COGNITIVE PSYCHOLOGY: APPLIED SIGNIFICANCE, SOME DIRECTIONS AND LINKS TO TYPOLOGICAL ASPECTS

university UKRAINE Personalized education is one of Pedagogy directions in priority nowadays [1]. Its reaching in maximal extent is impossible without cognitive functions study in ethnic and ethno-age typological aspects. Cognitive processes development is paid big attention nowadays taking into account ethno-age typological aspects (for example in school children in Uzbekistan) [2]. Special attention is paid to cognitive disturbances at different diseases in this aspect in children from various countries particularly in Uzbekistan at autism [3] with correcting methods proposed. As a whole, psychologist and physiologist B.M.Teplov established aptitudes’ three features used by specialists for their determining which represent individual-psychological distinguishing peculiarities characteristic for separate person comparatively to the others [4]. Cognitive giftedness is thought to be the feature of a person striving to knowledge [5]. There is whole direction in Pedagogy – cognitive linguistics at normal and impaired learning [6]. Curriculum framework application on the base of situated cognition theory at teacher education has contribution to reducing the gap between theoretical and practical knowledge, and as a result, between theory and practice [7] that is, doubtly, of crucial importance for the