COGNITIVE STRATEGIES OF PERSONAL BEHAVIOR IN THE DIGITAL ENVIRONMENT
Introduction. The article discusses the problem of the influence of the digital space and the digital environment on the cognitive strategies of primary schoolchildren. The features of the personality included in the digital space are given and theoretically analyzed. In the course of empirical research, significant differences were revealed in terms of attentiveness, statistical representation, development of imagination, ability to linear discrimination and inference based on linear relationships and the ability to respond quickly. Moreover, empirically revealed the differences between the respondents in terms of the indicators of cognitive strategies: impulsivity, reflexivity, flexibility of thinking and rigidity. Materials and methods. The main research methods: analysis of scientific literature on the impact of the digital environment on personality development and empirical research methods, including questionnaires and psychodiagnostic tools. In addition, to confirm the reliability of the research results, the statistical package SPSS-26 was used. Results. The analysis of the research results led to the conclusion that there are differences in cognitive indicators among respondents with different levels of digital activity. Discussion. The results obtained indicate the relationship between the activity of the digital behavior of a younger student and the level of formation of cognitive strategies. Conclusion. It was revealed that there are differences in terms of attentiveness, statistical representation, development of imagination, ability to linear discrimination and inference based on linear connections, ability to respond quickly, impulsivity, reflexivity, and flexibility of thinking and rigidity of respondents with different levels of personality activity in the digital environment. Highlights: Expanded understanding of the impact of digitalization on personality, including on its cognitive strategies; Empirically investigated cognitive strategies of respondents of primary school age with different levels of digital behavior activity.