The article deals with various aspects of non-verbal communication between a teacher and students in a learning situation. In the introduction, the authors reveal the relevance of the topic, which is determined by the trends of transformation of modern education, one of which is a more intensive use of active teaching methods. However, the use of such methods is impossible without improving the quality of interaction between participants in the educational process. The novelty of the research lies in the analysis of the components of non-verbal communication, as well as in the analysis of the impact of non-verbal communication in General on the quality of teaching and interaction between teachers and students. The theoretical substantiation, the authors discuss the work of Russian and foreign authors in the following areas: the correlation of the verbal and nonverbal communication, types of nonverbal communication used in the learning process, analysis of the impact of nonverbal communication on the quality of teaching and interaction with students, the opinion of teachers about nonverbal communication in learning situations. In discussion of results, the authors summarize the main research topics: 1) substantiates the importance of combining the teacher skills verbal and non-verbal communication to ensure a holistic and integrated educational process; 2) the need to acquire tutor a wide range of nonverbal means for compliant and effective interaction with students; 3) due to the fact that the learning process is inseparable from the process of pedagogical communication, improving the quality of communication through the strengthening of the nonverbal side may lead to improving the quality of the training. In conclusion, the authors emphasize the importance of using non-verbal communication to create a motivating, comfortable environment for students

The article is devoted to the content creation in the educational process for the diagnosis and development of conceptual abilities of students. The theoretical foundations of signs, that conceptual thinking, categorical and conceptual abilities in students, who are involved in research activities, are actualized, are described in the section «Introduction», which is based on the research of M. A. Kholodnaya, S. A. Hazova, A. V. Trifonova and others. Based on the «Conceptual Synthesis» diagnostic technique, the study used a technological method for developing conceptual abilities, which involves students to create developing and diagnostic triads (educational texts) in the semantic field of the concept of «artificial intelligence», compiling relationships within each triad, and evaluating sentences based on triads. The section «Results and discussion of results» describes the stages of development of stimulus material in the field of the concept of «Artificial Intelligence»; grouping of triads (three words), their expert assessment and hierarchical structuring; testing of the developed triads in the educational process was carried out on a group of people with professional competence in relation to the concept of «artificial intelligence». The study involved 26 people-future IT specialists (postgraduates and master students). The results were interpreted. A new view on the problem of intellectual development of students in the study of artificial intelligence is presented. The method of correlation analysis, expert estimates, determination of the frequency of occurrence of signs were used in processing the results. In closing, it is concluded that the educational text «Conceptual synthesis» is aimed at evaluating the study and development of cognitive structures of knowledge and conceptual experience of students and postgraduates on the topic of artificial intelligence. The development of thematic triads determines not only the effectiveness of intellectual activity in general, but also characterize the success of educational activities.

The article presents the results of a study of the characteristics of the development of intellectual abilities, mental operations, and individual cognitive processes in the context of the development of critical thinking in high school students. The main theoretical provisions and approaches to the definition of the concept of “critical thinking” are examined, some mechanisms and psychological and pedagogical technologies that contribute to the development of critical thinking are presented. As part of the empirical part of the work, the results of an experimental study are presented, carried out by means of psychological and pedagogical diagnostics of the specifics of the development of cognitive processes and mental abilities of students, the level indicators of which can indicate the corresponding indicators of the development of critical thinking abilities and analysis coming from outside information. Accordingly, the main goal of the study was to study the levels of severity of selectivity of attention and perception and the general mental abilities of students, which were considered as separate indicators of the development of the individual's inclination to critical thinking. To achieve this goal, 33 students studying in 1st and 2nd year of full-time department of the FSBEI of the ChSPU of the Chechen Republic were studied. As a result of the analysis of empirical research data, the most common levels of severity of mental operations and indicators of the general mental abilities of the respondents were identified. The revealed coefficients of intellectual abilities do not allow us to state a satisfactory level of development of critical thinking abilities in high school students, while it is worth noting that there is a positive mutual agreement between general mental abilities and the selectivity of attention and perception. These data may indicate that the cognitive activity of the student, manifested through selectivity (and of course, the ability to focus) attention and perception, is characterized by a proportional increase in general mental abilities, and vice versa, high rates of intellectual development are accompanied by increased selectivity of attention and perception, which in turn directly or indirectly interconnected with the individual’s ability to think critically.

The mass use of computers in the analysis of data from psychological research results and easy access to software with powerful computing capabilities (SPSS, Statistica, and similar) is the main feature of applying mathematical statistics methods in psychology. Multidimensional methods of analysis of psychological data, which were considered only theoretical until recently due to the complexity of calculations, have been used especially intensively in recent years. The mutual penetration of mathematical statistics and psychology has led to the development of new methods for modeling and explaining various types of psychological data. However, this process is essentially a "double-edged sword". Multidimensional statistical methods (hereinafter MSM) assume a clear construction of the model and strict requirements for the design of a psychological experiment. But the popularity of MSM does not make them easier to apply or interpret the results. This article is a kind of review of the current state of use and principles of MSM application in psychological research. The stages of using mathematical statistical methods in psychological research are described in accordance with the depth and complexity of the models under consideration, as well as the types of data they work with. The important principles that underlie the application of ISA methods are considered, and the definition that defines the content of the concept of multidimensional statistics (multidimensional statistical analysis) is formed.
This article presents a classification by various criteria of mathematical statistics methods that are most often used in psychology. In addition, an attempt was made to briefly describe the future of statistical methods in psychological research.

This article reflects the results of a theoretical and empirical study of the characteristics of emotional intelligence in adolescents with hearing impairment. We interviewed 20 teenagers with hearing impairment, pupils of a boarding school aged 16 to 17 years and 20 normotypic teenagers of this age. In the framework of the theoretical component, work was carried out on the analysis of the study of emotional intelligence in modern psychology, as well as ideas about the personality of children with hearing impairment in psychological and pedagogical research. In the empirical part of the study, the diagnosis of emotional intelligence in adolescents with hearing impairment and normotypic children of this age category was performed, as well as a statistical analysis of the data obtained in order to identify the characteristics of the emotional intelligence of hearing impaired adolescents. The following methods were used: the study of emotional intelligence (N. Hall); measurements of emotional intelligence (D. V. Lyusina); diagnostics of the level of empathy (V. V. Boyko); recognition of emotions (A. Pozdeeva). As the main statistical methods, the one-sample Kolmogorov-Smirnov test, the nonparametric U-Mann-Whitney test, and Spearman's correlation coefficient were used. In the course of the study, the following hypotheses were formulated: 1) for the emotional intelligence of hard-of-hearing students, unlike healthy peers, it will be typical: a lower level of empathy, a high level of self-motivation, a high ability to recognize the emotions of other people; 2) the ability of adolescents to recognize emotions contributes to the development of self-control; the low level of empathy of hearing impaired adolescents makes it difficult to form interpersonal emotional intelligence. The practical significance lies in the possibility of using the results of research in the work of psychologists at correctional schools to develop the emotional intelligence and harmonious personality of adolescents with impaired hearing. The paper presents a new look at the problem of psychological and pedagogical support for adolescents with a deficient type of dysontogenesis.

In this article, the author considers "museum pedagogy" from the point of view of meaning formation. "Museum-pedagogical technology", innovative in education, is considered as a means of overcoming value-meaning barriers in learning. The author claims that getting into the "museum culture", the student answers a lot of questions for himself, bringing the known to the level of personal meaning. The novelty of the study lies in the consideration of museum pedagogy as a tool suitable for overcoming the obstacles of personal meanings of students. In the section "Methods", the author defines personal values as a reflection in the subject's mind of a system of significant meanings, and also provides an interpretation of the concept of meaning barriers as" critical points " that hinder activities, namely learning. The author presents a table of the correlation of meaning barriers with personal and meaning attitudes of interacting subjects of the educational process in the process of applying Museum-pedagogical technology, as well as the author's conclusions regarding the "museum-pedagogical impact". The author conducted an empirical study of the impact of "museum technology" on the formation of personal meanings of students. In the "Results" section the author gives the results of application of pedagogical technology with position of overcoming the obstacles of cognitive activity of students of educational institutions from a position of dialogical interaction between teacher and student. In the section "discussion of results", the author traces the formation of "museum pedagogy" and gives various interpretations of the concept in the works of foreign and domestic authors. In conclusion, the author reveals the role of "museum pedagogy", which is based on dialogue interaction, as the most currently used technology for overcoming obstacles that arise during the interaction of participants in the educational process.

The article is devoted to the problem of the development of professionalism of pedagogical workers of the initial stage of education in learning the Russian language as a second language as a factor in the competitive ability of personnel. The authors note the relevance of this problem both theoretically and at a practical level. The study is the most important because, the preparation of the future primary school teacher has a number of features. The article reveals the fact that the future teacher of primary school lacks knowledge and the formation of his skills in the search for new knowledge. The authors of the article present the readiness of a primary school teacher to learn Russian as a second language as a special component of the methodological culture of a primary education teacher. The authors reveal the uniqueness of the development of the methodological culture of primary school teachers in the field of teaching the Russian language as non-native, describe the features of the relationship of the processes that form the methodological culture of a future specialist in primary education. The article established an effective way to develop the professionalism of a future primary school teacher. In this paper, new requirements for the primary school teacher are noted, the meanings of the Russian language as non-native in a multinational society of the peoples of the Russian Federation are described. The analysis of the development process of the professionalism of the future primary school teacher and the public demand for teaching the Russian language to primary school children for whom the Russian language is not native is carried out. The necessity of developing the professionalism of a future primary school teacher is substantiated, which contributes to openness of interaction with the public in his pedagogical work, to the concretization of the use of teaching materials in the Russian language teaching, to a differentiated approach to education. The article is addressed to future and certified teachers of elementary general education, as well as to specialists preparing these data.

The article is devoted to the theoretical problem of the methodological level - the use of a visual image in cognition. The authors use the texts of two thematic textbooks for elementary reading instruction as objects of study – the Orthodox ABC-book of Hieromonk Karion Istomin and the modern Orthodox ABCbook published in Greece. The purpose of the study is to establish similarities or differences in the approaches of book authors, which are manifested when the content of the educational material is presented, as well as the features of its visualization. The study consists of two stages. At the first stage, on the basis of a comparative analysis, the principles of selection and the algorithm for representing letters by compiling educational books are determined. Two books use a single order of introduction of letters, reflecting their sequence in the alphabet. This approach is the first step in using of the letter-subjunctive method. Familiarization with the letters is accompanied by a wide illustrative series. Exercises aimed at compiling syllables and words from letters are absent. The second stage of the study is devoted to the development of a classification basis for the semantic content of the analyzed textbooks. Based on cluster analysis, a thematic distribution of illustrations was established, and characteristics of the presentation of materials within individual clusters are described. On the example of the introduction of the letter "G" in two textbooks, a qualitative uniqueness of the subject and illustrative series, as well as the similarity of approaches, which is manifested in the use of moralizing and didactic verses, are established. t is shown that the Greek alphabet contains a system of exercises aimed at developing fine motor skills of the hand (coloring and writing) and has a didactic apparatus for self-control.

The paper presents the analysis of methodological basis of the inclusive education for younger schoolchildren from the point of view of meaning didactics. Taking into account the modern trends for treating people with special health needs (SHN) like full members of the social life, the results of the researches relating to the inclusive education are generalized. The Introduction raises the problem of the existing contradiction in the modern educational system resulting from the increase of the quantity of SHN children involved into the general education model. The purpose of the article is to represent the idea of creating the meaning-didactic educational model for children with speech pathology taking into account the existing analogic educational models for children with diminished hearing, autistic spectrum disorders and other limited health capacities. The Theoretical justification details the contradictions of the integrational approach in the national education model. The author emphasizes that the special educational needs of the younger schoolchildren with speech pathology should be taken into account in the general school. To increase the efficiency of the inclusive education two approaches are considered. On the one part the key role of the interdisciplinary approach and the special value of the conductive pedagogy as the significant element of the rehabilitation program for SHN children are mentioned. On the second part revising the chronology of the gradual formation of the personality centered education concept issued from the ideas of the humanistic pedagogy and the following creation of the psycho-didactics and meaning-didactics, the accent is made to the value of the semantic pedagogy and personal meaning in the structure of the cognitive activity of the students. It is accentuated that the modern school as a model of the society coming into the digital era is seen as a unique space for the development of the axiological sphere and formation of the individual life strategy of the students.
Considering the positive experience of the implementation of the meaning-didactic model for teenagers with different specialties and increase of the efficiency of learning of SHN students as a result of using meaning-making technics, the authors emphasize on the correlation between the goals of rehabilitation programs and the attitudes of modern education system to create conditions for full social development of students with speech underdevelopment in the future. It presents the task of designing a meaning didactic model for teaching younger students with speech disorders which would be able to overcome cognitive, communicative and personal barriers in learning through the influence on the students' meaning sphere.