Study of students’ cognitive states self-regulation during lessons

The relevance of the study of that problem is associated with an increase in information loads on students in connection with the academic load in a situation of information oversaturation. The modern conditions require more and more adaptation to stressful situations, as well as the many stressful factors that students are exposed to both in ordinary life and in the situation of educational activities. In this regard, this article is aimed to study self-regulation in the process of educational activity, namely during lectures, seminars and passing exams/tests. The leading method of the study of this paper is the questionnaire method, conducted among 81 students of the Kazan Federal University for the Humanities and Natural Sciences, which made it possible to identify the most pronounced cognitive states of students during various types of study process. The questionnaire also made it possible to familiarize themselves with their methods of self-regulation of cognitive mental states and obstacles, difficulties in using self-regulation methods. The article shows that students during lecture and seminar training experience the same state of interest and reflection. The difference is that during the lecture classes for students, a cognitive state of curiosity is added to these states, and at a seminar focus. In the tests, students are mostly only in a state of concentration. The article also shows that students most often use self-regulation techniques in seminar-type training sessions. Students resort to various methods of self-regulation: such as forcing oneself to concentrate on a task, a technique, on the contrary, abstracting oneself, as well as using physical exercises, breathing techniques, etc. The materials presented in that article can be used in the development of work programs of academic disciplines implemented within the framework of higher education, in the preparation of training classes of lecture and seminar types, as well as when working with students to increase their effectiveness during the educational process. The scientific novelty of this research consists in the presentation of a technologies of students’ cognitive mental states self-regulation during educational process.The research was carried out with the financial support of the Russian Foundation for Basic Research, Project №19-013-00325

Personality regulation of students’ cognitive states during sports and educational activities

The article is devoted to the study of cognitive mental states and personality properties relationship during educational activities. In practical terms, the most important task in the field of educational psychology is to develop methods for updating and regulation of cognitive states. The study of cognitive states carried out in various forms of educational activity: in an ordinary situation (a lecture) and in a tense situation of training (an exam). N = 90, 1-st year students at the Kazan Federal University. During the research used different questionnaires to diagnose the personality traits and the intensity of students’ cognitive states, such as interest, reflection, concentration, mental stress etc. The data analysis included frequency analysis, the polar group method and the MANOVA method. Revealed that in an everyday situation of educational activity (lecture) the most often experienced states are thoughtfulness, interest and concentration, while in a tense situation of an exam - mental stress, doubt and concentration. In everyday situations, a state of thoughtfulness is observed in individuals with high Conscientiousness, and prevails in friendly, open-minded and emotionally stable students with a focus on the task. During the exam students with high activity, extraversion, and focus on the task experience the state of mental stress. Results of this research will find application in educational systems increasing the effectiveness of educational, scientific and creative activities, through the updating of students’ positive cognitive states. Cognitive states stimulate and regulate cognitive activity, performing the function of development of cognitive processes and intellectual abilities. The influence of personality properties on cognitive states is mediated by both the intensity of educational activity and the interaction of the personality traits.The study was carried out with the financial support of the Russian Foundation for Basic Research, project No. 19-013-00325

Plasma–liquid interactions: a review and roadmap

Plasma–liquid interactions represent a growing interdisciplinary area of research involving plasma science, fluid dynamics, heat and mass transfer, photolysis, multiphase chemistry and aerosol science. This review provides an assessment of the state-of-the-art of this multidisciplinary area and identifies the key research challenges. The developments in diagnostics, modeling and further extensions of cross section and reaction rate databases that are necessary to address these challenges are discussed. The review focusses on non-equilibrium plasmas

THE FUNCTIONAL STRUCTURE OF COGNITIVE STATES

The problem of mental states is a fundamental problem of modern psychological science. The study of states takes on special significance in the context of educational, cognitive, scientific research and creative activity. In the course of these activities, cognitive states, associated with the assimilation and creative transformation of the content of scientific disciplines, come to the fore. Therefore, the research of subject’s cognitive states is significant (actual это все же больше «действительный» или «реальный») and concerns situations of their origin, organization, mechanisms of integration and development, influence on the productivity of the activity. The article is devoted to studying of functional structures of cognitive states in educational and research activity. The research of dynamic aspect of cognitive states will allow to disclose regulatory essence of cognitive states in relation to these kinds of activity, to reveal regularities of their interrelation with mental states of other classification groups. Cognitive states are considered as an integral functional structure, formed through the integration of various components of the psyche (experiences, mental processes, psychological properties, etc.), and changing throughout the various stages of the main activity. The resulting conception can form the basis for the development of methods of updating and management of cognitive states in the educational process, research activity, and to find application in the psychology of artificial intelligence

Cognitive states in the process of students’ intellectual activity

Cognitive states are typical of students’ educational activity, which is accompanied by high activity of cognitive processes. Management of this activity is impossible without the knowledge of the structure, function, and mechanisms of actualization of cognitive states in various learning situations. The research relevance of the problem of cognitive states in the context of students’ intellectual activity is due to their unique role in the regulation of the thinking process, maintaining a steady focus on the solution of the problem within a certain period of time. The purpose of this article is to study the structure of the cognitive states that arises in the process of solving intellectual problems (through the example of carrying out R. Amthauer’s intelligence structure test). Leading methods to the study of this problem were tests with standardized questionnaires and retrospective self–reports. According to the results of factor analysis, ten key factors underlying the structure of the typical cognitive state of interest/mental stress have been identified. A system–forming factor of this condition has been emphasized, which is an “attitude” to intellectual activity in the context of the overall semantic orientation of the subject. The obtained results can be of interest to researchers in the field of psychology of emotions as well as to specialists involved in the diagnosis of students’ intellectual abilities

Self-regulation of Cognitive States: a Conceptual Perspective

The article is devoted to the study of self-regulation of cognitive states in the educational activities of students according to the system-functional approach. The scientific task of the research is in the intersection zone of two fundamental areas of psychology – self-regulation of human mental states and management of educational and cognitive activity of the subject. The article presents a structural-functional model of self-regulation of cognitive states. The components of the regulatory process are highlighted: learning situations, reflection, images of the present and the target state, learning styles, as well as the individual characteristics of students. The chosen research methodology corresponds to the current trends in psychology – the identification of integrative factors that ensure the success of the subject's activities. The study of self-regulation of cognitive states broadens the understanding of the role of mental states in learning, supplements them with knowledge of the mechanisms of self-regulation of cognitive states. In the applied plan, the study of self-regulation of cognitive states is useful for general and pedagogical psychology. The proposed model can be used to solve issues of cognitive activity and independence of students, as well as to organize work with the weak students

Self-regulation of Cognitive States: a Conceptual Perspective

The article is devoted to the study of self-regulation of cognitive states in the educational activities of students according to the system-functional approach. The scientific task of the research is in the intersection zone of two fundamental areas of psychology – self-regulation of human mental states and management of educational and cognitive activity of the subject. The article presents a structural-functional model of self-regulation of cognitive states. The components of the regulatory process are highlighted: learning situations, reflection, images of the present and the target state, learning styles, as well as the individual characteristics of students. The chosen research methodology corresponds to the current trends in psychology – the identification of integrative factors that ensure the success of the subject's activities. The study of self-regulation of cognitive states broadens the understanding of the role of mental states in learning, supplements them with knowledge of the mechanisms of self-regulation of cognitive states. In the applied plan, the study of self-regulation of cognitive states is useful for general and pedagogical psychology. The proposed model can be used to solve issues of cognitive activity and independence of students, as well as to organize work with the weak students

Correction: GATAD2B-associated neurodevelopmental disorder (GAND): clinical and molecular insights into a NuRD-related disorder

An amendment to this paper has been published and can be accessed via a link at the top of the paper

GATAD2B-associated neurodevelopmental disorder (GAND) : clinical and molecular insights into a NuRD-related disorder

Copyright © 2020, American College of Medical Genetics and GenomicsPurpose: Determination of genotypic/phenotypic features of GATAD2B-associated neurodevelopmental disorder (GAND). Methods: Fifty GAND subjects were evaluated to determine consistent genotypic/phenotypic features. Immunoprecipitation assays utilizing in vitro transcription-translation products were used to evaluate GATAD2B missense variants' ability to interact with binding partners within the nucleosome remodeling and deacetylase (NuRD) complex. Results: Subjects had clinical findings that included macrocephaly, hypotonia, intellectual disability, neonatal feeding issues, polyhydramnios, apraxia of speech, epilepsy, and bicuspid aortic valves. Forty-one novelGATAD2B variants were identified with multiple variant types (nonsense, truncating frameshift, splice-site variants, deletions, and missense). Seven subjects were identified with missense variants that localized within two conserved region domains (CR1 or CR2) of the GATAD2B protein. Immunoprecipitation assays revealed several of these missense variants disrupted GATAD2B interactions with its NuRD complex binding partners. Conclusions: A consistent GAND phenotype was caused by a range of genetic variants in GATAD2B that include loss-of-function and missense subtypes. Missense variants were present in conserved region domains that disrupted assembly of NuRD complex proteins. GAND's clinical phenotype had substantial clinical overlap with other disorders associated with the NuRD complex that involve CHD3 and CHD4, with clinical features of hypotonia, intellectual disability, cardiac defects, childhood apraxia of speech, and macrocephaly.Research reported in this paper was supported by the National Institutes of Health (NIH) Common Fund, through the Office of Strategic Coordination/Office of the NIH Director under award number U01HG007672. The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH. GAND50’s seq+ analysis was supported by NIH National Center for Advancing Translational Science (NCATS) UCLA Clinical and Translational Science Institute (CTSI) grant number UL1TR001881. J.P.M. received funding from the National Health and Medical Research Council (APP1012161, APP1063301, APP1126357, APP1058916). T.M.P. and this research was supported by the Cedars-Sinai institutional funding program and the Cedars-Sinai Diana and Steve Marienhoff Fashion Industries Guild Endowed Fellowship in Pediatric Neuromuscular and the Fashion Industries Guild Endowed Fellowship for the Undiagnosed Diseases Program. T.M.P. is especially grateful for the wonderful and continued support from the Cedars-Sinai Fashion Industries Guild.info:eu-repo/semantics/publishedVersio

Correction: GATAD2B-associated neurodevelopmental disorder (GAND): clinical and molecular insights into a NuRD-related disorder

An amendment to this paper has been published and can be accessed via a link at the top of the paper