Russian version of BRIEF2 Teacher Forms: validation study in typically developing children aged 5 to 7 years old

This study aimed to examine the psychometric properties of the Russian version of the Behavioral Rating Inventory of Executive Function®, Second Edition (BRIEF2) Teacher Forms and investigate its dimensional structure. The sample consisted of 178 typically developing children aged 5 to 7 years. Internal reliability analysis indicated high reliability (from 0.87 to 0.95) for the three composite indices and the Global Executive Composite across all age groups. Confirmatory factor analysis revealed that the dimensional structure of the Russian version of BRIEF2 was different among children aged 5 and 6 years compared to children aged 7 years, which is probably because, in Russia, the transition from kindergarten to school takes place upon reaching the age of 7. The results confirm that the Russian version of the BRIEF2 Teacher Form can be used as a valid tool to assess EF in 5- and 6-year-old children, provided that the three BRIEF2 indices are used for clinical interpretation. For 7-year-old children, the BRIEF2 was found to be an insufficiently valid tool to assess executive function

Fermion Pair Radiation from Accelerating Classical Systems

Accelerating classical systems that couple to a fermion-antifermion pair at the microscopic level can radiate pairs of fermions and lose energy in the process. In this work, we derive the generalization of the Larmor formula for fermion pair radiation. We focus on the case of a point-like classical source in an elliptical orbit that emits fermions through vector and scalar mediators. Ultra-light fermion emission from such systems becomes relevant when the mass of the mediator is larger than the frequency of the periodic motion. This enables us to probe regions of the parameter space that are inaccessible in on-shell bosonic radiation. We apply our results to pulsar binaries with mediators that couple to muons and neutrinos. Using current data on binary period decays, we extract bounds on the parameters of such models

Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences

The current study aimed to validate the Russian version of the Child Behaviour Motivation Scale (CBeMO), examine gender differences in motivational tendencies, and explore the impact of executive functions on learning motivation tendencies among children. The sample consisted of 434 typically developing 5-6 years old children. The confirmatory factor analysis showed that according to the evaluation criteria, the model is poorly fitted to the data. However, internal consistency analysis confirmed acceptable levels of reliability and unidimensionality of the CBeMO scales. The identified internal structure of CBeMO indicates an overlap between CBeMO items related to task avoidance and social dependence on the Russian sample. The study revealed differences between girls and boys in all three CBeMO scales. Concerning executive functioning, it was revealed that motor persis-tence skills and working memory have an impact on the learning motivation tendencies among children, when controlling for group size, age, gender and non-verbal intelligence

Assessment of Imagination in Senior Preschoolers by Educators

Background. The relevance of this study is determined by the importance of timely assessment and development of imagination in preschoolers for their harmonious development and further successful schooling. Objective. The aim of the study was to develop a questionnaire for kindergarteners aimed at assessing the imagination in preschoolers. Methods. As a part of this study, a questionnaire to assess the characteristics of imagination in preschoolers was developed, which included 22 statements about children behavior, which teachers had to evaluate on a 5-point scale. Also, with a part of the sample, the “Complete the Drawing” technique was carried out. Sample. In the study, educators assessed 553 pupils of senior groups (M = 65.3; SD = 4.03 months; 48.1% of boys) attending kindergartens in 4 regions of Russia (37.1% of children from Moscow, 32.6% from the Tatarstan Republic, 22.3% from the Sakha Republic, 9.1% from the Perm Region) Results. As a result of the statistical analysis, a three-factor structure of the created questionnaire was revealed. It was found that educators rate the level of imagination development higher in girls than in boys. Comparison of teachers' assessments with the results of children's imagination assessment using the “Complete the Drawing” technique showed the relationship with such parameters of drawings as flexibility, originality and elaboration. Conclusion. The study showed the reliability of the developed questionnaire for educators, which indicates the possibility of its use in monitoring the development of modern senior preschoolers

Regularly Functions in Preschoolers Aged 4–7: the Impact of Kindergarten Attendance Span

Background. Executive functions are one of the factors that contribute to the balanced development of children and their success in the future. In this regard, the study of factors that may influence the development of executive functions is an urgent task. The study examines the role of the kindergarten attendance duration in the development of working memory, cognitive flexibility and inhibition as components of executive functions in preschool children. Methods. The NEPSY-II battery subtests were used to test the level of development of regulatory functions. Data on the period of children's kindergarten attendance were collected according to preschool attendance journal. Sample. The study involved 947 children aged 53 to 86 months (Mage = 70.3; SDage = 4.3), 515 boys and 495 girls from Moscow, Kazan, and Sochi. Results. As a result of comparison of averages using Welch's criterion, significant differences were found in the development of regulatory functions in children with different periods of kindergarten attendance. The level of visual and verbal working memory development was significantly higher in children who attended kindergarten for more than two years as compared to children with shorter time of attendance. Physical inhibitory control is significantly lower in children who attend kindergarten for less than a year compared to those who attend kindergarten for longer periods of time. Significant differences were shown in the level of visual working memory development depending on the region and on the duration of attendance. Conclusion. The study demonstrated significant differences in the level of visual working memory, verbal working memory, and physical inhibitory control in children depending on the duration of kindergarten attendance. The highest scores were found in preschoolers attending kindergarten for more than two years. Thus, the results of the study emphasize the importance of kindergarten educational environment for successful cognitive development of preschoolers

Apofaattisuus ja houkkuus venäläisessä nykykirjallisuudessa

This article focuses on the question of the transformation of the Orthodox tradition in the postmodern context. Apophatic theology and the institute of Holy Fools (jurodstvo) are the most hermeneutic and mystical parts of the Byzantine and Russian Orthodox cultures. These practices have now become detached from their original sacral context and are used as rhetorical devices. The process and results of such transgression are studied using examples from the works of Dmitry Prigov and Vladimir Sorokin. In this article, I concentrate on three rhetorical figures that are used by these authors: logogriph, amplification and ostranenie.Artikkeli tarkastelee ortodoksisen tradition muutokseen liittyviä kysymyksiä postmodernistisen sanataiteen kontekstissa. Apofaattinen teologia ja Pyhien hullujen instituutio (jurodstvo) ovat kaikkein tulkinnallisin ja mystisin osa Bysantin ja Venäjän ortodoksista kulttuuria. Nämä käytännöt on nyt etäännytetty niiden alkuperäisestä sakraalista kontekstista ja otettu retoriseen käyttöön. Tätä prosessia ja sen vaikutusta tarkastellaan käyttäen esimerkkeinä Dmitry Prigovin ja Vladimir Sorokinin töitä. Analyysi keskittyy erityisesti kolmeen retoriseen keinoon, joita he käyttävät: logogryfi, amplifikaatio ja vieraannuttaminen

COVID-19 first lockdown as a window into language acquisition : associations between caregiver-child activities and vocabulary gains

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries(from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown

COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown