The article identifies the essence of the ‘global worldview’ concept and its impact on training
teachers in cultural differences in knowledge and cognition. The global worldview is treated as
conscious identification of man with the biosphere, the planet as a whole and the space, on
one hand, and the circumstances that are naturally created on Earth, on the other. The article
substantiates the assumption that the global worldview is a determining condition for the teacher
to be able to translate knowledge and ways of cognitive activity in different cultures. This culture is
understood as a quality of the personality, a set of content, activity and personal self-presentations.
It determines the axiological, intellectual and personality, activity and methodological components.
The article sets out the principles for building this translation function.
Keyword(s) : cognition
The outcome of complete and incomplete family structure on childrens’ personality and cognition
Family structure is the composition and membership of the family. Most of past and recent researches have only shown the effect of family structure on children’s cognition. Due to the insufficiency in the study of the effects of family structure on children’s personality and cognition, this paper therefore aims at reporting the findings of research carried out on 40 samples of Russian children (7-10 years) and their parents, in order to determine the extent to which family structure (parents’ marital status) influence children’s personality (sense of personal volition) and cognition. The results obtained at the end of this research showed that family structure (in terms of parents’ marital status) indeed influence children’s personality and cognition.