Keyword: «techniques»

This article is devoted to the study of the problem of activating the cognitive activity of younger schoolchildren in mathematics lessons. It examines a variety of effective learning tools that promote the cognitive activity of students.

Abstract. The significance of the selected theme stems from the quest for innovative and highly efficacious approaches in rehabilitative efforts targeting preschoolers, a critical period for cognitive functions' evolution. This paper underscores the utility of neuropsychological strategies in engaging with this age group. It delves into the cerebral architecture's intricacies and functionality. It explores the typology of dysfunctions and introduces neuropsychological rehabilitation techniques tailored for specific cerebral sectors. The neuropsychological methodology incorporates strategies and techniques aimed at understanding the functional segments of the brain. It focuses on the evaluation and neuropsychological rehabilitation targeting the brain's analyzer systems.

Reading, along with listening, is an individual's most important perceptual skill, regardless of the language of the text. Working with text is relevant at any level of language proficiency, regardless of academic goals (passing a language exam, preparing for an academic discipline, getting to know a new topic, etc.). The purpose of this work is to systematize approaches to working with texts and identify common principles and techniques of working with texts for students of high-level language specialties. The paper provides an overview of the main domestic and foreign scientific and methodological research from 1981 to 2025 on the research topic (n = 33). Based on the literature review as well as on their pedagogical experience, the authors present a list of methods for working with the text allowing to deepen the understanding of the text, forecast, as well as to work out lexical and grammatical chunks. These techniques are divided into three classic groups of tasks: before-during-after reading: self-selection of chunks, subjective reading (within the framework of an individualized approach), text compilation by keywords, text forecasting, annotated reading, reading using parallel texts, changing the format of texts, compatibility tasks, offline preparation, etc. The techniques are interdisciplinary in nature and can be adapted for different levels and language purposes (first of all, preparation for passing a level exam, a state exam, and solving translation problems). The theoretical significance of the work lies in the description and organization of the latest domestic and foreign approaches to understanding and comprehending the process of reading in a foreign language – thus modern scientific priorities and directions of studying work with a text in a foreign language are manifested. The practical significance lies in the presentation of techniques for working with text for advanced levels: the techniques vary depending on the goals, but they can also be used in a cross-section. The conclusions summarize the main aspects of the work and outline the research perspective.