Task Preparation Research Articles

Absolute beta power in exercisers and nonexercisers in preparation for the oddball task.

High levels of physical conditioning are associated with improvements in cognitive performance. In this sense, electroencephalographic (ECG) correlates are used to investigate the enhancing role of physical exercise on executive functions. Oscillations in the β frequency range are proposed to be evident during sensorimotor activity. To investigate the ECG changes influenced by aerobic and resistance exercises performed in an attention task by analyzing the differences in absolute β power in the prefrontal and frontal regions before, during, and after the oddball paradigm in practitioners and nonpractitioners of physical exercise. There were 15 physical activity practitioners (aged 27 ± 4.71) and 15 nonpractitioners (age 28 ± 1.50) recruited. A two-way analysis of variance (ANOVA) was implemented to observe the main effect and the interaction between groups and moments (rest 1, pre-stimulus, and rest 2). An interaction between group and moment factors was observed for Fp1 (p < 0.001); Fp2 (p = 0.001); F7 (p < 0.001); F8 (p < 0.001); F3 (p < 0.001); Fz (p < 0.001); and F4 (p < 0.001). Electrophysiological findings clarified exercisers' specificity and neural efficiency in each prefrontal and frontal subarea. Our findings lend support to the current understanding of the cognitive processes underlying physical exercise and provide new evidence on the relationship between exercise and cortical activity.

Impaired cognitive flexibility in major depressive disorder: Evidences from spatial-temporal ERPs analysis

BackgroundMajor Depressive Disorder (MDD) may exhibit impairments in cognitive flexibility. This study investigated whether the cognitive flexibility deficits in MDD are evident across general stimuli or specific to emotional stimuli, while exploring the underlying neuropsychological mechanism. MethodsA total of 41 MDD patients and 42 healthy controls (HCs) were recruited. Event-related potentials (ERPs) were recorded when participants performed a non-emotional and an emotional task switching paradigm (N-ETSP and ETSP), both of which assessed cognitive flexibility. Microstate and source localization analysis were applied to reflect brain activity among different brain areas during task switching. ResultsIn the N-ETSP, MDD group showed larger P3 difference wave (Pd3) amplitudes and longer P2 difference wave (Pd2) latencies. In the ETSP, MDD group displayed smaller N2 difference wave (Nd2) amplitudes and larger Pd3 amplitudes. The comparison of sLORETA images of emotional switch task and emotional repeat task showed that MDD group had increased activation in the precentral gyrus in microstate2 of the P2 time window and had reduced activation in the middle occipital gyrus in microstate3 of the N2 time window. LimitationsThe cross-sectional design failed to capture dynamic changes in cognitive flexibility in MDD. ConclusionsMDD demonstrated impaired cognitive flexibility respond to both non-emotional and emotional stimuli, with greater impairment for negative emotional stimuli. These deficits are evident in abnormal ERPs component during the early attention stage and the later task preparation stage. Furthermore, abnormal emotional switching cost in MDD appears to be related to early abnormal perceptual control in the parietal-occipital cortex.

Inhibition of cued but not executed task sets depends on cue-task compatibility and practice

In task switching, processing a task cue is thought to activate the corresponding task representation (“task set”), thereby allowing for advance task preparation. However, the contribution of preparatory processes to the emergence of n−2 repetition costs as index of task set inhibition processes is debated. The present study investigated whether merely preparing for a task activates a corresponding task set, which needs to be inhibited in order to switch to a different task. To this end, we presented so-called task cue-only trials in trial n−2 and assessed subsequent n−2 repetition costs. The results revealed n−2 repetition costs following a task cue-only, but only for compatible cues with a transparent cue-task relation and only at the beginning of the experiment. In contrast, n−2 repetition costs following task execution in trial n−2 were absent. In a second experiment, we sought to rule out that the presence of n−2 repetition costs following a task cue-only and the corresponding absence following task execution were the consequence of a decay of task sets. This second experiment replicated the result pattern of the first experiment, with n−2 repetition costs following a task cue-only being present only at the beginning of the experiment and only for compatible cues. Hence, cue-induced task set inhibition effects depended on cue-task compatibility and practice. Furthermore, merely prepared task sets were more likely inhibited than executed task sets.

Target switch costs in visual search arise during the preparatory activation of target templates.

Prior research on task switching has shown that the reconfiguration of stimulus-response mappings across trials is associated with behavioral switch costs. Here, we investigated the effects of switching representations of target-defining features in visual search (attentional templates). Participants searched for one of two color-defined target objects that changed predictably every two trials (Experiment 1) or every four trials (Experiment 2). Substantial costs were observed for search performance on target switch relative to target repeat trials. Preparatory target template activation processes were tracked by measuring N2pc components (indicative of attentional capture) to a rapid series of task-irrelevant color singleton probes that appeared during the interval between search displays, and either matched the currently relevant or the other target color. N2pcs to relevant target color probes emerged from 800 ms before search display onset on target repetition trials, reflecting the activation of a corresponding color template. Crucially, probe N2pcs only emerged immediately before target onset on target switch trials, indicating that preparatory template activation was strongly delayed. In contrast, irrelevant color singleton probes did not trigger N2pcs on either repeat or switch trials, suggesting the absence of any target template inertia across trials. These results show that switching the identity of search targets delays preparatory target template activation and impairs subsequent attentional guidance processes. They suggest that performance costs on switch versus repeat trials are associated with differences in the time course of task preparation.

Heterogeneous and plaintext checkable signcryption for integrating IoT in healthcare system

Preserving the confidentiality and integrity of data transmission is paramount in the Internet of Things (IoT)-based healthcare systems. Current encryption techniques that allow plaintext checks primarily serve a specific cryptosystem, lacking the adaptability to work with a diverse system incorporating various cryptographic methods. To address this, we present a unique online/offline heterogeneous signcryption scheme with plaintext checkable encryption (HOOSC-PCE). This approach enables the transition of signcrypted messages from an identity-based cryptosystem (IBC) to a public key infrastructure (PKI) system, improving information interoperability. A key aspect of our scheme is its capacity to allow cloud servers to perform plaintext queries, facilitating efficient data searches using plaintext keywords over encrypted data. Furthermore, the signcryption process is divided into online and offline phases. The online phase handles tasks that require fewer resources, while the offline phase carries out more resource-intensive preparatory tasks. We rigorously tested the HOOSC-PCE scheme’s security by proving it secure under the Random Oracle Model (ROM). Meanwhile, compared to similar work, it effectively reduces computation costs by 46.39%, 19.45%, 18.73%, and 13.25% across offline encryption, online encryption, decryption, and search algorithms. The results indicate that the HOOSC-PCE is secure and efficient, confirming its feasibility for IoT-based healthcare systems.

DIFFICULTIES IN TRANSLATING POPULAR SCIENCE TEXT IN THE FIELD OF ECONOMY (ON THE MATERIAL OF THE MONOGRAPH A.R. KROEBER CHINA`S ECONOMY: WHAT EVERYONE NEEDS TO KNOW)

Background. An adequate translation should fulfill the purpose of communication, which is imbedded in the original. At the same time, it is necessary to take into consideration both the content of the text and its pragmatic function. The translator`s task is using various types of translation transformations to select adequate lexical, phraseological, grammatical structures to maintain the pragmatic function of the translation at the level of the original. The authors of the article study the most interesting examples of translation difficulties based on the material of the monograph A.R. Kroeber China’s Economy: What Everyone Needs to Know and offer their own variants of their translation. Purpose. Analysis of the translation difficulties of a popular scientific text on economic topics. Materials and methods. The main research method is comparative analysis. The article is based on the text of the monograph A.R. Kroeber China’s Economy: What Everyone Needs to Know. Results. Analysis of the text of the monograph (parts 2.6-3.3 / 30,048 sign.) has revealed more than 200 translation difficulties with the help of which the pragmatic function of the text is preserved. These linguistic phenomena require detailed analysis using logical thinking, linguistic and extensive background knowledge for their adequate translation. The results of the research can be used in the preparation of lecture materials and practical tasks for the program "Translator in the field of professional communication" in disciplines focused on translation studies.

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based language teaching (TBLT) in English as a Second Language (ESL) instruction, aiming to augment learners' executive function (EF) and cognitive ability (CA). SL theory underscores the interplay between learning and context, whereas TBLT emphasizes task-centric pedagogical approaches. These two methodologies share numerous parallels in ESL instruction, both prioritizing the cultivation of students' active participation and communicative competencies. Consequently, the integration of SL with TBLT mutually catalyzes, collectively enhancing students' learning outcomes. In the design and implementation of ESL instruction, a framework comprising stages such as preparation, introduction, task preparation, task implementation, task completion, language feedback, language summary, and task evaluation is proposed to ensure the effectiveness and appeal of teaching. Despite potential challenges in practice, such as insufficient teaching resources, the complexity of instructional implementation, and imperfect assessment and reflection mechanisms, the integrated approach of SL and TBLT still harbors immense potential and value. Thus, further in-depth research and practice are warranted to explore this integrative teaching methodology.

Concurrent response and action effect representations across the somatomotor cortices during novel task preparation

Instructions allow us to fulfill novel and complex tasks on the first try. This skill has been linked to preparatory brain signals that encode upcoming demands in advance, facilitating novel performance. To deepen insight into these processes, we explored whether instructions pre-activated task-relevant motoric and perceptual neural states. Critically, we addressed whether these representations anticipated activity patterns guiding overt sensorimotor processing, which could reflect that internally simulating novel tasks facilitates the preparation. To do so, we collected functional magnetic resonance imaging data while female and male participants encoded and implemented novel stimulus-response associations. Participants also completed localizer tasks designed to isolate the neural representations of the mappings-relevant motor responses, perceptual consequences, and stimulus categories. Using canonical template tracking, we identified whether and where these sensorimotor representations were pre-activated. We found that response-related templates were encoded in advance in regions linked with action control, entailing not only the instructed responses but also their somatosensory consequences. This result was particularly robust in primary motor and somatosensory cortices. While, following our predictions, we found a systematic decrease in the irrelevant stimulus templates’ representational strength compared to the relevant ones, this difference was due to below-zero estimates linked to the irrelevant category activity patterns. Overall, our findings reflect that instruction processing relies on the sensorimotor cortices to anticipate motoric and kinesthetic representations of prospective action plans, suggesting the engagement of motor imagery during novel task preparation. More generally, they stress that the somatomotor system could participate with higher-level frontoparietal regions during anticipatory task control.

Real-time data visualization of welding robot data and preparation for future of digital twin system

The application of industrial technologies is undergoing significant changes. Finding the level at which to use efficient cyberphysical systems is perhaps one of the most important technical preparatory tasks in implementing digital manufacturing. Welding technology systems are investigated, and a framework for capturing the data sets required for data-driven manufacturing is developed. To make full autonomy in a manufacturing environment meaningful, formerly isolated groups of equipment need to be organized into a production information system. In our research, a test system is created that can implement a digital virtual interface and achieve new levels of efficiency with a future digital twin system. In the discourse of the study, the technological parameters of welding test pieces were investigated, namely the available measurement data sets of current, and voltage data. In the summary section, most of the tasks and research directions are presented, which can be envisaged as a continuation of the present study. Our study will be followed by further research, already testing a complete digital twin system, thus reaching another milestone on the way to autonomous manufacturing.

Patriotic education of a student’s linguistic personality (on the example of the academic discipline «Lawyer’s speech culture»)

The paper considers the possibility of a comprehensive educational impact on the patriotic development of a student’s linguistic personality when mastering a speech discipline. Currently, the patriotic consciousness of young people becomes the basis of national security and acquires strategic importance in state policy. In higher education, including law school, the issues of patriotism are given great importance. The formation of a future professional correlates with the idea of the phenomenon of linguistic personality, reflecting communicative and ideological features. At present, the linguodidactic potential of patriotic education of students during the study of foreign languages is being actively studied. It seems relevant to combine the educational and educational process in the native language as part of the study of the discipline of speech culture. The purpose of the study is to develop methodological recommendations for the preparation of text tasks that ensure the formation of the linguistic personality of a law school student in the aspect of patriotic education based on the material of the academic discipline «Lawyer’s speech Culture». In the process of research, teaching methods are used that provide for the cognitive activity of students. The educational component is provided by the content of text tasks that actualize in practice the theoretical basis of the speech discipline. As a result of the research, it is revealed that the content of patriotic texts as part of didactic tasks, as well as topics related to issues of patriotism proposed for discussion at debates, cause a great emotional response among students. Performing tasks, students express correct value judgments, which indicates the effectiveness of educational influence. The conducted research in practice confirms the effectiveness of the educational approach that contributes to the development of patriotic consciousness of the student’s linguistic personality.

Be prepared for interruptions: EEG correlates of anticipation when dealing with task interruptions and the role of aging

Dealing with task interruptions requires the flexible use of working memory and attentional control mechanisms, which are prone to age-related changes. We investigated effects of age on dealing with task interruptions and potential advantages of anticipating an interruption using EEG and a retrospective cueing (retro-cue) paradigm. Thirty-two young (18–30 years) and 28 older (55–70 years) participants performed a visual working memory task, where they had to report the orientation of a target following a retro-cue. Within blocks of 10 trials, they were always, never, or randomly interrupted with an arithmetic task before the onset of the retro-cue. The interruption-induced decline in primary task performance was more pronounced in older participants, while only these benefited from anticipation. The EEG analysis revealed reduced theta and alpha/beta response to the retro-cue following interruptions, especially for the older participants. In both groups, anticipated interruptions were associated with increased theta and alpha/beta power prior and during the interruption, and stronger beta suppression to the retro-cue. The results indicate that interruptions impede the refocusing of attention on the task-relevant representation of the primary task, especially in older people, while anticipation facilitates preparation for the interruption task and resumption of the primary task.

Construction Methods and Lessons Learned for a Non-Proprietary Ultra-High Performance Concrete Overlay

The work presented in this paper includes the construction methods and lessons learned from the placement of a non-proprietary ultra-high performance concrete (UHPC) overlay through the rehabilitation of a concrete bridge deck located in Socorro, New Mexico, USA. The selected bridge is a multi-cell, box girder bridge with four spans and a total length of 91.4 m and a width of 16.5 m with two traffic lanes. Rehabilitation of the bridge involved removing the top surface of the existing deck (deteriorated concrete), installing a high-performance deck (HPD) leveling course, and placing a 25 mm UHPC overlay. Sensors were installed in the bridge superstructure (multi-cell box girders, HPD, and overlay) for long-term monitoring. Overlay assessment included physical testing to evaluate the condition of the overlay–substrate bond by chain dragging and direct tension pull-off testing. Conclusions and lessons learned from this investigation serve as a fundamental list of best practices and recommendations for field construction of a non-proprietary UHPC overlay. Recommendations for preparatory tasks including material selection, substrate surface preparation, placement preparation, handling of materials, and UHPC mixing are provided. The recommendations also list best practices concerning the placement of the overlay, curing procedures, and quality assurance testing. Lastly, suggestions are presented for contracts pertaining to UHPC overlay projects.

Dynamics of task preparation processes revealed by effect course analysis on response times and error rates

Cuing or executing a task impacts processing pathways for task-relevant information. While there is ample evidence that processing associated with task execution changes with practice, such evidence regarding cue-induced task preparation is scarce. Here we explored practice-related changes of processing pathways by task cuing in order to assess the plasticity of task preparation. We first developed and validated a new method for the study of practice-related changes, the effect course analysis. The effect course analysis is a model-free, non-parametric method designed to reveal effect changes within an experimental session on a continuous time scale. Then we applied this method to a new study in which cued task sets were supposed to remain activated during assessment of task-relevant pathways, as potential task execution was postponed at the end of the trial. The results showed that, with little practice, task cuing amplified task-relevant pathways, whereas this effect vanished with practice, suggesting that practice prompts fundamental changes of how task cues are used for task preparation. Hence, if one cannot be certain that cognitive processing is stationary, investigating the time course of experimental effects appears to be crucial to determine how cognitive processing is influenced by practice.

Patterns in assignment submission times: Analysis of factors contributing to undergraduate students’ commitment to core-curriculum related course

Co-curricular activities equip students with essential skills and knowledge for personal and professional growth. Despite their importance, many students exert minimal effort to complete the assigned tasks. Instructors perceive that the lack of emphasis on final exams in co-curricular subjects reduces student effort and commitment. Moreover, poor time management and lack of effort in completing tasks have increased across various subjects in recent years. Therefore, it is important to investigate the factors that contribute to student commitment towards co-curricular subjects. In this study, the submission status of 339 tasks was retrieved from the student learning system to measure student commitment based on whether tasks were submitted on time, delayed, or not submitted. A chi-square test f was used to investigate the relationship between students’ demographic characteristics and their commitment. The findings revealed a significant association between student commitment and the type of task given (p < 0.001). Students were more likely to submit presentations on time compared to written assignments. Projects were more likely to be delayed, while written assignments had a high frequency of no submission. Age was a significant predictor of commitment (p < 0.05), with students over 20 more likely to submit on time and students under 20 more likely to ignore submission. Gender was also a significant predictor of commitment (p < 0.001), with female students having a higher percentage and frequency of on-time submissions while male students having a higher number of no submissions. However, no significant association was found between the study year and commitment (p > 0.05), indicating that the year of the study could not determine the level of commitment to the course. Overall, these findings could be used to guide the preparation of tasks and assignments in co-curricular subjects to enhance student commitment and holistic development.

Uncorking the central bottleneck: Even novel tasks can be performed automatically.

Can people perform two novel tasks in parallel? Available evidence and prevailing theories overwhelmingly indicate that the answer is no, due to stubborn capacity limitations in central stages (e.g., a central bottleneck). Here we propose a new hypothesis, which suggests otherwise: people are capable of fully parallel central processing (i.e., bypassing the central bottleneck), yet often fail to do so, mainly due to preparation neglect. This preparation-neglect hypothesis was evaluated in four dual-task experiments pairing novel tasks (Task 1 and Task 2) using arbitrary stimulus-response mappings. Experiment 1, using a classic psychological refractory period (PRP) procedure, replicated the finding of dozens of previous PRP studies: none of the participants bypassed the bottleneck, instead exhibiting large dual-task interference on Task 2 (445 ms). In Experiment 2, the same dual-task PRP trials were randomly intermixed with single-task trials on Task 2, to boost preparation on that task. Here, nearly half the sample of participants bypassed the central bottleneck, exhibiting small dual-task interference on Task 2 (48 ms). Two additional experiments showed that initial practice does not by itself enable bottleneck bypassing, but boosting preparation of Task 2 (via intermixing single-task trials of Task 2) does. We conclude that, when properly prepared, people are capable of far more dual-task automaticity than was previously believed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

IOI Project Report on Improving TPS (Task Preparation System)

The Task Preparation System (TPS) is primarily designed for preparing IOI tasks. Initially developed and successfully utilized during IOI 2017, it has since been employed in various nationwide and international programming contests, such as IOI 2019~2024. Based on feedback received over the years, the tool required further development to enhance its usability, functionality, and maintainability. This article is the conclusion report of an IOI project defined for a specific set of improvements on TPS.

Elaborating Advanced Machine Learning Techniques in the Music Class

In music education, there are several cases where the instructor needs to set preparatory tasks and use verbal communication, both of which, nonetheless, interrupt the music continuity. These “interruptions” are considered as learning barriers. Having researched teaching communication habits on several music instruction cases, we have come up with the idea of designing a set of software blocks that, laid down together as a digital aid to the class, can generously assist music teaching by providing communication facilitators in a wide range of commonly used music teaching exercise tasks. In this direction, a range of algorithms and software blocks have been implemented at the Ionian University using the Max/MSPTM dedicated software platform, comprising the FIG set of tools. A specific subset of these software tools has included Machine Learning (ML) logic in order to promote a wiser instructor-student communication that advances class musicality and potentially facilitates deeper consolidation of musical structures.

Mobility and dependency-aware task offloading for intelligent assisted driving in vehicular edge computing networks

Intelligent assisted driving is an important application in vehicular edge computing networks (VECNs). In the intelligent transportation system (ITS), a group of moving vehicle users need to be coordinated to complete complex vehicular applications. A number of dependent, latency-sensitive, and computation-intensive tasks are generated. However, the existing works have given less consideration to the dependencies among both vehicle users and the subtasks in vehicle, which makes it a huge challenge to complete tasks timely. When interdependent tasks come from different vehicle users, a special task preparation time is needed, which can disrupt the ongoing task processing. Furthermore, the high mobility of vehicles directly affects the data transmission rate. To address the mentioned challenges, we design an efficient mobility and dependency-aware task offloading strategy in VECNs. The objective is to minimize both the overall system task completion delay and the economic cost. We take into account the real-time locations and task preparation time of vehicle users. Additionally, we propose a multi-decision-making offloading algorithm (MDOA) that primarily analyzes the processing priorities for both vehicle users and subtasks. In order to integrate practical applications, the financial expenses of vehicle users are also considered as an indispensable part. As a result, we propose an efficient two-step task offloading algorithm. Through numerous simulation examples, we demonstrate the efficiency and high performance of the proposed task offloading strategies in VECNs when compared to existing algorithms.

The use of video materials in online classes of English for specific purposes

Problem statement . In recent years, the distance format is no longer a rarity and is being actively introduced into the educational process. However, in higher school, when teaching specialised subjects, including English for specific purposes, there is a certain difficulty in making a class dynamic and interesting for students. The use of video materials seems to be one of the ways to solve this problem. The aim of the study - to consider the issues related to the use of videos in classes of English for specific purposes. Methodology . The research covers such topics as advantages of using videos in English language teaching and criteria for their selection as well as preparation of video-related tasks. It also highlights specifics of using news video content as a tool for teaching English. Particular attention is paid to the use of video content in distance learning conditions. The examples of practical experience of using videos in English classes for thirdand fourth-year students studying “Transport Processes Technologies” in Admiral Makarov State Maritime University of Maritime an Inland Shipping in St. Petersburg are given. Results . The use of videos in distance learning classes has a significant number of advantages for students. The practice showed that the most interesting and effective to be used in online classes are newscasts. Conclusion . It is concluded that the process of class preparation using video materials is challenging for teachers, but at the same time that its use has a positive impact on their professional growth and on the effectiveness of the educational process.

PRACTICAL IMPLEMENTATION OF KAIZEN TECHNOLOGY IN THE FORMATION OF RESEARCH COMPETENCE OF FUTURE MANAGERS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

The article presents kaizen technology in the process of forming the research competence of future managers of general secondary education institutions and highlights the stages of its practical implementation: motivational-stimulating, preparatory-organizational, content-research and reflective-conclusive.&#x0D; The motivational-stimulating stage involves a number of didactic activities aimed at increasing motivation for research activities and stimulating interest in this type of activity with the help of kaizen questions. The forms (mini-lectures, lecture-briefings, interactive seminars, express workshops, online meetings, kaizen trainings) and training methods (Q&amp;A session, Buzz session, Incident process, Interactive&amp;collaborative whiteboards) that are appropriate to apply at this stage have been determined.&#x0D; The preparatory-organizational stage includes: preparation of research tasks for master's students, which focus on the study of various aspects of the management activity of the head of general secondary education institutions (development of projects, cases); preparation of infographics of the process of asking kaizen questions; definition of topics for scientific and practical conferences of the graduation department; implementation of an individual approach by drawing up a schedule of research activities for each master's student; working out with master's students the method of setting goals (building a "tree of goals", visualization of the goal).&#x0D; The organization of work with master's students involves the use of forms (lectures, consultations) and teaching methods (methods of projects, cases, visualization of educational information, computer-oriented methods). The content-research stage involves the direct work of master's students on research tasks, projects, cases and constant improvement of this process. At this stage, it is advisable to conduct research workshops for master's students as a mix of theoretical presentations, practical actions and discussions on the proposed topics and selected issues. Forms (scientific-research workshops, independent work, consultations) and teaching methods (method of projects, cases, visualization of educational information, computer-oriented methods, interactive teaching methods, etc.) of this stage have been determined. The reflective-conclusive stage involves summarizing the results of the research work, reflection of the master's students regarding the correspondence of the obtained results to the set goal in research tasks and projects. At this stage, it will be appropriate to hold round tables, seminars in the form of a press conference, at which it is worth emphasizing the kaizen questions of two groups: 1) personal-oriented kaizen questions; 2) perspective-oriented kaizen questions. It was found that the organization of work with master's students at this stage involves the use of forms (round tables, seminars in the form of a press conference) and methods of reflection (Q&amp;A session, Buzz session, the method "Increase in knowledge and achievements", "Steps to success", "I want to praise myself for the fact that...", as well as the method of information visualization, computer-oriented methods).