Annotation: Main problem: the article highlights the problem of deterioration of concentration of memory and attention of students in stressful situations of the educational process. Purpose: Diagnostics of the level of attention and memory of psychology students during the examination session. Methods: “Black-red tables of Schulte numbers” technique. Results and their significance: The article considers attention and memory as the main cognitive resources that ensure the effectiveness of educational activities. The emphasis is on the analysis of their relationship and functional significance in the process of assimilation of information. The main types of attention and memory, their classification, as well as the features of manifestation under the conditions of the academic load are described. The "Black and Red Schulte Tables" technique aimed at diagnosing the stability, concentration and switchability of attention was used as an empirical basis for the study. The study involved 20 students of the Innovative University of Eurasia studying in the specialty "Psychology". A comparative analysis of the indicators of first- and secondyear students revealed significant differences in the pace of work, the number of errors and the level of attention stability.

Annotation: The article is devoted to the analysis of universal learning activities as a key component of the formation of cognitive orientation of students. Educational standards are considered in the context of the state mandatory standard as the basis for the development of a student's personality, independence and readiness for lifelong learning. The purpose of the article is to reveal the essence and structure of universal learning activities, including regulatory, communicative, cognitive and personal components. Special attention is paid to cognitive DMS, such as logical operations, analysis, synthesis, comparison, generalization, and the ability to set and solve learning tasks. It is emphasized that the formation of a management system contributes to the development of cognitive activity, critical thinking and motivation to learn. The pedagogical conditions and methodological approaches that ensure the effective development of universal learning activities in the educational process are also considered. In conclusion, it is concluded that educational management systems are an integral part of the educational process, contributing to the formation of conscious cognitive activity of students. Special emphasis is placed on cognitive DMS, as they are directly related to the development of interest in knowledge, the ability to think, analyze, plan and draw conclusions. It is emphasized that the systematic formation of the management system contributes to the increase of educational motivation, the development of independence, reflection and responsibility for the results of their own activities. The pedagogical conditions, forms and methods of organizing the educational process aimed at the development of educational management are also considered: project activities, problem-based learning, meta-subject approaches.

Annotation: Metacognitive skills are the ability of students to recognize, control, and regulate their thought processes. In recent years, researchers have been paying special attention to the development of these skills, as they are key to the formation of autonomous learning, critical thinking and success in an academic environment. The main purpose of the study was to study the effectiveness of thinking visualization tools in the development of students' metacognitive skills. Theoretical methods: analysis of scientific literature, comparative analysis of approaches to visualization of thinking, empirical methods: pedagogical experiment, student testing, surveys and questionnaires, statistical methods: quantitative analysis of academic performance, data processing using methods of correlation and comparative analysis. This article presents the results of a practical study conducted during the academic year at the Nazarbayev Intellectual School of Chemical and Biological Sciences in Pavlodar among 11th grade students taught in English.

Annotation: The article highlights the problem of the influence of external and internal factors on the change in the intellectual abilities of psychology students during their studies at the university. Purpose: to identify the features of the dynamics of the intellectual abilities of psychology students during the educational process. Methods- the method of "Raven's progressive matrices", "G. Eysenck's intelligence test". The article considers intellectual abilities as a key component of the cognitive sphere, ensuring the success of mastering the curriculum by psychology students. The main attention is paid to the analysis of the dynamics of intellectual development during the first year of study at the university. The article reveals the peculiarities of the manifestation of verbal and non-verbal intelligence, their importance in the process of professional training of future psychologists. Raven's progressive matrices and the intelligence test were used as an empirical basis. Isaac's research is aimed at evaluating logical thinking, analytical abilities, and general intelligence. The study involved 23 firstyear students studying in the specialty "Psychology. A comparative analysis of the results allowed us to record the positive dynamics of intellectual indicators, manifested in an increase in scores.