Context and relevance. The digital socialization of contemporary adolescents is a subject of considerable study interest owing to the profound integration of Internet technology into daily life. The relevance is due to the insufficient study of the links between preferred content, problems arising from the active use of the Internet and social networks, and the role of social support. Objective. To determine the links between digital content and emerging problems in adolescents, as well as to identify the contribution of social support to reducing problems arising from online activity. Methods and materials. The research involved a sample of 1239 Russian adolescents (42,7% male) aged 15–17 years from various areas of the Russian Federation. Questionnaires on digital parental mediation, peer perception, and social media usage were employed to evaluate favored themes in Internet and social network usage, as well as the severity of issues related to digital activity. Correlation, regression, and comparative analysis were employed. Results. A hierarchy of content choices among teenagers was identified: entertainment content (humor, trends) is predominant, succeeded by instructional resources and sports. Girls show greater interest in educational and infotainment content but report greater severity of problems arising from digital activity. Parental and peer support mitigates the adverse consequences of online engagement, whereas parental control exacerbates issues. Conclusions. The prevalence of entertainment material correlates with the severity of issues. The quality of peer interactions is more significant than parental mediation in mitigating the adverse impacts of internet use. Peer assistance mitigates compensating Internet usage. Parental assistance is more efficacious than control in mitigating issues.

The article is devoted to the study of the development of a mental model in preschoolers with hearing impairment after cochlear implantation. The analysis of the specifics of the manifestations of the mental model deficiency, which is associated with the peculiarities of using the means of special attention in preschoolers with hearing impairment, is carried out. The ability of a child's focal attention to attention as a critical additional, necessary for the development of a mental model. Sample consisted of 40 preschool children aged 5-7 years (Mage=5,9 years, SDage=0,6 months), 20 with sensorineural hearing loss with cochlear implants (years (Mage=5,6 years, SDage=0,6 months, age by moment of implantation Mage=3,2 years, SDage=0,6) and 20 typically developing preschoolers of 5–7 years old (Mage=5,1 years, SDage=0,5 months). Standardized methods for assessing the mental model were used: test for erroneous opinion (Sally–Anne's task), the task “What does Charlie want?”, the task of understanding intentions based on external signs, the task of understanding the principle “to see means” (A.S. Gerasimova, E.A. Sergienko) To fix the eye movement of preschoolers during the behavior of a child with an adult in play conditions, the eye-tracking method was used. It is recorded that preschoolers with hearing impairments are selectively unable to detect and interpret the intentions of another person, and they also have a lack of means of coordinated attention.

Introduction. The use of digital technologies is now an important part of the educational process. This process is constantly changing due to various factors and the emergence of new digital tools. Such changes are significant in the context of the quality of education and require constant monitoring. The purpose of this study is to investigate the characteristics of the use of digital educational tools and the tasks that teachers solve using digital tools. Materials and Methods. A total of 594 teachers between the ages of 18 and 76 participated in the study. 93 percent of respondents were women. The questionnaire “Digital Technologies in the Educational Process” was used for data collection. Results. Electronic gradebooks or diaries are a popular digital tool, while digital educational resources and communication systems with students and parents are used less frequently. E-textbooks proved to be an unpopular digital tool. Educators more frequently use digital technologies for communication with colleagues and students, and less often for planning extracurricular activities and implementing project-based learning. Comparative analysis shows that young specialists frequently use lesson planning systems, while teachers with over 30 years of experience more often use digital technologies for attendance tracking. Primary school teachers utilize digital technologies more often than others. Educators in larger population centers use digital technologies for attendance tracking, extracurricular activity planning, and communication. Discussion and Conclusion. The results of the study indicate a high level of integration of digital technologies into the educational process and a transition from routine to innovative use. The results of the study can be used both to clarify or expand the functions of existing digital educational tools and to provide more targeted professional development for teachers.

The article is devoted to the study of the relationship between the mechanism of joint attention and the subsequent normative and atypical development of the child. It is shown that the ability to establish joint attention based on the direction of the interlocutor's gaze is a precursor of the emergence of social and cognitive abilities. The study examined the differences between typical developmental children and atypical development control groups in their ability to be sensitive to social behavioral signals, namely the orientation direction of the interlocutor's gaze. On a sample of 120 children with typical development, mental retardation, hearing impairment, speech disorders and visual impairment, a number of tasks were developed to assess the ability to use the character's direction of sight in the picture to determine its intentions. The task measured such a skill of joint attention as the child’s ability to calculate and report what the other person was looking at and what he intended to choose. We also used tasks with a central hint with an explicit indication of an arrow and a peripheral hint to check the recognition of social and non-social orienting signals. Based on the comparison of contrasting groups, the variability of the formation and age-related changes in skills of joint attention, or rather the presence of differences in recognition, synthesis and interpretation orienting social information coming from eye contact. It was found that children with atpic development have a low level of "downward" joint attention. Impaired joint attention may be one of the earliest signs in children with atypical development at a later age. The results showed that deficiencies in the behavior of joint attention vary depending on mental age and level of development, a sensory defect, so the level of development can really affect the ability of children to joint attention.

The article presents a study of the mental model deficit in preschoolers with mental retardation. The aim of this study using eye tracking is to identify markers that can predict the difficulties of social cognition associated with a deficit in the mental model in children with mental retardation. A comparative study of 64 typically developing preschoolers and preschoolers with mental retardation was carried out. To study the formation of a mental model, the paradigm of understanding false beliefs and experimental situations were used, which actualize in children the idea of the possible success of using and recognizing deception. Additionally, in the experimental situation, the method of registration of eye movement was applied to identify the level of the mental model. It is shown that with a deficiency of the mental model (from the point of view of understanding and applying false beliefs), there is a concreteness of perception, difficulties in using sign-symbolic means of social interaction, inability to suppress impulsive action and act from the position of a social partner. Children with mental retardation often turn not to sign-symbolic means, but to specific external signs of the situation: behavioral manifestations, actions, experience difficulties in distancing themselves from their own beliefs in order to rely in behavior on ideas about the knowledge of an adult. According to the results of an eye tracking study on heat maps of preschoolers with mental retardation, there is a deficiency of a gaze direction detector, which is necessary for understanding the intentions and predicting the actions of an adult. Eye movement analysis confirms that children with mental retardation often do not track the behavior of an adult and his reactions in situations of recognition and application of false actions.

Context and relevance. Development of optimal eye movement strategies at preschool age is essential for future academic and social performance. Objective. To clarify the relationships between the perceptual actions and executive functions in preschoolers of different ages. Hypothesis. The level of executive functions makes a significant contribution to the peculiarities of eye movement strategies in preschoolers of different ages. Methods and materials. The study involved 34 preschoolers 4-5 years old (average age — 4.3 years) and 28 preschoolers 6-7 years old (average age — 6.3 years). Participants’ executive functions were assessed with the NEPSY-II subtests, as well as the tests "The Dimensional Change Card Sort" and "Walk a Line Slowly". Next, 3 toy preference trials were conducted with each participant. The toys were presented on the laptop screen. Within each trial, the oculomotor activity of children was recorded using a stationary GP3 eye tracker. Results. The results have showed that senior preschoolers are characterized by a more abbreviated and minimized information processing strategy with concentrated, relevant fixations on target areas than 4-5 years old preschoolers. It was revealed that these features of visual information processing are associated with the auditory working memory, cognitive flexibility and cognitive inhibitory control. At the same time, high level of cognitive flexibility is a predictor of more optimal strategies, regardless of age. Conclusions. The results point to the developing potential of executive functions, in particular cognitive flexibility, in correcting visual information processing strategies in preschoolers. The research opens up prospects for creating psychological and pedagogical programs, exercises for the visual perception development.