Anna V Chobanian, O. Boriak, A. Kolyshkina, Olena V Chebotariova, M. Bodarieva
The formation of communicative competence as a leading component of speech activity of senior preschoolers with intellectual disabilities is a long-term, multi-stage process. In accordance with the objectives of the study, we have substantiated and identified the features of the criteria of communicative competence. Methods of comparison and systematization of research material are applied; deductive - for a systematic description of the phenomenon under study; systematization of the results of empirical research; empirical: diagnostic complex for the study of the formation of communicative competence; mathematical and statistical: Fisher's angular transformation criterion to establish the reliability of differences between the indicators of experimental groups. It was found that children with intellectual disabilities of older preschool age have a complete lack of communicative competence in general. Insufficient level of cognitive-motivational criterion revealed the predominance of zero level of communication skills, situationality of statements, prevalence of situational-business communication, which is characteristic of younger children with normal development, as well as a tendency to avoid problematic situations. There is a significant predominance of zero level of formation of the behavioral criterion, which is manifested in the lack of adequate ways of communication, the lack of communicative techniques, both the use of verbal and nonverbal means of communication. Lack of mastery of non-situational forms of communication is manifested in the lack of stable motives for communication with adults, reduced need for communication, low development of speech communication, lack of interest in contact, inability to navigate communication, predominance of protective reactions of avoidance and aggression.
{"title":"Preschoolers with Intellectual Disabilities: Research in Communicative Competence","authors":"Anna V Chobanian, O. Boriak, A. Kolyshkina, Olena V Chebotariova, M. Bodarieva","doi":"10.18662/brain/13.4/392","DOIUrl":"https://doi.org/10.18662/brain/13.4/392","url":null,"abstract":"The formation of communicative competence as a leading component of speech activity of senior preschoolers with intellectual disabilities is a long-term, multi-stage process. In accordance with the objectives of the study, we have substantiated and identified the features of the criteria of communicative competence. Methods of comparison and systematization of research material are applied; deductive - for a systematic description of the phenomenon under study; systematization of the results of empirical research; empirical: diagnostic complex for the study of the formation of communicative competence; mathematical and statistical: Fisher's angular transformation criterion to establish the reliability of differences between the indicators of experimental groups.\u0000It was found that children with intellectual disabilities of older preschool age have a complete lack of communicative competence in general. Insufficient level of cognitive-motivational criterion revealed the predominance of zero level of communication skills, situationality of statements, prevalence of situational-business communication, which is characteristic of younger children with normal development, as well as a tendency to avoid problematic situations. There is a significant predominance of zero level of formation of the behavioral criterion, which is manifested in the lack of adequate ways of communication, the lack of communicative techniques, both the use of verbal and nonverbal means of communication. Lack of mastery of non-situational forms of communication is manifested in the lack of stable motives for communication with adults, reduced need for communication, low development of speech communication, lack of interest in contact, inability to navigate communication, predominance of protective reactions of avoidance and aggression.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"145 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88902066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Antoniuk, O. Soia, O. Kosovets, A. Klimishyna, M. Kovtoniuk, Olena Tryfonova
The significance of the outlined direction research is determined by the fact that in modern conditions of postmodern society development, the issues of improving higher education and ensuring the quality of the educational process become relevant. The need for innovative renewal of the educational process of the higher school is determined by the emergence of a number of psychological and pedagogical problems, taking into account the conditions of postmodernity(mismatch between the needs of employers, the existing state of future professionals training and scientific and pedagogical staff’s qualifications, lack of mechanisms for selective processing of information, insufficient provision of information and psychological security of the individual, the need to develop an inclusive educational environment in higher education, etc.). The main conceptual principles of the innovative development of the educational environment in postmodern conditions are highlighted (humanization of the educational process, providing developmental learning and personality-oriented approach). The article analyzes the foreign and domestic experience of using innovative educational technologies (individualized, personality-oriented learning, as well as gamification of the future training professionals’ process), identifies their advantages and disadvantages. Peculiarities of their introduction into the practice of higher education in postmodern conditions are outlined. Prospects for further research are the development of practical recommendations for the introduction of innovative educational technologies in the future professionals training in higher education.
{"title":"Ensuring the Innovativeness of Vocational Education: Neuropedagogical Aspect","authors":"L. Antoniuk, O. Soia, O. Kosovets, A. Klimishyna, M. Kovtoniuk, Olena Tryfonova","doi":"10.18662/brain/13.4/386","DOIUrl":"https://doi.org/10.18662/brain/13.4/386","url":null,"abstract":"The significance of the outlined direction research is determined by the fact that in modern conditions of postmodern society development, the issues of improving higher education and ensuring the quality of the educational process become relevant.\u0000The need for innovative renewal of the educational process of the higher school is determined by the emergence of a number of psychological and pedagogical problems, taking into account the conditions of postmodernity(mismatch between the needs of employers, the existing state of future professionals training and scientific and pedagogical staff’s qualifications, lack of mechanisms for selective processing of information, insufficient provision of information and psychological security of the individual, the need to develop an inclusive educational environment in higher education, etc.). The main conceptual principles of the innovative development of the educational environment in postmodern conditions are highlighted (humanization of the educational process, providing developmental learning and personality-oriented approach).\u0000The article analyzes the foreign and domestic experience of using innovative educational technologies (individualized, personality-oriented learning, as well as gamification of the future training professionals’ process), identifies their advantages and disadvantages. Peculiarities of their introduction into the practice of higher education in postmodern conditions are outlined.\u0000Prospects for further research are the development of practical recommendations for the introduction of innovative educational technologies in the future professionals training in higher education.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"28 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73691777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kateryna Kruty, L. Koval, O. Vazhenina, Iryna Desnova, Anatoly Zahnitko, Oksana Popovska
The article presents an analysis of the problem of mastering morphology and word formation in children in neuroscience, biology and linguistics, identifies motivational mechanisms that contribute to learning experience, namely: joyful, meaningful, active, motivational and social - in mastering morphology and word formation in children. From a neuroscientific point of view, these features can contribute to the acquisition of skills and contribute to the mastery of morphology and word formation in children. Models that describe the work of children's brains in mastering the morphological and lexical skills in them, expand the understanding of the probable mechanisms inherent in the human brain. In addition, studies of the cerebral cortex show that the brain of children is more vulnerable and sensitive to environmental influences, to the acquisition of knowledge than the brain of adults. With this in mind, the available scientific literature on the topic has been studied and (in most cases) the question of how each function can influence children's learning to master the basics of morphology and word formation has been studied. The importance of studying the research topic is due to the difficulties that arise in children when mastering morphology and word formation at different ages.
{"title":"Formation of Mastering Morphology Mechanisms and Word Formation in Children: Neuroscientific Research","authors":"Kateryna Kruty, L. Koval, O. Vazhenina, Iryna Desnova, Anatoly Zahnitko, Oksana Popovska","doi":"10.18662/brain/13.4/388","DOIUrl":"https://doi.org/10.18662/brain/13.4/388","url":null,"abstract":"The article presents an analysis of the problem of mastering morphology and word formation in children in neuroscience, biology and linguistics, identifies motivational mechanisms that contribute to learning experience, namely: joyful, meaningful, active, motivational and social - in mastering morphology and word formation in children. From a neuroscientific point of view, these features can contribute to the acquisition of skills and contribute to the mastery of morphology and word formation in children. \u0000Models that describe the work of children's brains in mastering the morphological and lexical skills in them, expand the understanding of the probable mechanisms inherent in the human brain. In addition, studies of the cerebral cortex show that the brain of children is more vulnerable and sensitive to environmental influences, to the acquisition of knowledge than the brain of adults. With this in mind, the available scientific literature on the topic has been studied and (in most cases) the question of how each function can influence children's learning to master the basics of morphology and word formation has been studied. The importance of studying the research topic is due to the difficulties that arise in children when mastering morphology and word formation at different ages.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"7 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78529738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Parfanovych, V. Kyrychenko, Zhanna Petrochko, V. Necherda, O. Koropetska, Iryna Lavrentieva
Adolescence is a crisis period of personality development marked by significant physiological and neuropsychological changes that affect the growth and relationships with others. The uneven maturation of the limbic system and prefrontal cortex structures, characteristic of adolescence, provokes a decrease in subjective control and self-regulation, increased impulsivity, and emotional instability. Qualitative and quantitative morphometric changes in the brain of adolescents can cause behavioral problems, impaired control and self-regulation, a sharp change in areas of cognitive interests, the inability to understand themselves and explain their actions. These features are a predictor of the successful socialization of adolescents. Socialization is seen as a process in which the adolescent acquires the skills necessary for his entire existence in society. Psychophysiological changes in his body determine the nature and characteristics of socialization, relationships with others, the nature of actions, and social contacts. An important feature that promotes the adaptive socialization of adolescents is assertiveness. Assertiveness as personal property of behavior primarily involves the development of confidence, determination, perseverance, self-esteem, empathy, communication skills. The formation of assertive behavior significantly increases the adaptation processes of adolescents, normalizes the emotional sphere, has a positive effect on socialization, and sets the vector of social success, self-actualization, and self-realization.
{"title":"Peculiarities of Assertiveness Development and Ways of Socialization of Personality in Adolescence","authors":"I. Parfanovych, V. Kyrychenko, Zhanna Petrochko, V. Necherda, O. Koropetska, Iryna Lavrentieva","doi":"10.18662/brain/13.4/381","DOIUrl":"https://doi.org/10.18662/brain/13.4/381","url":null,"abstract":"Adolescence is a crisis period of personality development marked by significant physiological and neuropsychological changes that affect the growth and relationships with others. The uneven maturation of the limbic system and prefrontal cortex structures, characteristic of adolescence, provokes a decrease in subjective control and self-regulation, increased impulsivity, and emotional instability. Qualitative and quantitative morphometric changes in the brain of adolescents can cause behavioral problems, impaired control and self-regulation, a sharp change in areas of cognitive interests, the inability to understand themselves and explain their actions. These features are a predictor of the successful socialization of adolescents. Socialization is seen as a process in which the adolescent acquires the skills necessary for his entire existence in society. Psychophysiological changes in his body determine the nature and characteristics of socialization, relationships with others, the nature of actions, and social contacts. An important feature that promotes the adaptive socialization of adolescents is assertiveness. Assertiveness as personal property of behavior primarily involves the development of confidence, determination, perseverance, self-esteem, empathy, communication skills. The formation of assertive behavior significantly increases the adaptation processes of adolescents, normalizes the emotional sphere, has a positive effect on socialization, and sets the vector of social success, self-actualization, and self-realization.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"15 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87420149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Soichuk, Daria Khrypun, I. Sydoruk, Valentyna Serheieva, V. Shevchenko, S. Shevchenko
The relevance of the chosen topic of the article is determined by the fact that at the period of development of postmodern society there is a growing awareness of the need for innovative educational process by involving children with special educational needs (SEN), studying their development in the context of neuropedagogy, studying problems related to organization of education of children with SEN in the conditions of contemporary primary school. The purpose of the article is to study and substantiate in the context of neuropedagogy of the importance of organizing the education of children with SEN in the conditions of a contemporary primary school. The article considers the neuropedagogical foundations of inclusive education as an important factor in the socialization of children in contemporary primary school, highlights the problems of organization of education of children with SEN in a contemporary primary school and clarifies the role of parents in the process of inclusive education of children with SEN in the conditions of a contemporary primary school. Nowadays, society prioritizes the practice of coeducation of children with normal development and peers with SEN. An urgent issue of social policy is the study of the mechanisms of educational integration of children with disabilities under the new educational policy, taking into account specific financial, organizational and political resources.
{"title":"Problems of Organization of Education of Children with Special Educational Needs in the Conditions of Contemporary Primary School (in the Context of Neuropedagogy)","authors":"R. Soichuk, Daria Khrypun, I. Sydoruk, Valentyna Serheieva, V. Shevchenko, S. Shevchenko","doi":"10.18662/brain/13.4/394","DOIUrl":"https://doi.org/10.18662/brain/13.4/394","url":null,"abstract":"The relevance of the chosen topic of the article is determined by the fact that at the period of development of postmodern society there is a growing awareness of the need for innovative educational process by involving children with special educational needs (SEN), studying their development in the context of neuropedagogy, studying problems related to organization of education of children with SEN in the conditions of contemporary primary school. The purpose of the article is to study and substantiate in the context of neuropedagogy of the importance of organizing the education of children with SEN in the conditions of a contemporary primary school. The article considers the neuropedagogical foundations of inclusive education as an important factor in the socialization of children in contemporary primary school, highlights the problems of organization of education of children with SEN in a contemporary primary school and clarifies the role of parents in the process of inclusive education of children with SEN in the conditions of a contemporary primary school. Nowadays, society prioritizes the practice of coeducation of children with normal development and peers with SEN. An urgent issue of social policy is the study of the mechanisms of educational integration of children with disabilities under the new educational policy, taking into account specific financial, organizational and political resources.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"120 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77191937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The classical literature in the field of biology approaches the field of life from the perspective of the mechanisms by which the interactions between living systems are managed, while the systemic approach to biology emphasizes the interconnected networks of living nodes and the ways of communication of living systems, which is the very foundation of the idea of live as exchange of information on material or energetic support. More concretely, the emphasis on the informational dimension of biological interactions transfers the research object of synthetic biology from questions regarding the functionality of living systems, to those related to the ways of encoding information inside living structures that allow their configuration and reconfiguration in different evolutionary or constructive – in the case of synthetic biology – contexts. The analysis of the living system as a whole, from a structural-constructive perspective, takes from the systems theory a series of models for understanding the whole as something other than a simple aggregation of the component parts, emphasizing the integrity of the living system in a manner close to the systems approach in the science of complexity.
{"title":"Epistemological Approaches on Systemic and Synthetic Biology","authors":"O. Macovei","doi":"10.18662/brain/13.4/400","DOIUrl":"https://doi.org/10.18662/brain/13.4/400","url":null,"abstract":"The classical literature in the field of biology approaches the field of life from the perspective of the mechanisms by which the interactions between living systems are managed, while the systemic approach to biology emphasizes the interconnected networks of living nodes and the ways of communication of living systems, which is the very foundation of the idea of live as exchange of information on material or energetic support. More concretely, the emphasis on the informational dimension of biological interactions transfers the research object of synthetic biology from questions regarding the functionality of living systems, to those related to the ways of encoding information inside living structures that allow their configuration and reconfiguration in different evolutionary or constructive – in the case of synthetic biology – contexts. The analysis of the living system as a whole, from a structural-constructive perspective, takes from the systems theory a series of models for understanding the whole as something other than a simple aggregation of the component parts, emphasizing the integrity of the living system in a manner close to the systems approach in the science of complexity.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"26 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84358804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Tsymbal-Slatvinska, B. Maksymchuk, V. Saienko, I. Babii, L. Behas, M. Lemeshchuk, Olena Chepka, Taisiia Dychok, I. Maksymchuk
It is extremely important to reconsider psycho-pedagogical experience in the problem of intellectual education that is mainly highlighted on the pages of the leading periodical “Sovetskaya Pedagogika”. The research hypothesis is the possibility of using the pedagogical experience of the journal’s co-authors to justify the basic principles of neuropedagogy, which became widespread after its publication had ended. The research aims to identify and generalize the main areas of intellectual education on the pages of the journal based on a holistic retrospective analysis of professional publications and, thus, identify the factual material and theoretical approaches which have formed the basis of modern neuropedagogy. Research methods involve a set of general scientific and psycho-pedagogical methods: systematic search methods (identification, theoretical analysis and systematization of historical-and-pedagogical works and materials of pedagogical periodicals); historical-and-retrospective methods (analysis of the content and characteristics of reflection and solving of problems related to intellectual education on the pages of the journal); comparative methods (comparison of events, phenomena and facts mentioned in the journal, in particular, the views of national and international theorists and practitioners on the problems of intellectual education, which have formed the basis of modern neuropedagogy). In the paper, theoretical generalization and a new approach to solving a topical problem of generalizing the main areas of intellectual education on the pages of the periodical, namely, the problem of intellectual education in the context of developing an idea on the individual’s harmonious development; a comprehensive approach to the problem of intellectual education on the pages of the periodical; the problem of intellectual development as the basis of intellectual education on the pages of the periodical “; promotion of cognitive activity and independence as an effective means of intellectual education; pedagogical views on the problem of intellectual education on the pages of the periodical; foreign experience in promoting intellectual education on the pages of the periodical have been presented. The stages in the history of forming and developing the periodical “Sovetskaya Pedagogika” (1937–1991) have been concretized following the status and subordination. Particular facts, concepts and problems of the prominent educational journal in the context of establishing the ideas of neuropedagogy and neuropsychology have been specified. The significance of pedagogical periodicals as an important source of psycho-pedagogical research has been justified.
{"title":"Psycho-Pedagogical Experience of Intellectual Education in the Views of Ukrainian and Foreign Pedagogues as the Basis of Modern Neuropedagogy","authors":"S. Tsymbal-Slatvinska, B. Maksymchuk, V. Saienko, I. Babii, L. Behas, M. Lemeshchuk, Olena Chepka, Taisiia Dychok, I. Maksymchuk","doi":"10.18662/brain/13.4/391","DOIUrl":"https://doi.org/10.18662/brain/13.4/391","url":null,"abstract":"It is extremely important to reconsider psycho-pedagogical experience in the problem of intellectual education that is mainly highlighted on the pages of the leading periodical “Sovetskaya Pedagogika”. The research hypothesis is the possibility of using the pedagogical experience of the journal’s co-authors to justify the basic principles of neuropedagogy, which became widespread after its publication had ended. The research aims to identify and generalize the main areas of intellectual education on the pages of the journal based on a holistic retrospective analysis of professional publications and, thus, identify the factual material and theoretical approaches which have formed the basis of modern neuropedagogy. Research methods involve a set of general scientific and psycho-pedagogical methods: systematic search methods (identification, theoretical analysis and systematization of historical-and-pedagogical works and materials of pedagogical periodicals); historical-and-retrospective methods (analysis of the content and characteristics of reflection and solving of problems related to intellectual education on the pages of the journal); comparative methods (comparison of events, phenomena and facts mentioned in the journal, in particular, the views of national and international theorists and practitioners on the problems of intellectual education, which have formed the basis of modern neuropedagogy). In the paper, theoretical generalization and a new approach to solving a topical problem of generalizing the main areas of intellectual education on the pages of the periodical, namely, the problem of intellectual education in the context of developing an idea on the individual’s harmonious development; a comprehensive approach to the problem of intellectual education on the pages of the periodical; the problem of intellectual development as the basis of intellectual education on the pages of the periodical “; promotion of cognitive activity and independence as an effective means of intellectual education; pedagogical views on the problem of intellectual education on the pages of the periodical; foreign experience in promoting intellectual education on the pages of the periodical have been presented. The stages in the history of forming and developing the periodical “Sovetskaya Pedagogika” (1937–1991) have been concretized following the status and subordination. Particular facts, concepts and problems of the prominent educational journal in the context of establishing the ideas of neuropedagogy and neuropsychology have been specified. The significance of pedagogical periodicals as an important source of psycho-pedagogical research has been justified.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"182 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83021759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Bilyk, V. Honcharuk, Inna Rozhi, K. Vasylenko, Natalia Pshenychna
The article examines the program principles and subject content of natural science training of future psychologists in Central Europe (Poland, Hungary and the Czech Republic). The choice of these countries for the study is due to the fact that despite short period of membership in the European Union, the countries achieved a significant progress in developing national education systems. The purpose of the article is to identify the main trends in natural science training of future psychologists and their correlation with the latest ideas of neurobiology, which is gradually becoming complementary to psychological, pedagogical and other humanities. Using methods of analysis (content analysis of educational programs; analysis of educational content for accordance with the latest advances in neurobiology), comparative method, statistical methods and extrapolation method, it was found that natural science training in universities in Poland, Hungary and the Czech Republic partially corresponds to practical application of neurobiology in the professional practice of psychologists. We present specific aspects of qualitative differences in the conclusions. We also calculated that the quantitative ratio of major subjects differs: the volume of credits for natural science training of future psychologists in the curricula of the analysed higher education institutions in Poland is about 6%, in the Czech Republic - 9-10%, and in Hungary - 11-12%. The international significance of the article lies in identification of positive practical and formal approaches to neurobiological training, which requires organizational and methodological reforms of psychological education in Eastern Europe.
{"title":"Contemporary Practice of Natural Science Training in Higher Education Institutions in Poland, Hungary and the Czech Republic: Neurobiological Aspects of Psychology","authors":"V. Bilyk, V. Honcharuk, Inna Rozhi, K. Vasylenko, Natalia Pshenychna","doi":"10.18662/brain/13.4/375","DOIUrl":"https://doi.org/10.18662/brain/13.4/375","url":null,"abstract":"The article examines the program principles and subject content of natural science training of future psychologists in Central Europe (Poland, Hungary and the Czech Republic). The choice of these countries for the study is due to the fact that despite short period of membership in the European Union, the countries achieved a significant progress in developing national education systems. The purpose of the article is to identify the main trends in natural science training of future psychologists and their correlation with the latest ideas of neurobiology, which is gradually becoming complementary to psychological, pedagogical and other humanities. Using methods of analysis (content analysis of educational programs; analysis of educational content for accordance with the latest advances in neurobiology), comparative method, statistical methods and extrapolation method, it was found that natural science training in universities in Poland, Hungary and the Czech Republic partially corresponds to practical application of neurobiology in the professional practice of psychologists. We present specific aspects of qualitative differences in the conclusions. We also calculated that the quantitative ratio of major subjects differs: the volume of credits for natural science training of future psychologists in the curricula of the analysed higher education institutions in Poland is about 6%, in the Czech Republic - 9-10%, and in Hungary - 11-12%.\u0000The international significance of the article lies in identification of positive practical and formal approaches to neurobiological training, which requires organizational and methodological reforms of psychological education in Eastern Europe.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"118 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83216654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of the present research is to adapt the 36-item COVID-19 Stress Rating Scales to the Romanian population. It is a self-report scale used to assess the stress caused by COVID-19 through six dimensions: Danger, Socio-economic consequences, Xenophobia, Contamination, Traumatic stress, Verification. A total of 160 medically qualified participants, aged 19-59 years, completed a socio-demographic data sheet and the COVID-19 Stress Rating Scales. A high internal consistency was obtained for the 6 scales of the instrument, with Cronbach's alpha coefficients in the range 0.74-0.86. Exploratory factor analysis and Confirmatory factor analysis were also evaluated. The results indicate that the Romanian version of the CSS has good psychometric properties, being a suitable instrument for the assessment of stress caused by COVID-19.
{"title":"Psychometric Properties of the Questionnaire Covid-19 Stress on the Romanian Community Sample","authors":"Bogdana Miclea, R. Nicoară, H. Coman","doi":"10.18662/brain/13.4/379","DOIUrl":"https://doi.org/10.18662/brain/13.4/379","url":null,"abstract":"The objective of the present research is to adapt the 36-item COVID-19 Stress Rating Scales to the Romanian population. It is a self-report scale used to assess the stress caused by COVID-19 through six dimensions: Danger, Socio-economic consequences, Xenophobia, Contamination, Traumatic stress, Verification. A total of 160 medically qualified participants, aged 19-59 years, completed a socio-demographic data sheet and the COVID-19 Stress Rating Scales. A high internal consistency was obtained for the 6 scales of the instrument, with Cronbach's alpha coefficients in the range 0.74-0.86. Exploratory factor analysis and Confirmatory factor analysis were also evaluated. The results indicate that the Romanian version of the CSS has good psychometric properties, being a suitable instrument for the assessment of stress caused by COVID-19.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"47 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80594285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Khmiliar, Rostyslav Khmiliar, I. Koval, O. Savchuk, A. Dushka, Oksana Bolotova, I. S. Popovych
The purpose of this study is to reveal the features of psychomotor training of a sapper, the development of the necessary sensory-intuitive skills to regulate their actions and deeds while performing tasks in the minefield. Material and methods. Three series of psychological experiments were conducted. The importance of psychomotor training in the context of reducing the level of anxiety and personal fears of sappers was revealed. The research was integrated into the process of training in the discipline “Blasting”. The study did not change the structure of the discipline, as it was only related to the content. The collected and analyzed data were used for the quantitative method. Results. It was determined that the most talented servicemen, with well-developed coordination of movements, mental stability, ability to regulate personal fears, make quick decisions, work alone for a long time, stay calm in tense situations, should be involved in the sappers’ activities. Conclusions. Our psychological training “Minefield” promotes the development of professionally necessary qualities among military sappers, provides the development of psychomotor and sensory-intuitive skills to regulate movements and actions during combat missions. Improves constructive attitudes in the unit of sappers, friendliness, reflexive listening, kindness, leadership and patience.
{"title":"Psychomotor Training of the Military Sappers as a Means of Reducing Personal Fears and Anxiety","authors":"O. Khmiliar, Rostyslav Khmiliar, I. Koval, O. Savchuk, A. Dushka, Oksana Bolotova, I. S. Popovych","doi":"10.18662/brain/13.4/377","DOIUrl":"https://doi.org/10.18662/brain/13.4/377","url":null,"abstract":"The purpose of this study is to reveal the features of psychomotor training of a sapper, the development of the necessary sensory-intuitive skills to regulate their actions and deeds while performing tasks in the minefield. Material and methods. Three series of psychological experiments were conducted. The importance of psychomotor training in the context of reducing the level of anxiety and personal fears of sappers was revealed. The research was integrated into the process of training in the discipline “Blasting”. The study did not change the structure of the discipline, as it was only related to the content. The collected and analyzed data were used for the quantitative method. Results. It was determined that the most talented servicemen, with well-developed coordination of movements, mental stability, ability to regulate personal fears, make quick decisions, work alone for a long time, stay calm in tense situations, should be involved in the sappers’ activities. Conclusions. Our psychological training “Minefield” promotes the development of professionally necessary qualities among military sappers, provides the development of psychomotor and sensory-intuitive skills to regulate movements and actions during combat missions. Improves constructive attitudes in the unit of sappers, friendliness, reflexive listening, kindness, leadership and patience.","PeriodicalId":44081,"journal":{"name":"BRAIN-Broad Research in Artificial Intelligence and Neuroscience","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89811495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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