation time for parasymphyseal/body mandibular fracture fixation. Given the sample size, our study provides preliminary findings of clinical and radiographical performance of customized Z plate. The research was formally recorded in the clinicaltrials.gov database with registration submitted on 06/27/2025 under the number (NCT07094867).

Objective Identification—the experience of perceiving oneself as like another—is a central process in human relatedness, empathy, and emotion regulation. Although well-established in psychoanalytic and developmental theory, its function under stress and trauma has received limited systematic attention. This paper integrates interpersonal, cognitive, and neurobiological perspectives to conceptualize identification as a core mental operation and to propose thinking by similarity as its underlying cognitive process. Method Through focused conceptual synthesis, the manuscript draws on psychoanalytic, developmental, social-cognitive, and neurobiological research to examine the origins, mechanisms, and manifestations of identification across the life span and following high-stress and traumatic events. Results Identification emerges early in development through attachment and imitation, shaping empathy and social understanding. Neurobiological evidence, including mirror neurons and limbic system activation, demonstrates shared brain activations that ground identification biologically. Under threat or trauma, cognition may shift to thinking by similarity, facilitating appraisal of safety and danger but also increasing vulnerability to distress and cognitive rigidity. Following traumatic events, this process may yield adaptive empathy and solidarity or maladaptive over-identification with victims and aggressors and posttraumatic stress disorder. Conclusions Identification is a fundamental psychological and neurobiological process. The concept of identification as thinking by similarity offers a unifying linking of psychodynamic, developmental, and neurobiological models. This framework advances understanding of empathy, resilience, and vulnerability under stress, with implications for trauma-informed clinical practice and research.

How gestural simulation can enhance mental arithmetic operations

The dynamics of EEG microstates covary with spontaneous thoughts.

The purpose of research is to study the phenomenon of categorization, which is viewed as a mechanism for classifying a cognizable object into a certain class, including not only the names of material objects, but also sensory and perceptual patterns, social stereotypes, standards of behavior, generalizations that carry the combined social and individual experience. Methods . A two-stage experimental study was conducted, including: analysis of 52 counter texts aimed to reconstruct the meta-linguistic activity of the subjects and detect traces of categorization processes; analysis of the composition of categories "restored" in the form of reactions to stimulus words (furniture, chair, to twist, shame) during a directed associative experiment. The results of the experiment indicate that the categories of stimulus words are formed in different ways. Nouns that have a substantive relationship form categories composed primarily of nouns. The sign of processuality expressed by the verb is objectified by creating a special kind of representation in the brain – a scheme, a trajectory of movement or a program of action, which is then translated back into the verbal form when creating a category. Words implying abstract concepts and phenomena are objectified using a reference situation related to the phenomenon being described. Conclusion . Categorization depends on cognitive mechanisms and social factors. An important role is played by the initial level of cognitive and linguistic development and the factors of assimilation of experience – the degree of involvement and interest, as well as the accompanying emotional background of the situation. The basic, "lower" level of cognition presupposes limited categorization possibilities in the implementation of mental and speech operations. In the process of mastering the language system, this limitation is leveled, while progress is ensured not by restructuring existing lower systems, but by the emergence of a new cognitive level with a new "operating system" that is constantly updated in real time. Language participates in this process, on the one hand, as one of the categories that represents a set of knowledge about language (metalanguage), on the other hand, as a tool for schematizing external experience and translating it into an internal plan.

The article examines discretion as both a managerial and procedural principle that constitutes one of the key elements of the system of legal relations inherent in a state governed by the rule of law. Discretion is not limited, as is often assumed, to a mental operation performed by a public administrator or lawenforcement official when choosing one of the options permitted by legal norms. Rather, it is a fundamental principle that permeates the entire system of public administration and law enforcement in a rule-of-law state and forms an indispensable component of professional administrative, administrative-jurisdictional, and judicial activity. In conditions of regulatory incompleteness and heightened dynamism—particularly evident in extraordinary situations (pandemics, wildfire hazards threatening entire regions, large-scale terrorist acts, responses to military threats, climate-related disasters, etc.)—governance through absolutely precise normative prescriptions becomes impossible. Under such circumstances, discretion is an essential part of the mechanism that ensures flexibility and effectiveness of public administration. Various forms of this principle may be identified: from the use of discretionary powers when choosing between equivalent alternatives to the duty to give reasons for judicial and administrative decisions and to interpret norms containing evaluative concepts. The role of discretion is particularly significant in imposing administrative penalties and disciplinary sanctions and in emergency rule-making. It is important to recognize that discretion is not equivalent to arbitrariness; it is based on the duty of officials to adopt well-reasoned, rational, and fair decisions strictly within the framework of the law and constitutional principles. The Authors advocate recognising discretion as both an administrative-procedural and inter-branch principle, which may contribute to further systematisation of law-enforcement practice and to strengthening guarantees for the protection of citizens’ rights against abuses of power.

The article describes the results of studying the problem of forming prognostic activity in younger schoolchildren with intellectual disabilities. The research was aimed at finding the most optimal means of forming prognostic activity in younger schoolchildren with intellectual disabilities. Prognostic activity is associated with the analysis and prediction of possible consequences of events, the ability to establish cause-and-effect relationships, set a goal and achieve the final result, plan stages on the way to achieving the goal. Predictive activity plays a crucial role in successful educational activities, as it helps to predict the possible learning outcome and, accordingly, to select the necessary means to achieve it. At the same time, younger schoolchildren with intellectual disabilities have a low level of development of predictive activity, students are unable to predict events, predict the results of events and plan the future. Therefore, there is a need to draw up a program, plan stages and select means of forming predictive activity in younger schoolchildren with intellectual disabilities. One of such means of forming predictive activity is visual art. Younger schoolchildren have specific visual activity due to impoverished imagination, underdevelopment of mental operations, and visual perception deficiencies. Therefore, visual means for this category of children should be selected depending on the level of development of their intelligence and the ability to understand the instruction. Such students during the performance of visual tasks need constant help and prompts from the teacher, repeated repetition of instructions, illustrative examples from real-life situations. To form predictive activity in younger schoolchildren with intellectual disabilities in visual arts lessons, we recommend using business games and exercises that involve predicting the future result.

Legality. Reasonableness and fairness are prerequisites, to which the verdict of the court in the criminal case must correspond. Otherwise, it is subject to cancellation or, at least, amendment by the courts of appeal and cassation instances in connection with significant violations of criminal or criminal procedure laws. At the same time, a sentence is considered unfair if the convicted person is sentenced, although it does not exceed the scope of the sanction of the relevant article of the Criminal Code of the Russian Federation, but it is either excessively harsh, or excessively soft. To a certain extent, the court's passing of a fair verdict depends on the position of the prosecutor, the public prosecutor, who presents evidence to the court that incriminates the defendant in the judicial investigation and analyzes them in court debates. However, it cannot be denied, that the legal and factual basis of a fair sentence is formed even in pre-trial proceedings, provided that the investigator ensures comprehensiveness, the completeness and objectivity of the investigation of the circumstances of the crime under investigation, the legality and validity of the charges against the person. This should be facilitated by the appropriate level of organization and implementation of prosecutorial supervision at this stage of the criminal process. The prosecutor's assessment of the legality and validity of the indictment is one of the most important stages in the prosecutor's supervision of pre-trial proceedings. This assessment is performed twice: 1) upon receipt of a copy of the relevant indictment; and 2) upon examination of the criminal case submitted with the indictment. However, in the first case, prosecutors often merely acknowledge the fact of the indictment without fully reviewing the materials of the criminal case that contain evidence of the accused's alleged crime. When examining cases with indictments, this work is carried out more fully by prosecutors, but they still ignore all necessary actions and mental operations. The result is the referral of criminal cases to the courts, where the quality of the preliminary investigation and the quality of the prosecutor's supervision in pre-trial proceedings are negatively evaluated. The prosecutor's warning about the referral of a criminal case to court, in which significant violations of the law were committed during the pre-trial proceedings, including during the presentation of charges, and the state prosecutor's justified refusal to prosecute the defendant, contain an undeniable ethical component and comply with the requirements of justice. In the activities of the prosecutor's office, the criterion of justice should be present at all times and be an essential component of the prosecutor's worldview. Of course, ensuring compliance with the formal requirements of the law is the direct responsibility of the prosecutor's office. However, in carrying out this responsibility, the prosecutor's office must also consider the ethical aspects of the participants' activities during the pre-trial proceedings, as well as the practical implementation of this requirement in their work, including the supervision of the enforcement of laws during the process of bringing charges.

This study investigates the role of psycholinguistics in elucidating the underlying cognitive mechanisms that give rise to language learning errors in second language acquisition. Rather than viewing errors as mere deviations from target language norms, this study interprets them as manifestations of mental processes activated during language comprehension and production. Employing a qualitative documentary research design, this investigation synthesizes findings from scholarly books, journal articles, and previous empirical studies related to psycholinguistics and error analysis. The analysis reveals that lexical, grammatical, and phonological errors frequently emerge due to constraints in lexical retrieval, phonological encoding, working memory capacity, and the developmental nature of interlanguage. The findings further demonstrate that language errors follow systematic patterns shaped by interactions among first-language influence, incomplete internalization of second-language rules, and cognitive processing limitations. This study concludes that psycholinguistic perspectives offer a comprehensive and explanatory framework for understanding the mental operations that contribute to the emergence, recurrence, and potential fossilization of learner errors. These insights provide valuable implications for instructional practices that aim to address the cognitive origins of learners’ difficulties in second language development.

Long regarded as merely the art of transferring words, translation now reveals its deeper complexity: situated between fidelity, cultural dynamics and cognitive processes, it has become an interdisciplinary field where history meets science and practice informs theory. This study examines how translation evolved from an empirical craft into a structured discipline, raising the underlying question of how theoretical models can account for the cultural and cognitive forces that shape communicative acts. The objective is to trace this evolution by foregrounding the linguistic mechanisms, mental operations and cultural mediations that underpin translational activity. Methodologically, the analysis combines a historical review of translation practices, a critical reading of key theoretical contributions, and an observation of translational processes. The findings point toward a discipline increasingly grounded in cognitive modelling, historical awareness and professional competence. These developments suggest new perspectives for translation pedagogy and research, particularly in integrating cultural literacy with scientific approaches to meaning-making. From a simple transfer of words to an interdisciplinary science, translation shows that every word matters, every culture speaks, and understanding a text means understanding a world—between fidelity, culture and cognition.

Cognition comprises mental operations including reasoning, problem-solving, and decision-making. In this context, creative thinking would be an important function to be considered. Neuromodulation, through electrical or magnetic stimulation of specifi c areas in the brain, can be employed to modulate such processes by boosting cognitive performance as well as boosting creativity. This review aimed to cover all the existing evidence on the impacts of neuromodulation methods on creative thinking. This review focussed on experimental studies on neuromodulation for enhancing creativity among healthy adults, including students and professionals. The literature was narrowed down to studies published in the last 10 years, focussing on divergent and convergent thinking, verbal creativity, and intelligence tests, in order to make the literature relevant and rigorous. A literature search was conducted using PubMed, PEDro, and Google Scholar using the combined terms related to “neuromodulation” and “creative thinking.” Thematic and qualitative analysis of the studies was conducted to analyse the impact on creative thinking, verbal creativity, and task-specifi c outcomes infl uenced by modulating parameters. The fi ndings of the study indicate that neuromodulation techniques, specifi cally tDCS, improve creative thinking. Other techniques also exhibited positive effects but dearth of literature available on longitudinal and comparative studies involving other forms of neuromodulation such results are very encouraging. Neuromodulation enhances creativity through task-specifi c and modality-dependent effects. Long-term effects should be observed in future studies, and the standardisation of protocols with the optimisation of stimulation parameters would be essential.

The purpose of our research is to show the model of the development of creativity of students of special faculties at foreign language classes in the paradigm of Differential and Management Psychology. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research. The results of the research. We showed that students in groups E1, C2 had needed help at all stages of solving the problem. We understood that in these groups it was only possible to gradually weaken help and control. Moreover, while working with students of all groups we used such additional methods and techniques of activating the thinking activity of students as: 1) reproduction of certain theoretical material necessary for solving the problem; 2) mastering the ability to expound a number of mental operations: a) from analysis to synthesis (for example, solve subproblems to which the original problem is reduced); b) apply analogies (review a similar, but simpler problem in order to identify a method for solving it). Conclusions. Summarizing the research available in the psychological literature on this problem and considering creativity as a process of solving problems, we distinguish six main groups of definitions of creativity: 1) definitions of the “gestalt” type, which emphasize the creation of a new integrity; 2) definitions oriented to obtaining a “final product”, or “innovative” definitions, which emphasize the production of something new; 3) “aesthetic” or “expressive” definitions, in which self-expression of the individual is dominant. As an example of definitions of this type, the following is given: “The creative process is the ability to think in a completely unexplored (or partially explored) area, not limited by already acquired experience”; 4) “psychoanalytic” or “dynamic” definitions and which define creativity in terms of the interaction of “Me”, “It” and “Superego”; 5) definitions in terms of “solution-oriented thinking”, which emphasize the thought process itself rather than the solution; 6) other miscellaneous definitions that do not fit into any of the above categories.

In the course of the study, it was determined that full-fledged activity, i.e. intellectual activity of the highest level, cannot develop without relying on previous methods of performing any mental operation and, ultimately, its original, complete and without a comprehensively developed practical mechanism of execution. At the same time, it was determined that there are four parameters that create intellectual activity: the level of performance, the degree of generalization, the completeness of the operations actually performed and the method of assimilation. In connection with these parameters, the levels of activity organization were also determined, it was shown that in the period from 2 years to adolescence, verbal generalizations acquire the form of concepts, turning first into primary concepts for “oneself” and “others”, and then into the main concept “for oneself”.

This study offers a close analysis of three passages found in Federico Zuccari’s Idea de’ Pittori, Scultori et Architetti, published in Turin in 1607, in order to highlight his sustained concern for human operativity and craftsmanship – both in relation to the mental operations that govern the formation of the inner design and to the external operations that result in the sensible drawing expressed on paper. The essay examines the analogy proposed by Zuccari between disegno and the Platonic sun, previously likened by Cristoforo Landino to Dante’s sun, as a source of knowledge and life. It then focuses on the analogy between the formation of the disegno interno and the unfolding of a favilla (spark) that spreads and multiplies. Finally, it investigates the idea – attributed by Zuccari to Plato – according to which disegno is the “principle of operations”: disegno is brought into relation with the notion of “counsel” or consilium, with which Ficino had translated Platonic bouleusis, a concept that describes a process oriented toward an end. In light of this Platonic tradition and, at the same time, of the scholastic tradition, disegno in Zuccari’s thought is configured as an object of the intellect and of the will that triggers a succession of movements, internal and external, mental and material, of which the work of art constitutes only a crystallized trace.

Purpose: Decision-making under uncertainty remains a foundational challenge in cognitive science and artificial intelligence. Classical Bayesian Probability Models (CBM) often fail to explain paradoxical cognitive behaviors such as order effects, ambiguity aversion, and context-dependent reasoning. This study seeks to compare Quantum Probability Theory (QPT) and Classical Bayesian Models in their ability to capture the dynamics of human decision-making. It aims to determine which framework more accurately reflects the cognitive mechanisms underlying reasoning under uncertainty. Methodology: A qualitative, exploratory research design was adopted, involving in-depth semi-structured interviews with 16 experts across psychology, philosophy, artificial intelligence, and cognitive neuroscience. Participants were purposively selected for their theoretical and empirical expertise in probabilistic reasoning. Data were analyzed using reflexive thematic analysis, guided by the Dual-Process Theory and Busemeyer’s Quantum Cognition framework. The analysis emphasized participants’ perspectives on theoretical assumptions, cognitive plausibility, and predictive utility between QPT and CBM paradigms. Findings: Thematic findings reveal that Quantum Probability Theory offers superior explanatory power in contexts involving cognitive ambiguity, contextual dependence, and non-commutativity of mental operations. Participants consistently reported that QPT better models real-world reasoning tasks where classical logic collapses, capturing the fluid and context-sensitive nature of human judgment. Conversely, while CBM remains effective in structured, low-uncertainty scenarios, it fails to accommodate superposition and interference effects inherent in human cognition. Unique Contribution to Theory, Practice, and Policy (Recommendations): The study contributes theoretically by demonstrating how quantum probabilistic models expand existing theories of bounded rationality and probabilistic reasoning in cognitive science. Practically, it encourages interdisciplinary collaboration between cognitive scientists, AI researchers, and philosophers to refine decision models that mirror human intuition more closely. Policy-wise, the findings support the integration of quantum-inspired approaches in the design of intelligent decision-support systems and cognitive architectures. The study recommends continued empirical validation of QPT within applied domains—such as behavioral economics, machine learning, and cognitive modeling—to strengthen its predictive and explanatory robustness.

The subject of this study is the phenomenon of occasional use of the Spanish indefinite article with anthroponyms and the semantic effect of subjective evaluation it produces. Unlike previous studies that emphasized isolated stylistic cases, this article offers a comprehensive analysis of the mechanism as a systemic linguistic phenomenon. The research methodology is based on a combined application of descriptive and contrastive-descriptive methods within the framework of Guillaume’s psychomechanics of language. This approach makes it possible to analyze the linguistic material not as a series of exceptions but as the outcome of mental operations of actualization governed by the vector of extensivity/anti-extensivity. The practical analysis is carried out on a representative corpus of examples drawn from contemporary Spanish-language media, literary texts, and journalistic discourse. The novelty of the study lies in its proposal of a unified explanation of three types of evaluative meanings (referential-indefinite, metaphorical-typifying, and situational-role) through the prism of the anti-extensive function of the article in Guillaume’s system. This perspective reveals the underlying mechanisms of the transition of a proper name as an asemanteme into the status of a semanteme, a phenomenon that has not been given comparable attention in previous works, which often limited themselves to merely acknowledging the fact of antonomasia. The main findings of the research may be summarized as follows: the indefinite article functions as a grammatical operator that suspends the uniqueness of the referent and initiates a process of categorization, which serves as the basis for evaluation. Thus, the analysis of specific corpus examples confirms that the evaluative effect is systematically generated by a shift in the referential status of the name. The author’s distinctive contribution is to demonstrate that this phenomenon should not be regarded as a stylistic accident but rather as a regular instrument of expressive syntax, which is of relevance both for linguistic theory and for the teaching of Spanish as a foreign language.

Abstract This study explores the structural strategies to express participant individuation in Wichi (Mataguayan). Individuation is understood as the discursive operation that transforms a generic or non-referential concept into a contextually anchored referent, making it trackable within discourse. Drawing on a referential framework that views reference as a mental and communicative operation between interlocutors, the study focuses on how Wichi introduces new referents using bare common nouns devoid of explicit individuation markers within the noun phrase. The analysis reveals that individuation strategies in Wichi may extend beyond the noun phrase into relative clauses, juxtaposed clauses, and even across sentence boundaries. It also explores the role of anaphoric and inter-referent relations in individuation strategies. Methodologically, the study employs qualitative-quantitative analysis of a textual corpus source from primary fieldwork data.

The formation of foreign language communicative competence in the written field is an important task in teaching students of engineering and technology areas. The article proposes an effective approach to developing essay writing skills, which includes four stages: analysing samples, selecting arguments, writing and refining the text, and receiving feedback. The technique has been tested among students of the Faculty of Engineering and Technology: the system of exercises is aimed at developing argumentation, logical coherence, and mental operations of analysis and synthesis. The experiment showed that the achievements of the students of the experimental group were 25% higher than the results of the control group. The results confirm the effectiveness of the proposed scheme for improving academic writing among students of technical specialties.

The article analyzed approaches to the formation of logical-analytical thinking in preschool children. It was found that logical-analytical thinking helps preschool children navigate the world around them, understand cause-and-effect relationships, build elementary models, and solve simple problems. The main theoretical approaches to the development of logical-analytical thinking are characterized. The game approach is especially important in the formation of logical-analytical thinking in preschoolers. Strategic games, in particular chess, contribute to the development of key mental operations. The methodology for introducing preschool children to the basics of chess involves the use of such didactic techniques as an accessible explanation of concepts, the use of metaphors, analogies, and the use of artistic images. The memory and attention of preschool children work mainly without conscious control, which is why bright, emotionally charged events are easier to remember, which emphasizes the importance of digital tools for the figurative representation of information. The most popular online applications that can be used to teach children chess are described. It was found that traditional methods provide a deeper assimilation of the basic principles of the game and contribute to the development of social skills, such as communication and cooperation. At the same time, digital tools allow using interactive platforms to quickly and effectively involve children in learning, improving their motivation and independence in the process of mastering the game. A comparison of the effectiveness of online platforms and traditional methods in developing logical thinking has shown that both approaches have their advantages and limitations. In this regard, combined chess training, which includes both online tools and traditional methods, is the most effective approach for developing logical- analytical thinking in preschool children, as it allows integrating the best aspects of both approaches and provides an individualized approach to each child.

Introduction: the article is devoted to the development of a visual diagram of the complex process of legal assessment of violent attacks on a person's physical integrity in order to optimize the activities of the employees of the duty units of the internal affairs bodies, who are the first to respond to the information received and coordinate the available forces and means. Recording the sequence of mental operations shows the norms that can be applied, the criteria for their distinction and priority in the presence of competition. Materials and Methods: the basis of the study is the general dialectical-materialistic approach to the cognition of the laws of objective phenomena and processes, emphasis is also placed on legal (dogmatic), formal-logical and comparative-legal (comparativistic) research methods. Results: the doctrinal foundations of the algorithmization of the process of qualification of crimes are studied, its essence and criteria (concept and properties) are shown. Using examples of the qualification rules, normatively enshrined in the texts of a number of resolutions of the Plenum of the Supreme Court of the Russian Federation, the need to supplement the known properties of the qualification algorithm with a new one is substantiated. Discussion and Conclusions: based on the general theory of qualification of crimes and the program essence of this process, an algorithm for qualification of beatings under the Criminal Code of the Russian Federation and the Code of Administrative Offenses of the Russian Federation is developed. At the same time, related norms are taken into account, issues of distinction with lawful causing of harm, minor act, other crimes against physical integrity and health, attempted crime, other encroachments on a variety of objects of criminal-legal protection (from the rights and freedoms of the individual to the interests of military service) are reflected, the criteria for choosing Art. 116, 116.1 of the Criminal Code of the Russian Federation and 6.1.1 of the Code of Administrative Offenses of the Russian Federation are shown.