Cognitive approach as a methodological basis for the application of neural network technologies in the training of specialists in adaptive physical culture

Abstract

To understand how neural network tech-nologies can be integrated into the educational process, it is necessary to turn to the theoretical foundations of the cognitive approach, which offers a fundamentally differ-ent view of the nature of learning compared to the tra-ditional knowledge paradigm[1]. Unlike the knowledge paradigm, where the emphasis is on the translation and reproduction of information, the cognitive approach con-siders learning as a process of constructing students' own cognitive schemas. The neural network model per-forms a dual function: on the one hand, it acts as an infor-mation processing tool, on the other hand, it encourages students to reflect on their own thinking strategies. Thus, the cognitive approach creates a conceptual basis for the introduction of neural network technologies in the train-ing of specialists in adaptive physical culture, shifting the focus from knowledge transfer to the construction of cognitive schemes of professional activity. Objective of the study is to theoretically substanti-ate the cognitive approach as a methodological basis for the use of neural network technologies in the training of specialists in adaptive physical culture through the or-ganization of educational tasks in the full cognitive cycle ‘concrete – abstract – concrete.’ Results of the study and discussion. The cognitive approach, in our opinion, creates a methodological ba-sis for organizing the solution of educational tasks using neural network technologies. The peculiarity of this ap-proach is that the finished result generated by the neural network does not have its own theoretical foundations. The model gives a plausible answer, but does not explain from what theoretical premises it is derived. The educa-tional process based on cognitive logic naturally begins with the movement from the finished result to its founda-tions – that is, with analytical-regressive(abductive) rea-soning. In this first phase, the student reconstructs the patterns on which the result is based and gradually re-veals a concrete solution to an abstract theoretical basis. At the same time, the true assimilation of knowledge, according to the principle of ascending from the abstract to the concrete(V.V. Davydov, E.V. Ilyenkov), occurs through the movement of thought from the restored gen-eral foundation to its concrete manifestations. Therefore, the analytical phase should be followed by a second de-ductive phase, which assumes that the student returns from the found foundation to the concrete one in order to verify the initial result of the neural network and transfer the restored principle to new cases. Thus, the cognitive approach to working with neural network technologies is implemented as a complete cognitive cycle ‘concrete – abstract – concrete,’ in which inductive/abductive recon-struction and deductive verification act as complemen-tary phases. In the context of training specialists in adaptive physi-cal culture, this cycle is of particular importance. A neu-ral network can generate a rehabilitation program, select a set of exercises, and propose a method for correct-ing motor disorders. The first, analytical phase requires the future specialist to understand on what theoretical grounds the result is based, what patterns of develop-ment of people with disabilities are taken into account in it, what limitations and risks it carries. The second, de-ductive phase involves the use of already restored foun-dations to verify the correctness of the neural network's response and to justify decisions in new situations. It is the combination of these two phases that forms in the student not ‘knowledge about,’ but ‘knowledge of why’ as the ability not only to reproduce, but also to generate, as well as critically evaluate professional decisions. Сonclusions. The cognitive approach allows us to rethink the role of neural network technologies in the professional training of specialists in adaptive physi-cal culture. From the perspective of cognitive logic, the organization of solving educational tasks involves two complementary phases: analytical(reconstruction of the foundations of the generated result, the movement ‘from the concrete to the abstract’) and deductive(verification of the result and the transfer of the restored principle to new cases, the movement ‘from the abstract to the con-crete.’ Such a complete cycle allows rehabilitation pro-grams, sets of exercises and methods of correcting the physical condition of people with disabilities generated by the neural network to form the ability of a future spe-cialist to reconstruct their theoretical foundations, take into account the patterns of development of people with disabilities and deductively verify the correctness of the solution obtained.