<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000300053</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Strategy-building, guidance and decision-making in adolescent cognitive activity: application of operations]]></article-title>
<article-title xml:lang="es"><![CDATA[Construcción de estrategia, orientación y toma de decisiones en la actividad cognitiva adolescente: aplicación de operaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shafi Amrahli]]></surname>
<given-names><![CDATA[Limunet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Psikhogamma LLC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Azerbaijan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000300053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000300053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000300053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The cognitive activity of adolescents during the learning process is a critical area of research in psychology, particularly given the increasing emphasis on results-oriented education. Despite the longstanding history of investigating psychological foundations in learning, a notable gap exists regarding the specific influence of psycholinguistic systems on this cognitive development. This study aims to explore how these systems, which encompass the thought constructions relevant to adolescents, impact their learning experiences and problem-solving abilities. Key findings indicate that facilitating a structured educational environment promotes self-discovery, personal exploration, and self-determination in both verbal and non-verbal forms. This enhancement leads to the enrichment of cognitive constructs and the strengthening of the psycholinguistic system. Ultimately, the study suggests that integrating cognitive, emotional, and psychomotor skills in modern curricula, aligned with developmental taxonomies, is essential for fostering comprehensive cognitive skills in adolescents. The implications are significant for educators seeking to optimize learning outcomes through tailored instructional strategies that address the nuanced cognitive needs of adolescents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La actividad cognitiva de los adolescentes durante el proceso de aprendizaje es un área crítica de investigación en psicología, especialmente dado el creciente énfasis en la educación orientada a resultados. A pesar de la larga trayectoria de investigación de los fundamentos psicológicos del aprendizaje, existe una brecha notable en cuanto a la influencia específica de los sistemas psicolingüísticos en este desarrollo cognitivo. Este estudio busca explorar cómo estos sistemas, que abarcan las construcciones de pensamiento relevantes para los adolescentes, impactan sus experiencias de aprendizaje y sus habilidades para la resolución de problemas. Los hallazgos clave indican que facilitar un entorno educativo estructurado promueve el autodescubrimiento, la exploración personal y la autodeterminación, tanto verbal como no verbal. Esta mejora conduce al enriquecimiento de los constructos cognitivos y al fortalecimiento del sistema psicolingüístico. En definitiva, el estudio sugiere que la integración de las habilidades cognitivas, emocionales y psicomotoras en los currículos modernos, en consonancia con las taxonomías del desarrollo, es esencial para fomentar habilidades cognitivas integrales en los adolescentes. Las implicaciones son significativas para los educadores que buscan optimizar los resultados del aprendizaje mediante estrategias de instrucción personalizadas que aborden las necesidades cognitivas específicas de los adolescentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Cognitive nature]]></kwd>
<kwd lng="en"><![CDATA[Learning process]]></kwd>
<kwd lng="en"><![CDATA[Cognitive activity of adolescents]]></kwd>
<kwd lng="en"><![CDATA[Need for self-development and self-affirmation]]></kwd>
<kwd lng="en"><![CDATA[Psycholinguistic system]]></kwd>
<kwd lng="es"><![CDATA[Naturaleza cognitiva]]></kwd>
<kwd lng="es"><![CDATA[Proceso de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Actividad cognitiva de los adolescentes]]></kwd>
<kwd lng="es"><![CDATA[Necesidad de autodesarrollo y autoafirmación]]></kwd>
<kwd lng="es"><![CDATA[Sistema psicolingüístico]]></kwd>
</kwd-group>
</article-meta>
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