Understanding that things continue to exist even when you can't see them is a major milestone in cognitive development child: it means the emergence of abstract thinking. As a result of this understanding, the child begins to turn his head to look at an object, learns to come to terms with the absence of people and objects, recognizes them (previously he believed that things appear anew every time). When a child throws or drops toys and watches with pleasure as his mother picks them up again and again, this means that he has begun to understand the idea of ​​\u200b\u200bthe permanent existence of objects. The child begins to turn his head after objects, and then learns to find partially (and then completely) hidden objects. He enjoys playing hide and seek because it confirms that what is hidden still exists.

Exploring the world around us

As soon as the child is able to move, he begins to explore his surroundings, trying to learn as much as possible about the world around him. At a certain stage of development, even a whole box of toys placed in the middle of the floor is not enough for a child. He certainly strives to open and close all the doors, empty all the drawers of the wardrobe and reach the crystal vase on the top shelf. This is tiring for parents, but necessary - in this way the child expands his knowledge about the environment: he learns how the door opens and closes, what the same objects look like different points sight, knows such natural phenomena like light, shadow and echo.

Cause and investigation

Once a child starts playing with objects, he soon learns that if you shake a rattle, it will rattle, and if you squeeze a rubber squeaker toy in your hand, it will squeak. This is how the concept of cause-and-effect relationships arises. The simplest example: a child presses a button mechanical toy, and a dog jumps out of the opened door. Soon the child realizes that the appearance of the dog is a direct consequence of the fact that he pressed the button. Children studying different kinds causality, which is why they love to turn on and off the lights, the TV, and also play with the computer keyboard.

The concept of cause and effect is extremely important: it gives the child the idea that he is able to influence his environment and, therefore, the world in which he lives is to a certain extent manageable and controllable.

Item ratio

Children begin by putting individual objects in their mouths, shaking them and throwing them, but then move on to learning how some objects relate to others. For example, a child puts a spoon in a cup, a cube in a box, pushes a ball under a stool, or fills an empty box with toys. He learns to correlate the sizes, shapes and weights of objects, to understand, for example, that “this cube is too big and will not fit into a small box,” or that “this cube must be placed in the middle, otherwise the tower will fall.” Comparing the size, shape, and weight of objects lays the foundation for abstract and mathematical thinking.

Construction

By playing with several objects at the same time and studying their mutual relationships, children begin to build. First, they build low towers from large cubes and destroy them with pleasure. Gradually, with the development of fine motor skills, the child moves on to smaller cubes and other building materials, erects high towers, bridges and other structures. At the same time, he receives new information about the weight, shape and size of three-dimensional objects.

Selection by similarity, selection by certain characteristics, naming characteristics and objects

Learning a new concept always occurs in the described order: first, the child notices that two objects are similar (selection by similarity), then begins to understand exactly how they are similar (selection by certain features) and, finally, learns to name the corresponding feature or object.

Selection by similarity

At first, children select only absolutely identical objects based on similarity (for example, two identical balls). Learning begins with real objects, such as blocks or teddy bears; Gradually, children learn to correlate a real object with its image, and then a picture with another picture. Later, the child can pick up objects of the same color, then masters the abstract concepts of big and small, long and short.

The ability to select objects by similarity, in other words, to see the similarities and differences of objects, is necessary in order to subsequently master the art of reading and counting.

Selection based on certain criteria

Having learned to select similar objects, the child moves on to selecting an object based on a certain characteristic. For example, the father asks the child to choose from several pictures the image of a train or from several multi-colored cubes - blue. In this case, the child learns the name of the sign and reacts to it, but does not yet pronounce it himself.

Naming

At the last stage of mastering the skill, the child independently pronounces the name of the object, color, etc. For example, when they show him a picture of a car, he says: “Car.” At the same time, certain speech skills are required from the child.

Sorting and grouping items

The child learns to analyze a set of objects and divide it into groups consisting of the same or similar objects. For example, when putting away his toys, a child puts dolls in one box and blocks in another. Gradually, the classification of objects becomes more and more generalized. For example, a child can collect together all the dishes or everything needed for bathing.

We use this skill throughout our lives when we put our things and our environment in order; In addition, this skill contributes to the organization of thinking and memory.

Initial math skills

The child learns and begins to use words denoting numbers quite early, however for a long time does not perceive the abstract concept of number. It takes him time to understand that “one” is one object, “two” is two objects, etc. First, the child develops the concepts of “one,” “two,” and “many” (more than two), and only then does he begin to understand other numbers.

In addition, the child learns the concepts underlying mathematics: big-small, long-short, heavy-light, and learns to operate with the concepts of capacity, weight, size (large, larger, largest).

Initial reading skills

Gradually the child understands that written text has a meaning that can be “deciphered” and that this meaning always remains the same. He learns about this by looking at books. At first, the child is interested in books with pictures; he begins to point to certain illustrations and listen to the reading short texts who accompany them. Having learned the meaning of the pictures, he understands that the text also has meaning, it can be read and understood. The child sees that the same thing is read every time. While listening to a familiar book being read, he begins to predict what will happen next and fill in the missing words from memory. Sometimes children get angry when parents leave something out or add something while reading.

Another important skill needed to learn to read is the ability to recognize and remember letter types. First, the child learns to distinguish and compare pictures, then symbols, and from symbols moves on to letters. The most familiar words are recognized first: given name and the names of family members, which the child often sees on cards, captions under photographs, personalized cups, etc.

Initial writing skills

Drawing and writing are complex skills that combine physical ability and understanding. To draw, a child needs not only the physical ability to hold a pencil in his hand and draw lines, but also the ability to understand the relationship of the pencil to the paper and understand that the drawing can mean something.

At first, children randomly scribble on paper with a pencil, not paying attention to what they get. Then they begin to draw vertical and horizontal lines, dots, and a little later - circles. They learn to control their movements and consciously try to reproduce increasingly complex geometric shapes. Below is a typical sequence in which a child masters drawing skills.

The child understands that drawing can serve two purposes: from geometric shapes (square, triangle, etc.) you can make both drawings and letters that serve to convey a message. At this stage, children begin to copy symbols, including letters, and draw diagrams of people and houses.

The first signs that a child draws

Memory

Perhaps babies are capable of remembering from birth. At the very least, they begin to recognize their mother's face, voice and smell very early. Children remember “cues” that allow them to navigate their surroundings and understand what is about to happen: for example, the sound of rushing water tells them that they are about to go swimming.

Over time, the child’s memory develops: he remembers objects (and understands that these are the same objects, not new ones), their properties and his own actions.

Strengthening memory is facilitated by the development of the concept of the permanent existence of objects. Children first remember people and objects in familiar contexts; encountering the same person or object in a different setting can be challenging. Thus, a child who has previously only seen his grandmother at home may not immediately recognize her if she comes to pick him up at the nursery. Later, children remember the daily routine of life, as well as events that made a special impression on them.

Memory development is extremely important not only for mastering cognitive skills such as reading and writing, but also for language development.

Concentration of attention

A small child is extremely easily distracted: his ability to concentrate is very low. Any extraneous sound, an interesting toy, the appearance of a new person, etc. may make him forget about the game. Gradually, the child learns to focus on what he is doing and not pay attention to extraneous stimuli.

Concept of time

At first, for the child there is only “here and now”, so he wants all his needs and desires to be satisfied immediately. Gradually, he develops an idea of ​​the sequence of events (“first let’s go to the store, and then to the playground”) and the concepts of “before” and “after.” First, the child develops an idea of ​​the present, then of the future and, finally, of the past, mastering the concepts of “today,” “tomorrow,” and then “yesterday.”

Story game

The concept " story game" means that the child introduces ideas born of his imagination into play and uses toys and other objects for purposes other than those for which they were originally intended. There are different opinions about the tasks and goals of story-based play, but all scientists agree that it occupies an extremely important place in the development of a child. In story play, the child practices using skills without fear of failure. Thanks to the game, his understanding of the world, social situations and human relationships develops (cf. psychotherapeutic games that are carried out with children who have been subjected to violence). The story game develops abstract thinking child (a matchbox is a boat, and a match is an oar), which is very important for the development of speech and secondary cognitive skills. Various story-based games promote speech development. How often do parents hear their own words from the lips of a child playing “mother-daughter”!

Story game

At first, children do not play with toys so much as explore them: for example, if you give a child who is early stage development, a toy car, he will shake it, throw it, put it in his mouth, etc. Then the child realizes the purpose of the toy and begins to use it functionally, for example, rolling a car on the floor. We can talk about a story game when a child, for example, pushes two cars together and says: “Boom! Accident!"

True story-based play, conceived by the child himself and started on his initiative, should not be confused with story-based games that parents offer to the child. For example, an adult rolls a car along the road, and a child imitates him. Then the adult offers to fill the car with imaginary gasoline, and the child agrees. This indicates that he understands directions and knows how to imitate an adult, but not the ability to play with a plot.

A wide variety of forms of story-based play are possible, from the simplest games in which the role of imagination is insignificant (for example, playing “drinking” from an empty cup), to entire performances in which the child plays complex roles (for example, playing at a store or being a postman) . Distinctive feature A plot game is that in it one object (or person) “plays the role” of another: for example, a matchbox turns into a boat, a chain into a snake, the playing child himself into a postman or a salesman in a store.

The approach is based on the idea that the foundation of cognitive development is ideas about the placement of objects in space, the sequence of actions, the use of tools, selection, sorting and combining objects into pairs. Children begin to use these skills from the very beginning. early age: you can often see, for example, how a baby, enthusiastic and pleased with himself, puts toys into boxes by color.

However, children with special needs often have no interest in exploring the world around them or experimenting with objects. Waldon's approach suggests giving these children time and space to experiment on their own and the opportunity to practice acquired skills.

Important to remember

You are trying to create a situation in which the child will play, explore the world and experiment with objects on your own. You do not seek interaction and therefore:

– Sit not opposite the child, but next to him or behind him.

- Don't talk to the child. As skills develop, the child may begin to talk to himself during play. However, at the end of the game you can say a few words about the things the child played with.

– Don’t praise your child every time he does something right. One thing is enough: “Well done!” at the end of the game. The process of play itself should give the child pleasure and serve as a sufficient reward.

Remember that the Waldon technique is not universal. You can practice the Waldon method with your child every day, but be sure to alternate these activities with others that include dialogue and interaction with the child.

The Waldon Approach in Practice

Each Waldon session should last about 20 minutes. Start and end with developing ideas about the placement of objects in space - this is one of the simplest actions; however, the child should also practice three to four other skills in each session. Once you have completed a sequence of several skills, then repeat it in reverse order and get back to where you started.

“Paired board” for selecting items based on similarity

– Place the child at the table. Sit next to him or behind him.

– Invite him to perform tasks first with one hand, then with the other. Place supplies all over the table so he has to reach for them. Try to introduce rhythm into his movements.

– First demonstrate to the child what he should do, using the hand-in-hand method or simple direction. When he understands what he must do, stop helping him and let him act on his own.

– Gradually make the tasks more difficult: they should require more and more physical effort and greater accuracy from the child.

The Waldon method uses simple objects that are familiar to the child: toys, yogurt jars, bottle caps, corks, etc. Don't throw away such things.

To make it more comfortable for your child, you can make a “pair board” shown in the picture. It is not necessary to plan the board out of wood; you can draw out the cells on a sheet of paper or cardboard.

Waldon Cognitive Skills Training

PLACEMENT OF ITEMS

Ask your child to put objects in a box. He must reach for objects and use alternately one hand and then the other, while maintaining a certain rhythm. Use many easy-to-handle items of approximately the same size and weight. You can place objects either on the table in front of the child or at different ends of the room so that he has to get up, walk behind them and return to his place. Use containers with narrow openings so that the child has to use some physical force to push the object into the hole.

SEPARATION OF OBJECTS

Place in front of the child several objects belonging to two various categories(for example, cubes of different colors, bottle caps different shapes, tablespoons and teaspoons). Mix them together, then have your child put them into different containers. Gradually make the task more difficult, making the differences between objects less and less obvious. For example, start with a group of buttons and a group of bottle caps. Then encourage your child to identify similar objects based on abstract features, such as shells different sizes or different shapes.

PAIRING

Ask your child to pair the objects in front of him. Have him take one pair of objects in each hand, hit them together, and then throw them into the container. Choose pairs by type, color, size, etc.

SELECTION BY SIMILARITY

Lay out various objects on the table and ask your child to choose ones that are similar in color, size, texture, etc. Let the child arrange them into groups.

SWITCHING ATTENTION

This technique is designed to develop the ability to perform a sequence of several various actions. Start with two elements: for example, ask your child to alternate between cubes and yogurt jars. A sequence of three actions: invite your child to tear off the lids from yogurt jars and put the jars in one container and the lids in another. A sequence of four actions: place in front of the child cards with images of four different animals and cards colored in four different colors. Give your child an envelope painted in one of these colors with a picture of one of these animals on it. The child must open the envelope (1), choose a card with an animal (2), choose a colored card (3) and put everything in a container (4). Then you can move on to sequences of five or more actions.

USING TOOLS

To begin, teach your child to use simple tools, such as playing the xylophone, pouring handfuls of rice or cereal into a container, pouring water, or using a brush or dustpan to sweep buttons, pebbles, or shells off the floor. Then move on to more complex tools: scissors, brushes and fountain pens. For example, teach your child to cut out simple shapes from paper, color simple drawings, copy them or connect the dots with lines.

CONSTRUCTION FROM CUBES

Start with towers, then move on to more complex shapes - bridges, pyramids, etc. Gradually move on to reproducing even more complex designs. Use cubes of various sizes and shapes, children's construction sets, etc.

SEQUENCE RECOGNITION

Start with a simple sequence of colors: for example, red, yellow, red, yellow. Ask your child to copy and continue this sequence. Gradually complicate the task: introduce other colors, then other concepts (shape, size). For example: small, large, small, large, or: medium, small, large, medium, small, large, etc. Build sequences in different directions. You can use beads, buttons, cubes, etc.

Use of tools

“Highscope” technique (“Soft start”)

Highscope is a method of working with children based on the idea that children learn skills best through active activities that they plan and carry out independently. This encourages children to make their own decisions and take responsibility for them. The HighScope program was developed in the USA about 30 years ago and has now been used in kindergartens and schools in the UK for at least 10 years.

The goal of the HighScope methodology is to develop in children from an early age the skills necessary for a full life, such as independence, the ability to make choices, interest in learning and a sense of responsibility. The positive attitude towards learning developed thanks to HighScope remains with the child throughout his life.

Adaptation of "Highscope" for home exercises is called "Soft Start". This program is not designed specifically for children with special needs, but the general approach and many of the ideas may be helpful to you. There are courses and guides for the Soft Start program: below I provide only general information.

Active learning

Children learn about the world and improve their skills not only through observation and following instructions, but primarily through active play. Highscope suggests encouraging children to explore, experiment and play in the following ways:

– Offer children a wide variety of materials to play with and experiment with.

– Allow them to play with a variety of objects and explore their properties.

– Give them free choice of activities.

– Talk to them and let them talk during the game.

– Offer help and support in solving problems, but do not give instructions or solve problems for children.

Highscope suggests encouraging children to be independent by giving them the opportunity to independent choice and organizing the world around them in such a way that they are not absolutely dependent on parents and teachers.

If you want to practice Soft Start, provide your child with a variety of materials to play and explore. Store them so that they are easily accessible to your child. Provide each container with a corresponding picture so that the child can easily find the right thing, and teach him to put things back in their places after playing. Explain also that things are divided into yours and those of others, and you cannot touch other people’s things.

For example, place in the kitchen a small cabinet, the size of a child, where “his” dishes will be stored - a set of various spoons, mugs, plates, etc. When you cook, let your child play next to you and imitate your actions. If necessary, you can offer your child new ideas and solutions to problems in a gentle, non-directive manner (“Maybe we should try this?”); but don’t tell him what to do, give him freedom to learn and experiment.

Planning, execution and evaluation

The second main idea of ​​“Highscope” is that the child must decide for himself what and how to do. He should be able to develop a game plan, find the right toys, put them back at the end of the game and evaluate how the game went. In this way, the child learns to both think about his actions before doing something, and evaluate the result after achieving it.

You can invite your child to choose an activity using a set of pictures and drawings depicting, for example, Dollhouse, cubes, paints, railway or a puzzle. Let the child choose what he wants to do now and plan his activities.

It is clear that the child preschool age is able to plan only at a very limited level, for example, getting toys from a shelf, choosing a room to play in, etc. Then the child does the chosen activity, with your help if necessary. If he quits what he's doing and starts doing something else, you shouldn't stop him, but you should notice out loud that he's changed his plans.

When finished, the child puts toys and other materials back in their places and tells or shows you what he did. Discussing your child's successes increases self-esteem.

Of course, the “Soft Start” program is quite difficult to implement: it is not easy to put a “children’s” cabinet in every room and allow the child to constantly experiment. However, in any case, you should think about whether the environment in your home meets the child’s needs: for example, can he independently get his favorite book from the shelf or is he forced to ask you for it every time. The Soft Start program is beneficial for the child in many ways: he learns to make choices and decisions, becomes more responsible and independent. However, “Soft Start” should not turn into indifference towards the child. While giving your child independence, at the same time pay attention to him and his activities, for example, if he wants to draw, discuss together where he wants to sit, what he is going to draw, on what paper and with what paints. And after drawing, be sure to ask to show you the drawing and ask the child how he thinks he did it well.

The thought process and the process of perception are two sides of the same “coin”. And they are not only something that is inherent in absolutely each of us, but also represent one of the main components of our life.

Any person from time to time encounters situations when, for one reason or another, it is necessary to do something at the most accelerated pace, for example, to develop a project in all details, to understand what is being discussed in the material being studied, etc. But not everyone has the ability to do this in a way that is both quick and effective at the same time. And the main point here is that everyone has different cognitive abilities, i.e. ability to perceive.

But the very good news is that no matter what a person's cognitive abilities are, he can improve them. And if you thought that for this you need to pass a lot of different tests, understand yourself and use all kinds of developmental techniques, then here we want to please you: although this is useful and, of course, effective, it is not at all necessary. you can, living your usual life, and, perhaps, making very minor changes to it.

And in this article we will tell you how you can do this.

10 Unusual Ways to Boost Your Cognitive Abilities

So, we can name a few quite unusual ways improve your cognitive abilities.

Method number 1: Watch your diet

First of all, you must understand for yourself that any products that have status or are simply called by someone as “the best” are not enough. If we approach this issue in more detail and take into account the long-term perspective, then you must provide for your main organ - the brain - required quantity vitamins and microelements. Particular attention should be paid to adequate amounts of sugar, antioxidants, amino acids and Omega-3 fatty acids. And the most beneficial foods for the brain include seafood, grains, eggs, berries, nuts, leafy green vegetables and chocolate.

Method #2: Drink coffee

Of course, we have all heard that coffee can be called a product harmful to the body. However, it is harmful only when we are talking about a large amount of it, because if a lot of coffee enters the body, it negatively affects the functioning of the cardiovascular and digestive systems. But moderate consumption does not just keep a person in a state of vigor. Coffee helps you focus on difficult tasks, activates mental activity and improves your reaction time. Naturally, it will not be able to make a person smarter, but at the moment of loss of strength or decrease in brain activity it will be an excellent support.

Method number 3: Stop eating for a while

Yes, we have already said that it is indispensable for long-term brain productivity. But, despite this fact, in some cases, a short refusal to eat can help improve brain performance in the shortest possible time. According to a fairly large number of experts in the field of nutrition and performance, this state of affairs has developed in the evolutionary process - a person is able to work more efficiently if his body sends signals to the brain that he does not have enough nutrition. The brain responds by sending back impulses, indicating to the body that it is time to use reserve reserves.

Method #4: Drink wine

Do not under any circumstances think that we are on the side of alcohol abuse. But, you see, drunkenness and periodic consumption of the “Drink of the Gods” are two different things. According to scientists from Norway, people who regularly drink a little wine perform significantly better on cognitive tasks than those who drink alcohol once and for all, which is presumably due to the presence of antioxidants in wine. It is especially interesting that this trend is most pronounced among the fair sex. But every person, no matter whether it is a man or a woman, must understand that wine can only be beneficial when it is consumed only occasionally.

Method #5: Sunbathe

Impact sun rays on the human body has been studied for a long time, and each time the results of these studies provide interesting results. For example, according to the most recent data, people in whose bodies high level vitamin D, showed better results when working with control tests than those people whose bodies were deficient in this vitamin. Given that vitamin D is formed through exposure to sunlight, we recommend that you go to the beach as often as possible or, if there is none nearby, go on vacation to resorts. At the same time, you’ll have a great time (maybe even )!

Method #6: Rest

We live in a world of constant work and worries, stress and pressure. For this reason, in many situations a person faces the need to work without rest. This, of course, allows you to perform large amounts of work from time to time, but without rest, a person’s performance and cognitive abilities are greatly reduced. People who take at least short breaks in the work process perceive information better, remember more and better, and solve assigned tasks better. Remember: if you can’t arrange a busy time and a day off, allow yourself to be periodically distracted and rest a little - the result will be much higher than if you work without breaks.

Method number 7: Have an active rest

Method number 8: Play sports

Continuing the theme of active recreation, we cannot help but mention sports. Yes, some people do not see themselves in sports at all; they prefer intellectual development or cultural and educational types of leisure time. But exercise stress should always be there. You don’t have to be professional at all - here we mean even small loads, such as gymnastics, push-ups and pull-ups, jogging and walks in the fresh air. If you intend to go to Gym or for fitness, this will be even better, because athletes perform cognitive tasks more effectively than those who do not play sports. By the way, even an hour-long walk in the park will increase your performance by 10%.

Method #9: Play logic games

Using MRI (magnetic resonance imaging), it was possible to find out that a simple game of Tetris has a beneficial effect on the activity of gray matter (the main component of the central nervous system). But, besides Tetris, there is also a huge amount mind games: object search games, puzzles, the same crosswords and scanwords - all this develops the brain and improves cognitive abilities. In addition, another beauty of them is that such activities help people distract from bad events and problems.

Method #10: Talk to yourself

According to the results of experiments on searching for things, it turned out that people who are busy searching for an object or thing find it much faster if they say out loud the name of what they are looking for. But this is just the tip of the iceberg. If you talk to yourself from time to time, you can quickly find answers to the necessary questions, better concentrate on the tasks at hand, make decisions faster, etc. In addition, talking to yourself often helps.

You probably noticed that all the methods considered not only do not create uncomfortable feelings in life, but are also associated with positive emotions. Therefore, take them into your arsenal and improve your cognitive abilities.

OUR WAY: But we also have our own way of increasing cognitive abilities, and it can not only increase and improve a person’s brain activity, but also tell him a lot of unique and very important information. This method is our self-development course, which includes both a powerful theoretical base and many tests and exercises, the purpose of which is to know and develop yourself. Hurry up to get acquainted with our course - you can find it at.

Learn and live wisely!

I Relevance of the topic.

Modern man lives in a complex social, scientific and technical world. To achieve success in it, you need a fairly high level of intelligence and the cognitive abilities included in it. The modern educational system, along with teaching the student the basics of a variety of knowledge in accordance with school curriculum performs the additional function of developing his memory, attention, thinking, imagination and other cognitive abilities.

“The communicative-cognitive approach is an absolute necessity when teaching foreign languages ​​in different types of educational institutions” A.V. Shchepilov.

Cognitive abilities or cognitive abilities are part of the intellect.

Intelligence is a generalized concept that characterizes the totality of a person’s mental abilities.

Abilities are personal formations, including knowledge and skills that are formed on the basis of a person’s innate inclinations and determine his capabilities in successfully mastering certain types of activities.

TO cognitive abilities include various manifestations of the child’s memory and mental activity in the process of acquiring knowledge.

Cognitive functions: attention (involuntary and voluntary, long-term, short-term memory, thinking processes).

II What does it mean to develop cognitive learning abilities?

The development of cognitive learning abilities is associated with training various types of memory for mastering educational information, as well as mastering methods of mental action with this information in the process of using it in the implementation of creative tasks. If the child's level of cognitive function is low. This means that the level of voluntary attention is low, short-term and long-term memory is poor, and thinking processes are insufficiently developed.

What techniques and ways of organizing a lesson contribute to the development of memory, attention, and thinking:

1. reading and retelling text, memorizing words, phrases, poems - exercises for memory development;
2. problematic situations in class, finding a solution to a problem is the development of thinking.

3) both tasks together + school discipline develop memory

While studying at school, the student not only receives a certain amount of knowledge, but also his level of voluntary and involuntary memory increases several times, forms and develops logical thinking, the IQ value increases almost 2 times. (G. Eysenck).

L.S. Vygotsky believed that each age stage has a leading type of activity and it is not abilities that are inherited, but the possibilities for their development.

If we talk about teaching a foreign language, then the majority of schoolchildren do not retain lexical information in operative and long-term memory. They have a low level of development of differentiated auditory sensitivity. The underdevelopment of this component of language ability largely distorts the perception of sound images of words. Listening to texts of varying complexity as often as possible and watching videos helps develop auditory sensitivity.

“The existence of forgetting
has never been proven:
we only know
that some things
don't come to our minds
whenever we want it.”
Nietzsche

In order for students to always remember words at the right moment, foreign language teachers follow the words of R. Solso “Images play an important role in memory and learning.” There are many techniques for memorizing words using figurative coding:

a) memorizing words in pairs with figurative coding.

b) diagrams for recording and organizing material.

Bacon Chicken Salmon Cucumber Lemon Rice

Lamb Duck Carp Tomato Berry Oatmeal

Pork Egg Codfish Carrot Apple Barley

Milk Poultry Pikefish Radish Peach Wheat

c) method of linking images (list of products to buy for your birthday).

We begin to associate the image of a birthday with a festively set table on which there is a large a delicious cake(flour, honey, eggs, sugar, milk, starch), fruits (oranges, apples, bananas), sweet drinks (cola, strawberry drink, mineral water), candies and cookies. Possible options: decorating a cake, making cream, festive dishes. Our task is to figuratively imagine each item and connect it with the next one.

d) the method of “stringing images” (the core support system is rhyming objects with numerals from 1 to 20.

One is a gun
Two is a shoe
Three is a tree
Four is a door
Five is knives
Six sticks...

A special group of exercises will help master vocabulary:

1. Exercises to develop lexical memory and create a cognitive image of a word.

a) Remember the words that contain “ea” in their composition. transmitting sound

s..., t..., s...t, cl...n, s...l, tr...t, cr...te, cr...m, fl..., h...t, r...d, ch...p.

c) Name words with a double letter “ee” that convey a long sound

c) w…k, tr…, s…k, h…l,. t...ny, t...ns, t...th, w...k, s...d, p...l.

Read the following abbreviations and decipher them. Write the full options: OK, UNO, Dr and so on.

2. Exercises for the development of linguistic and creative thinking.

a) Read the sentences and choose the correct option from 2 words: beside- besides, come-go, between-among.

c) Make up as many phrases as possible with these phrasal verbs.

3. Exercises for predicting words and phrases.

a) Match the words from the right column to the words on the left.

b) Find the ending of the proverbs. (They are given below the line.) Name the complete options. Make up with them short stories

, which would illustrate their meaning.

1. The eyes are…. 2 One man's meat is... 3 First impressions are... ._________________________________________________

a) the most lasting b) the window of the soul c) another man's poison

4. Exercises to develop lexical creativity. a) Name the lexical units with which you can characterize the following concepts: a) English character

; holidays in England.

b) Make an association diagram on the topic and come up with a story based on it.

5. Exercises to form a linguistic picture of the world.

a) Read the given list of lexical items. Organize them into groups.

Indicate the characteristics by which these words are combined into groups.

1. Ice-cream,bage,pepper,lettice.aubergine.strawberries,lobster.carrots,

prawns, mushrooms, crab, cake, pumpkin, chicken, turkey, sausages…

Write other lexical units for the specified word that would be included in this group based on a common semantic feature.

6. Exercises on updating derivatives using familiar models.

a) From what verbs are the following nouns formed:

writer, worker, teacher, speaker, manager, promoter…

b) Form words with the following suffixes: -ment, -ance, -ence, -ness...

7. Exercises on the assimilation of cultural components in the structure of meaning of a word.

a) Express the described concepts in one word.

b) Explain the following concepts associated with the Christmas holidays in Great Britain. c) What British companies do you know? What do these companies produce?

III Development

D. B. Bogoyavlenskaya, based on experimental data, concluded that the formation of creative abilities does not proceed linearly, but has 2 peaks in its development: the most striking surge in their manifestation is noted by the 3rd grade (age 10 years and adolescence (high school age) Psychologists believe that creativity is a property that is actualized only when the environment allows it:

• presence of a positive example of creative behavior;
• creating conditions for imitation of creative behavior;
• social reinforcement of creative behavior.

It should be remembered that work on developing creative capabilities can be fruitful only if there is a positive emotional background in the activities.

The needs of capable children who have self-education skills are met through their involvement in scientific activities: fulfillment research work, participation in scientific and practical conferences at various levels, correspondence competitions, Olympiads.

The predominant methods of working with gifted children are developmental, problem-based, research, and creative.

Conclusion: scientific and practical works of various levels (abstract, poster, works for oral presentation are necessary in the lyceum. They develop the child’s abilities, his creative potential, enrich inner world, broaden your horizons, and with a positive result, give positive emotions, which are very necessary for further activities.

“Accidental discoveries are made only by prepared people” B. Pascal.

By developing children's cognitive and creative abilities, we prepare “accidental discoveries.”

Literature

1. Zalevskaya A.A. Introduction to psycholinguistics. -M. Russian State University for the Humanities, 2000

2. Solso R. Cognitive psychology. - St. Petersburg: House “Peter”, 2002

3. Kulish V. G. Methods of memorizing English words. -M.: AST. Donetsk: Stalker, 2008.

4. Shamov A.N. Communicative-cognitive approach to teaching the lexical side of speech in the classroom German language.// Foreign languages at school.-2008.-No. 4.

Have you thought about what intelligence is and how the level of development of a person’s mind is determined? Agree that a large number of knowledge does not give the right to talk about high intelligence.

It is more likely to be well-read and possess a large amount of information. How can one not recall the famous phrase of Bayard Taylor: “A well-read fool is the most annoying kind of fool.”

Therefore, when asserting that this or that person is really smart, by this we correctly mean his developed cognitive abilities.

What are cognitive abilities

Cognitive abilities are mental processes in human body, which are aimed at receiving and processing information, as well as solving problems and generating new ideas. Modern science gives great value strengthening these processes.

Cognitive psychology(Latin cognitio “knowledge”) is a section that studies cognitive, that is, cognitive processes of the human psyche.

It should be noted that scientists still do not have a clear opinion about what cognitive abilities are.

After all, for example, the ability to manage one’s emotions does not belong to cognitive abilities. This skill can be called emotional intelligence, and it must be developed separately.

Cognitive abilities include:

• Memory
• Attention
• Feelings
• Imagination
• Logical thinking
• Decision making ability

Can a person be called smart if he has well-developed all cognitive abilities? Undoubtedly. After all, such a person is capable of making the right decisions.

Upon reflection, he manages to simultaneously use and creativity to things. He easily remembers large amounts of information and compares the available data according to the degree of significance.

He can concentrate on things with ease, and also masterfully perceive and read information from external environment or simply by looking at a person's behavior.

It is for this reason that cognitive abilities are very important for people. They represent the basis that makes the whole possible.

Almost any person can develop all of these cognitive abilities. On this moment There are many techniques and exercises available to help improve any of these skills.

Mastering at least one of them has a positive impact on the others. For example, concentration is closely related to improved memory.

Improving memory, in turn, has a positive effect on development, as it allows you to form many associations regarding any incoming information.

If a person fully develops cognitive abilities, he will be able to easily enter into the so-called flow.

The flow state (English flow, Latin influunt) is a mental state in which a person is completely involved in what he is doing, which is characterized by active concentration, full involvement in the process of activity. It must be said that this condition is well known to most scientists, researchers and inventors.

There are people who manage to stay in a state of flow 24 hours a day. For example, British billionaire Richard Branson has an incredibly high level of perception.

Of course, knowledge and erudition also have great importance when we determine the degree of “smartness” of a person. After all, they make people interesting conversationalists and often extraordinary thinkers.

Therefore, it is important to understand that in addition to developing cognitive abilities and skills, an intelligent person needs to constantly acquire new knowledge. Thanks to this, you will be able to use your knowledge in a variety of areas, achieving something new and original.

Books for the development of cognitive abilities

If you want to develop your cognitive abilities, you will find it helpful to read the following literature.

• Frans Johansson "The Medici Effect"
• Dmitry Gusev " Short course logic: the art of correct thinking"
• Harry Lorraine "Development of memory and ability to concentrate"
• Peter Bregman "18 Minutes"
• Eberhard Heul “The Art of Concentration: How to Improve Your Memory in 10 Days”
• Dmitry Chernyshev “How people think”
• Michael Mikalko "Rice Storm and 21 More Ways to Think Outside the Box"

We hope that now you not only understand what cognitive abilities are, but also understand the importance of their development. By the way, do you have any habits or methods with which you train your brain? Write about it in the comments.

If you at all like the topic of personal development, subscribe to the site IinterestingFakty.org any in a convenient way. It's always interesting with us!

Human cognitive abilities are given by nature, it is important to develop them, starting from infancy and throughout life. In old age, cognitive processes begin to fade, therefore, in order to remain clear in mind and memory, you need to “train” your brain.

What does cognitive mean?

For ordinary person The familiar concept is mental or intellectual development, but not everyone can answer what cognitive means. Cognitive is a cognitive process in which the consciousness processes incoming information, mentally transforms it into knowledge, stores and uses the accumulated experience in everyday life.

Cognitive Research

What are the cognitive abilities of people is a topic of interest to psychologists, sociologists, linguists, and philosophers. Cognitive research in various fields of science helps to understand and study the following processes:

• man's knowledge of the world;
• the influence of language and culture on the personal picture of the world (subjective);
• what constitutes the conscious and unconscious and how it relates to brain activity;
• which cognitive abilities are innate and which are acquired at different age periods;
• what does cognitive ability mean? artificial intelligence(Is it possible to create in the future an artificial intelligence that is not inferior to human intelligence).

Cognitive psychotherapy

Cognitive therapy is aimed at eliminating errors in thinking and changing illogical thoughts and beliefs to new, constructive ones. During a psychotherapy session, a cognitive psychologist pays full attention to what the client says and how he expresses his thoughts. The method of cognitive therapy was discovered by A. Beck, who successfully applied it to many patients suffering from depression and affective disorders.

Cognitive thinking

Cognitive abilities of the brain are high-order mental functions: attention, gnosis, perception, speech, praxis, intelligence. Thinking is one of the most important cognitive processes, divided into three types:

• visual-effective (prevails in children under 3 years of age) - solving specific problems, cognition and analysis of objects through manual manipulation.
• visual-figurative – formed from 4 to 7 years. Solving problems using mental images.
• abstract – operating with abstract concepts that are difficult to imagine.

Development of cognitive abilities

How to develop cognitive abilities at any age? Normal human development involves interest, curiosity and a desire for development - this is inherent in nature, so it is important to maintain this and be in a state of constant interest in the world and what is happening around. From the very moment of birth, the child’s cognitive abilities need to be developed - this should become one of the important tasks of parents.

Development of cognitive abilities in adults

Improving cognitive abilities is possible at different ages, and you need to approach it correctly, using a creative approach so that it does not seem like a chore. By discovering the spirit of exploration, a person improves his worldview, mood and helps the development of higher mental functions, which include cognitive abilities. Simple recommendations psychologists for productive brain activity:

• brush your teeth with your left hand (for left-handers - with your right);
• when going to work, choose a new route;
• choose your physical activity option;
• start learning a foreign language;
• solving crosswords, riddles, charades;
• do simple things with your eyes closed for a few minutes a day;
• develop intuition;
• give up junk food in favor of a healthy diet.

Development of cognitive abilities in children

Cognitive skills are important to develop from infancy. Modern choice The number of educational toys for children is huge, but you shouldn’t neglect the available tools that are in every home. Cognitive abilities in young children can be developed in the following ways:

• playing with cereals and buttons (under the strict supervision of adults) - pouring from container to container);
• various finger games with nursery rhymes and jokes (“magpie-crow”, “finger-finger where have you been”);
• playing with water (pouring into containers).

Gradually, games and activities become more complex and are aimed at developing motor skills and speech:

• drawing and coloring;
• making puzzles, mosaics;
• cutting out the image along the contour;
• design;
• memorizing poetry;
• reading and retelling;
• finding differences in two identical images;
• writing stories.

Exercises to develop cognitive abilities

Training cognitive abilities is the key to productive longevity and a clear mind even in old age. The brain needs the same exercise as the body; it is important to devote 15 to 20 minutes a day to simple, but very useful exercises for brain activity:

1. Synchronized drawing. You will need a sheet of paper and 2 pencils. Draw with both hands at the same time geometric figures. You can start with the same shapes for each hand, then complicate the exercise, for example, draw a square with your left hand, and right triangle. The exercise balances the work of both hemispheres of the brain, develops cognitive abilities and motor skills.
2. Words backwards. Several times during the day, try to pronounce words you hear from other people backwards to yourself.
3. Calculation. Everything that needs to be counted is important to do through verbal mental calculations. Put the calculator away.
4. Autobiography. There are 2 options for the exercise. In the first, a person begins to remember and write, starting from the present moment, and goes deeper year after year to his early childhood. In the second option, childhood years are described first.

Loss of cognitive abilities

Cognitive functions and abilities deteriorate with age, this is due to age-related changes, but more often this happens due to concomitant diseases and an unhealthy lifestyle. At the first symptoms, it is important to consult a doctor to prescribe maintenance therapy. Causes of cognitive impairment:

• disruption of homeostasis and metabolism;
• obesity;
• diabetes types I and II;
• hypothyroidism;
• arterial hypertension (hypertension);
• cerebrovascular accident;
• myocardial infarction;
• traumatic brain injuries;
• alcohol and drug use;
• Alzheimer's disease;
• Parkinson's disease.

Classification of cognitive impairment:

1. Mild cognitive impairment– test and psychometric indicators may be normal or minor deviations may be observed. A person begins to complain about memory problems, rapid fatigue, and attention also suffers - concentration decreases.
2. Mild cognitive impairment– about 15% of this form of disorder later transforms into Alzheimer’s disease and senile dementia. Symptoms are increasing: deterioration in thinking, memory and speech.
3. Severe cognitive impairment. They appear after 60–65 years of age. A pronounced clinical picture, symptoms characteristic of dementia (dementia). A person ceases to navigate in space and falls into “childhood” age. People with severe cognitive impairment require ongoing care and medication.