The author addresses the emergence of cognitive level D in the Four-Level-Cognitive-Development Theory(FLCDT). He argues that the concept of transcendent God, ‘Maker of Heaven and Earth and of all things visible and invis-ible’ was an important factor for that. The problem of God’s qualities and the view of numbers in medieval Christian andArabic philosophy are examined as some arguments for the key point of this paper.

This work focuses on an issue situated at the intersection of two domains: the oral mode of communication vs. the written mode of communication, and language acquisition. The backbone of this research is a conjecture that, for some age groups (babies, toddlers and preschool-aged children), to explore the acquisition of discourse as a whole (including gestures, facial expressions, prosody, pauses and discursive markers, etc.) is more appropriate than explore the acquisition of language exclusively. “The Pear Film” experimental line underpins the method of this research. The database comprises 74 ‘pear stories’ of Moscow preschool-aged children and high school students. Three parameters of the discourse are of interest for the authors: a logical structure and a coherence of the narrative; gestures and spontaneous movements lost any communicative meaning; discourse words and pauses.

Event cognition is a rapidly developing and promising research area. Meanwhile, some domains are not considered in detail in this scope. In particular, event cognition is not precisely explored from the perspective of cognitive development. In this paper, we compare the capacity to cut a visual narrative into events for kindergarten students, primary school students, high school students and adults. “The pear film” by W. Chafe (1975) is used as the material for our experiment. We also examine a correlation between event comprehension and other cognitive skills for primary school students. Our work provides clear evidence that, in contrast with high school students and adults, kindergarten students and primary school students perceive visual narrative on the surface level.

This paper examines a process of solving different types of counterfactual arithmetic problems (problems contradicted a visual experience, an experience of temperature, encyclopedic knowledge, etc.) in comparison with their ‘real’ counterparts by different types of subjects (e.g., educated in math and educated in humanities). As a result, a two-stage model of solving arithmetic problems is outlined in the paper.