PSYCHOLOGICAL AND PEDAGOGICAL PRACTICES OF DEMENTIA PREVENTION IN THE CONTEXT OF OVERCOMING SOCIAL EXCLUSION OF ELDERLY PEOPLE
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Statement of the problem. The article discusses the new accents of social policy in relation to older citizens in different countries based on the idea of social inclusion. The author highlights the main areas of socio-psychological and socio-pedagogical support of the modern elderly in the conditions of state social services. The purpose of the article is to review psychological and pedagogical practices and the results of special foreign studies that identify problems in social interaction and characteristics of the social well-being of the elderly. The methodological basis of the study includes theoretical and empirical methods: phenomenological, comparative analysis, interpretation, comparison, documentation, psychological and pedagogical diagnostics, in particular, the Montreal Cognitive Function Assessment Scale (MOCA), socio-pedagogical experiment. Research results. The authors offer the results of their own empirical research related to the identification of difficulties in cognitive development that arise in old age, and also reveal the possible content and organization of psychological and pedagogical assistance. Conclusion. The article discusses different types of practices for overcoming the social exclusion of the elderly in the context of dementia prevention, in particular, practices of socio-ecological, communicative and resource nature. The presented results of empirical studies will supplement the data on the psychological and pedagogical support of the elderly and create prerequisites for the development of effective comprehensive measures aimed at increasing the proportion of successful aging.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it