The clinical effectiveness of primary and secondary headache treatment by transcranial direct current stimulation (tDCS) with various locations of stimulating electrodes on the scalp was analyzed retrospectively. The results of the treatment were analyzed in 90 patients aged from 19 to 54 years (48 patients had migraine without aura, 32 – frequent episodic tension-type HAs, 10 – chronic tension-type HAs) and in 44 adolescents aged 11–16 years with chronic post-traumatic HAs after a mild head injury. Clinical effectiveness of tDCS with 70–150 μA current for 30–45 min via 6.25 cm2 stimulating electrodes is comparable to that of modern pharmacological drugs, with no negative side effects. The obtained result has been maintained on average from 5 to 9 months. It has been demonstrated that effectiveness depends on localization of stimulating electrodes used for different types of HAs.
Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
This paper describes theory (systemic structural model) of learning activity, as well as demonstrates (on experimental data) changes in intelligence structure on "micro-age" intervals. They are compared specific changes of intelligence structure of pupils of grades 10-11 and students of the 1st year of Kiev University of Economics, masters of psychophysiology, physicians (psychophysiologists), and patent experts. Principles of ergonomic design for learning workplace are proposed.
The paper discusses what scientific ideas could be used to increase effectiveness of adaptive learning systems. Possibilities to use changes of learner's cognitive state indicators under influence of internal (heart rate and blood pressure) and external (speed and density of solar wind) factors are discussed. It is described experience of use of the learner's cognitive state assessment (accounting psychological, physiological and external parameters) to assess his/her cognitive changes over weeks. The experimental results demonstrated individual nature of subjects' psychological and physiological changes over observation time (1,5 month) and their relationship. The authors' approach is based on the model describing formation and functioning of the “functional system of cognitive activity”. The question discussed is: what indices of a human performance indicators (behavioral, internal and/or external) could be useful for model construction? A human cognitive load can be under influence of different external and internal factors that can provoke his/her performance degradation. The results demonstrated the similar tendency for studied groups of subjects in previous studies: individual nature of changes of cognitive and physiological indices in day-to-day performance, as well as potentially significant influence of parameters of solar wind on them. As a result, such type of measurements of internal (physiological) and external (solar physics) parameters in combination with test performance indices could be used for assessment and prediction of effectiveness of cognitive activity, and adaptation of learning process according to the particularly learner's readiness to learn on a particular day and time. Different approaches and methods were proposed to take into account a human state, abilities, individual features to plan a human activity. Looking at learning as a type of activity in human-system integration, it is possible to consider today’s learner as an operator-researcher who acts in digital environment. At the same time, a human and tools of activity need mutual adaptation in complex systems. Psychophysiological model of learning and cognitive abilities development could be a basis for more effective design of learning achievements, organization and process, their quality, namely for adaptive learning on the base of accounting a learner's current cognitive state indices. Those results could be applied in design of adaptive learning systems, as it was made for industry in the previous developments of the authors. Principles of use of student's state indices in adaptive learning systems are proposed.
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