Articles

The article contains biographical materials in connection with the 200th anniversary of the outstanding German scientist of the 19th century Hermann Helmholtz. The process of his formation as a researcher is considered, the analysis of creativity is carried out. His encyclopedic contribution to world science and, in general, the vast scale of his personality are underlined.

The article presents information on the psychophysiological mechanisms of the functioning of cognitive control of attention. It is shown that, in addition to the features of the structural organization, control of attention is heavily supported by the properties of the spatio-temporal dynamics of the functional connections of the brain. The role of dynamic functional connectivity and its variability over time as a source of individual differences in cognitive control is emphasized.

The article provides an overview of foreign studies conducted over the past 30 years on the topic of identifying the specifics of executive functions in premature babies. The contradictions in the conclusions of various authors about the differences in verbal and spatial memory in full-term and premature babies have been identified. The results of a meta-analysis of the deficit of executive functions in premature infants at different age periods are presented. The biological, ecological, socio-economic factors of the cognitive problems of prematurely born children, considered in various studies, are considered. The data on the consequences of birth at different stages of gestation in preschool, primary school, adolescence, adolescence and adulthood are analyzed. A review of foreign sources indicates that in premature babies, compared with full-term babies, the level of formation of executive functions is largely determined by the quality of nursing and care of people raising a child, their level of education and maturity. The effect of prematurity on executive function is most likely a subject-specific rather than a global factor; they can be trained and improved at different ages

In the mainstream of the systemic personality-developmental approach, a theoretical and empirical study of continuity as the basis for ensuring the learning and development of schoolchildren and students during the transition «school-university» was carried out. The results of the study made it possible to distinguish three crises of continuity: the crisis of the transition from general education to higher education, the crisis of the middle of education at a higher educational institution, and the crisis of the transition from education at a higher educational institution to professional activity. It is shown for the first time that overcoming and preventing succession crises depends on the following psychological conditions: 1) the level of self-awareness of the student, 2) the level of personal and professional development of the teacher, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical tools (psychological programs) aimed at preventing and correcting succession crises have been developed and introduced into the educational process of the university.

The study tests hypotheses about the activation of two quantity systems in different conditions of access to stimuli visual parameters. 23 participants (M=26,83 years, SD=9,78 years) performed tasks for non-symbolic comparison of quantities, for perceptual accuracy, for comparison of non-symbolic and symbolic quantities. As a result, new experimental data were obtained to explain the cognitive and psychophysiological mechanisms of the non-symbolic numerosity representation.

The study is devoted to assessing the digital literacy of schoolchildren and their attitudes to STEM, depending on the digital level of the school's environment. Four schools have been assigned a digital level based on the DESI score. The results showed that schoolchildren from schools with a higher digital level have less endorse stereotypes related to STEM. At the same time, boys’friends from schools with an average digital level have more positive attitudes towards math which is an important predictor of STEM choice for future career. The level of digital literacy of schoolchildren became an insignificant factor for students' attitudes to STEM.