Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-08-160-4
DOI: https://dx.doi.org/10.15863/TAS.2026.08.160.4
Language: Russian
Citation: Zhanatauov, S.U. (2026). Deferred student life syndrome: a cognitive model. ISJ Theoretical & Applied Science, 08 (160), 22-41. Soi: https://s-o-i.org/1.1/TAS-08-160-4 Doi: https://dx.doi.org/10.15863/TAS.2026.08.160.4 |
Pages: 22-41
Published: 30.08.2026
Abstract: A cognitive model of the "deferred student life" syndrome has been developed. Initial data regarding the meanings of the syndrome's eight factors are derived from the verbal model proposed by V. P. Serkin [1]. The model incorporates parameters, semantic and numerical variables, and constraint functions. The inequalities с221>с231>с241>с251>с261>с271>с281 reflect the initial decline in the manifestation strengths of the syndrome's factors. Numerical coefficients are modeled to measure the strength of the interrelationships between the z- and y-variabilities of the syndrome's factors. An 8?8 matrix of "real" numerical values ??representing the "weights" associated with the z-variables has been determined (modeled during the solution of the optimization problem). The sums of products $\sum_{k=1}^{8} z_{ik}c_{kj}$ form new y-variables that constitute an uncorrelated set corresponding to the set of syndrome z-variables; each z-set corresponds to a specific semantic equation, from the semantic solution of which new digital knowledge is extracted. The identified meanings of the y-variables represent extracted latent knowledge regarding the syndrome. A system of eight semantic equations involving sixteen semantic variables—meaning(y1), …, meaning(y8), meaning(z1), …, meaning(z8)—has been developed. Using 6 z-factors (out of 8), the model added (learned) the meanings of 5 new independent phrases representing y-factor meanings. The meanings of the five new y-variables, expressed through constructed phrases representing their z-meanings, are substantiated by numerical data. The manifestations of the forces and variability of the y-factors were calculated as linear combinations of the model's z-variability values; these serve as the numerical justification for the phrases representing the new knowledge. Their representations—both in formulaic and phraseological terms—are visualized through graphs showing the mutual dynamics of the curves and align with expected reality. Eight new formulas have been calculated, wherein each y-factor formula incorporates the manifestations of several z-factors. The mutual dynamics of six z-variables—which influence the dynamics of the y-variability of factor y1 (defined as "the presence of a turning point after which a student's life shifts from a preparatory phase to reality," with a very high manifestation strength of c211 = 0.88982)—depend on the factors listed in items (a) through (e). Factor y1 is the most informative; the variance of its semantic variable (disp(?1)=3.000) vastly exceeds the variance of any other semantic variable. By aggregating the meanings of six phrases and validating them with semantic and numerical data—applying the semantic equation*meaning(y1)=0.8898*meaning(z1)+0.9897*meaning(z2)+(-0.5321)*meaning(z4)+(-0.6764)*meaning(z5)+0.6345*meaning(z6)+(-0.9833)*meaning(z7), where disp(y1) = 4.1253*—we arrive at a result where the phrase*meaning(y1)*provides a numerical assessment of the syndrome, while the cognitive model has extracted latent knowledge from the source data.
Key words: multi meaning equation with known and unknown semantic variables, factors of the delayed student life syndrome, semantic formula of the delayed student life syndrome.
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