Regulation Of Cognitive Activity Research Articles

О возможностях регуляции познавательной активности старшими дошкольниками

Background. The ability to regulate cognitive activity is an important quality of the subject of educational activity. The development of children's cognitive activity is one of the main tasks of preschool education. Despite all the attention paid to cognitive activity in research, the question of its mediated forms remains open. The study of the influence of cultural means on the cognitive activity of preschoolers will allow solving the problems of its development through the creation of psychological and pedagogical conditions aimed not only at its appearance and support “here and now”, but also at the formation of the ability to independently regulate it. Objective. The goal is to find out whether older preschool children can independently regulate their cognitive activity, and what cultural means contribute to this. Study Participants. The study involved 60 children of the seventh year of life (M = 75 months), 25 of them were boys and 35 were girls attending preparatory kindergarten groups in Moscow. Each experimental group included 20 children. Methods. An ascertaining experiment aimed at identifying the abilities of older preschool children to regulate cognitive activity was carried out. In two experimental groups, different means of regulation were introduced: figurative and verbal. In the third experimental group, the children simply completed the proposed tasks. In total, the children were offered 3 tasks: to make something out of 3 different sets of cubes. The Kruskal — Wallis criterion was used for statistical data processing. Results. The results obtained in the study indicate that until the end of preschool childhood, the cognitive activity of children in the implementation of productive activities retains a pronounced situational dependence on the characteristics of the material they use. This dependence persists despite the introduction of figurative or verbal means of regulation. Only a small number of children have been found to be able to regulate cognitive activity, which manifested itself as stimulation of its dynamic component. Conclusion. Most preschoolers 6–7 years have no experience of awareness and regulation of cognitive activity. The emergence of opportunities to regulate cognitive activity is facilitated by situations in which the child identifies oneself as a subject of activity. The most accessible means for older preschoolers to identify themselves as a subject of cognitive activity is an image.

УПРАВЛІННЯ ПРОЦЕСОМ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАГІСТІВ

У статті пропонується модель управління професійним становленням магістрів галузі «Охорона праці». Розглянуто параметри управління на основі когнітивної складової освітнього процесу у проекції на діяльності студента і викладача. Виділено основні компоненти системи управління з аналізом формування компетенцій майбутнього магістра з «Охорони праці». Найбільш раціональними шляхами управління пізнавальною діяльністю студентів в процесі їх фахового становлення є розробка оптимального змісту курсу і методики навчання, структуризацію змісту і розгортання у вигляді навчальних модулів для формування у студентів діалектичного і теоретичного стилю мислення; генералізація системи знань і навчальної діяльності студентів в повному об’ємі її елементарної та функціональної структури; модульна організація процесу навчання; регулювання пізнавальної діяльності в процесі засвоєння нових знань. Пропонований підхід до управління процесом підготовки магістра з охорони праці як викладача закладу освіти сприяє досягненню більш високих результатів в навчально-освітнього процесу.В статье предлагается модель управления профессиональным становлением магистров отрасли «Охрана труда». Рассмотрены параметры управления на основе когнитивной составляющей образовательного процесса в проекции на деятельности студента и преподавателя. Выделены основные компоненты системы управления с анализом формирования компетенций будущего магистра «Охраны труда». Наиболее рациональными путями управления познавательной деятельностью студентов в процессе их профессионального становления является разработка оптимального содержания курса и методики обучения, структурирование содержания и развертывания в виде учебных модулей для формирования у студентов диалектического и теоретического стиля мышления; генерализация системы знаний и учебной деятельности студентов в полном объеме ее элементарной и функциональной структуры; модульная организация процесса обучения; регулирования познавательной деятельности в процессе усвоения новых знаний. Предлагаемый подход к управлению процессом подготовки магистра по охране труда как преподавателя учебного заведения способствует достижению более высоких результатов в учебно-образовательного процесса.In the article the model of management of professional formation of masters of the branch “Labor protection” is off ered. The control parameters on the basis of the cognitive component of the educational process in the projection of the activities of the student and the teacher are considered. The main components of the management system with the analysis of forming the competences of the future master’s degree from the “Labor Protection” are highlighted. The most rational ways of managing cognitive activity of students in the process of their profes sional formation is to develop the optimal content of the course and teaching methods, structuring content and deployment in the form of educational modules for the formation of students of the dialectical and theoretical style of thinking; generalization of the system of knowledge and educational activity of students in the full extent of its elemental and functional structure; modular organization of the learning process; regulation of cognitive activity in the process of assimilation of new knowledge. The proposed approach to managing the master’s degree in labor protection as a teacher of an educational institution contributes to the achievement of higher results in the educational process.

Post-Stroke Cognitive Impairments and the Potential for Treatment with Cellex

Objective. To assess the neuropsychological characteristics of post-stroke cognitive impairments (PSCI) in the acute period of ischemic stroke (IS) and to evaluate the efficacy of Cellex. Materials and methods. Complex neuropsychological testing was performed in 288 patients in the acute period of IS. Cellex was used in addition to basal treatment in 30 patients at a dose of 0.1 mg (1 ml) s.c. for 10 days, with treatment being initiated in the hyperacute period. Results and discussion. Multifunctional PSCI was detected in 87% of the patients in the acute period of IS. Most patients showed impairments to attention, regulatory functions, speech, and memory. More than a third of patients showed multifunctional non-amnestic cognitive impairments. Monofunctional nonamnestic PSCI was encountered in 5.5% of cases. Isolated memory deficit was found in 2% of patients. Most elderly patients displayed PSCI, mostly the mixed variant. Isolated decreases in the rate or regulation of cognitive activity dominated among young and middle-aged patients, with one in four patients showing mixed cognitive impairments. A tendency to greater age was seen in patients with mixed-type PSCI. Analysis of the efficacy of Cellex in the acute period of IS showed that use was linked with improvements in cognitive status and the state of neurodynamic, regulatory, and visuospatial functions. The neurotrophic agent Cellex was effective in correcting PSCI in the acute period of IS.

Post-stroke cognitive impairment and the possibility of treatment with cellex

To present neuropsychological characteristics of post-stroke cognitive impairment (PSCI) in acute ischemic stroke (IS) and to assess the efficacy of the drug cellex. A comprehensive neuropsychological testing battery was administered to 288 patients with acute IS. In addition to basic therapy, 30 patients received cellexin the dosage of 0.1 mg (1 ml) subcutaneously for 10 days, treatment was started in the acute phase. Multifunctional PSCI were revealed in 87% of patients with acute IS. Impairments of attention, regulatory functions, speech and memory were identified in the majority of patients. More than a third of patients had multifunctional nonamnestic PSCI. Monofunctionalnonamnestic PSCI were found in 5.5% of patients. Isolated deficit of memory was observed in 2% of patients. PSCI with the predominance of mixed character were found mostly in elderly patients. In the group of young and middle-aged patients,there was a decrease in isolated speed reduction or regulation of cognitive activity, combined cognitive impairment was detected in every fourth patient. There was a trend towards an increase in the age of patients withPSCI of the mixed character. An analysis of the efficacy of cellex in acute IS has shown that the drug improves cognitive status as well as the state of neurodynamic, regulatory and visuospatial functions. Therefore, cellex is effective in treatment of PSCI in acute IS.

The influence of the functional state of brain regulatory systems on the efficiency of voluntary regulation of cognitive activity in children: II. neuropsychological and EEG analysis of brain regulatory functions in 10–12-year-old children with learning difficulties

A total of 172 children 10–12 years of age were examined by means of EEG and neuropsychological methods in order to analyze the influence of the functional states of brain regulatory systems on the efficiency of voluntary regulation of cognitive activity in preadolescence. The EEG patterns indicative of the suboptimal state of brain regulatory systems (particularly, EEG patterns associated with fronto-thalamic, limbic, and fronto-basal structures) were observed significantly more often in children with learning difficulties than in children without learning difficulties or behavior deviations. Neuropsychological examination showed that the suboptimal state of different brain regulatory systems has a specific effect on the efficiency of voluntary regulation of activity. Children with EEG indications of suboptimal fronto-thalamic functioning exhibited poor selective voluntary regulation, such as impulsiveness and lower capacity of maintaining the learned algorithms in task performance. Children with EEG indications of suboptimal states of limbic structures exhibited an slight deficit in executive functions in the form of planning difficulties and difficulties in switching between different modes of action. EEG changes of fronto-basal genesis are accompanied by the specific deficit in executive functions in the form of motor and tactile perseverations and deviations in emotional–motivational regulation, such as poor motivation in task performance and poor communication skills.

Mathematics instruction and PASS cognitive processes: an intervention study.

The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific cognitive characteristics of the individual students. A cognitive instruction that facilitated planning was provided to a group of 12 students with learning disabilities. All students completed math work sheets during 7 sessions of baseline and 21 sessions of intervention (when the instruction designed to facilitate planning was provided). During the intervention phase, students engaged in self-reflection and verbalization of strategies about how mathematics problems were completed. The class was sorted according to planning scores, obtained using the Cognitive Assessment System, which is based on Planning, Attention, Simultaneous, Successive (PASS) theory; and low- and high-planning contrast groups were identified. The results, consistent with previous research, showed that teaching control and regulation of cognitive activity had beneficial effects for all students but was especially helpful for those who were poor in planning, as defined by the PASS theory. Implications of these findings are provided.

Enhancing instructional time through attention to metacognition.

This article describes the relationship between metacognition, defined as awareness and regulation of cognitive activity, and the learning needs of students who are experiencing academic difficulty. Investigations of metacognitive instruction to enhance memory skills, to increase text comprehension, and to improve written expression and math performance arc reported. Particular attention is paid to the role of the teacher and learner in the acquisition and self-control of the targeted cognitive strategies.

Neuropsychological correlates of auditory and visual hallucinations.

Investigations of possible mechanisms underlying hallucinations have indicated that abnormal excitation of brain tissue and abnormal regulation of cognitive activity may contribute to hallucinations. The cognitive control deficits in auditory hallucinations are in some ways similar to those in persons with damage to the frontal lobes of the brain. An examination of the Luria-Nebraska Neuropsychological Battery performance of 10 psychiatric patients with auditory hallucinations, 10 patients with visual hallucinations and 20 patients with no hallucinations showed evidence of general cognitive impairment with a left frontal focus in the auditory group and no evidence of neuropsychological impairment in the visual group. Both self-awareness and control of internal speech involve left frontal mediation and the possible contribution of deficiencies in these functions to the appearance of auditory hallucinations is discussed.