Marina A. Kholodnaya

Abstract: The article discusses an innovative teaching technology that uses development-focused educational texts (DET Technology) to stimulate school pupils’ intellectual development in grades 5 to 9. It describes the psychological and psychodidactic framework of DET Technology. Development-focused educational texts are distinctive in that they use a framework of academic mathematical knowledge to build up the key components of pupils’ mental experience (cognitive, conceptual, metacognitive, and intentional). Such texts also provide the conditions for the development and usage of students’ personal learning styles. The article outlines the psychodidactic types of development-focused educational texts and the requirements that the psychodidactics proposes for educational texts.

Abstract: IntroductionAdolescence is a distinct period of psychological development. On the one hand, it is a sensitive period of intellectual development as this is the time when conceptual thinking develops -"formal operational thought" (Piaget, 1969) or "thinking in concepts" (Vygotsky, 1934/1982); such thinking leads to a qualitative leap in the development of the intellectual resources of a child. On the other hand, there is a marked slowdown in intellectual development at this time (as compared with its dynamics in previous stages of ontogenesis) because of the onset of puberty.In research on childhood dysontogenesis a "normative approach" was dominant for many years. In this approach specific signs of psychological activity were seen as "standard," and the corresponding group of children was labeled as the "norm"; adolescents with development deviant to this norm and delayed intellectual development were described as having "deficits." Modern scholars rightly suggest that in the case of dysontogenesis one should speak not of developmental deficits but of developmental differences (Akhtar & Jaswal, 2013; Kapp, Gillespie-Lynch, Sherman, & Hutman, 2013; Norbury & Sparks, 2013).Among the most common forms of dysontogenesis are cerebral palsy (CP), attention deficit hyperactivity disorder (ADHD), and delayed intellectual development (DID). Many studies describe detailed features of the intelligence of children and adolescents with these types of deviant developments (Barkley, 1997; Peneda, Ardila, & Rosselli, 1999; Shipitsyna & Mamaychuk, 2001; Sonuga-Barke, Houlberg, & Hall, 1994; Swanson, Castellanos, Murias, LaHoste, & Kennedy, 1998). The interest of our study is that the state of intelligence of adolescent children with deviant developments differs greatly. In particular, adolescents with CP are a very diverse group in the development of intelligence -- they range from having quite good intelligence to having various forms of delayed intellectual development, including manifestations of intellectual disability. The range of symptoms of intellectual disorders in adolescents with ADHD also varies widely, up to signs of intellectual giftedness ("twice exceptional"). There are even broader boundaries of the DID syndrome: this form of dysontogenesis covers children with minimal brain dysfunction, children with learning disabilities (educationally disabled), slow learners, and children who have suffered social and cultural deprivation as a result of poor living conditions. The existence of such an amazing variety of levels of intelligence under the conditions of deviant development is apparently not accidental: it is evidence of the existence of complex compensatory mechanisms.However, there is still no clarity as to which intellectual qualities (abilities) can be regarded as a resource basis for the intellectual development of the atypical child. From our perspective, conceptual and metacognitive abilities can act as resource factors in the development of intelligence in normal adolescence and in the adolescence of children with dysontogenesis.Conceptual abilities are intellectual qualities responsible for the formation and evolution of semantic connections, the use of categories with different grades of generalization, the detection and discovery of implicit connections, and the generation of new ideas. In different studies, conceptual abilities are presented as "the ability to do abstract thinking" (Sattler, 1988), "conceptual intelligence" (Li, 1996), "generative thinking" (Ward & Sifonis, 1997), "thinking in concepts" (Vygotsky,Resource function of conceptual and metacognitive abilities in adolescents...1934/1982), and "semantic, categorial, and generative abilities" (Kholodnaya, 2012).Metacognitive abilities are intellectual qualities responsible for the involuntary and voluntary regulation of intellectual activity. Their main function is to control information processing. …

Abstract: The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was desig...

Abstract: Введение. В статье рассматриваются условия включения цифровых ресурсов в познавательный процесс с возможностью нелинейного представления информации для моделирования персональной образовательной среды как основы карты возможностей при получении профессий будущего. Новизна исследования заключается в том, что в работе предлагаются инструменты применения когнитивных технологий для построения картины мира, которые создадут дополнительные факторы развития теоретического и творческого мышления, что позволит оказать непосредственное влияние на познавательное развитие человека.