Keyword: «mental»

he problem of psychological readiness of children to learn has always been relevant, since the success of future development and education of children depends on the ways of its solution, which is a pledge of their competitiveness on the labor market, and also their success in general. At the moment, there is a tendency of an earlier start of learning as many parents tend to start the process at the age of 3 or 4. This issue is controversial, since the conditions for the formation of psychological readiness of children for early learning, although formulated in general, but they are unique in each case and require an individual approach, especially in the process of early foreign language learning. Thus, the purpose of this article is to identify the main components of children’s psychological readiness to learn at early age in general and to start early foreign language learning in particular. The author used in her work the results of some Russian and foreign scientists’ studies concerning the main components of psychological readiness of children for learning. The experience of teachers and psychologists has been generalized using such social psychological methods as observation, questioning and surveys. The article highlights the main components of psychological readiness of children to learn: personal, intellectual, emotional, volitional and physiological readiness. These components represent the necessary and sufficient level of the child's mental development to start learning under a program of any complexity, including learning a foreign language, taking into account the peculiarities of this process. The conclusion is made that the expediency of early foreign language learning does not depends on the age of a child, but on his/her individual characteristics and the degree of readiness to learn. The article offers practical advice to determine a child's readiness for early foreign language learning. The practical significance of the obtained results is that they may be used both in professional pedagogical work and by parents to solve the issue.

The article is devoted to the study of cognitive-frame features of epistemic adverbs in English. The most frequent adverbs of the English epistemic modality are considered. The aim of the work is to describe the cognitive meanings of epistemic adverbs and identify their textual implementation in the form of frames. The authors argue that the epistemic adverbs have a cognitive-frame structure in the English language, in terms of content reflecting mental processes based on experience and knowledge.

This article deals with the study of the characteristic features of the mental verbs within the frame method in the English language. The author of the article makes an attempt to investigate the semantic features of mental verbs of the English language. The basis of the functional-semantic field of mental activity verbs is the frame "Mental", which means the various aspects of the actualization of the general concept in the mental activity process. The aim of the research is to identify obligatory and non-obligatory components in the structure of the frame "Mental". On the basis of the analysis, the author comes to the conclusion that the frame method is universal, as it allows us to identify conceptual and lexical-semantic information.

This article discusses modern approaches to the study of anxiety-phobic States in children, as well as data from research by scientists in this field. The author also considers various manifestations of anxiety-phobic disorders in children and methods of overcoming them, and notes the differential criteria between fear and anxiety.