THE PECULIARITIES OF UPDATING THE INTERCONNECTION OF NEUROSCIENCE AND EDUCATION IN THE DISSERTATION DISCOURSE

O. Fedotova1, P. Ermakov1, I. Abakumova2, V. Latun1

1Southern Federal University (RUSSIAN FEDERATION)
2Don State Technical University (RUSSIAN FEDERATION)
The modern system of education cannot develop without taking into account new data obtained through scientific research. Nowadays the neuroscience as cross-disciplinary area of a research of cognitive activity and emotions was allocated: a cognitive response, an involuntary empathic reactions, neuromodeling reaction, etc. The Purpose of this article is to define the main directions and themes of research of problems of modern cognitive science in the context of education. The object is 500 dissertation researches during the period of 2010-2016 included in the catalog of the Russian state library. Research methods are: content analysis, analysis, interpretation, comparison, generalization. On the basis of the content analysis by allocation a category of analysis, "cognitive science," is established and characterized in the group of directions science, including research on pedagogy and psychology is only 12%, and the philosophical research associated with the problems of knowledge – 1%. It is shown that in pedagogical dissertations primary attention is paid to the studies of intellectual and cognitive capacities of University students (80% of the total number of dissertations). Dissertation on the formation of cognitive and cognitive-communicative competence in the framework of different models of learning are described in psychological dissertations, preference is given to the study of cognitive processes among patients, infants or in situations of stress. The conclusion is drawn about the presence of many unexplored challenges associated with changes in mental activity in the conditions of introduction of information technologies.