No abstract

Visegrad Group is a group of four countries in Central Europe, namely the Czech Republic, Slovakia, Poland, and Hungary. These countries share not only a similar history, but also similar economic development (measured for example by Gross Domestic Product (GDP)) and geo-political ideas. Nowadays, the economic development of every country and its competitiveness on the world market is supported by the creation of innovation (knowledge-based economy), especially from an Industry 4.0 point of view. The aim of this article is to compare the Visegrad Four (V4) from different perspectives. Firstly, the comparison of GPD development is done, next the analysis of foreign trade. The article presents the results of a comparative analysis of changes in innovativeness and competitiveness of the V4 economies over a period of 5 years. The Global Innovation Index (GII) shows the level of innovation of most countries in the world. Reports publishing GII were established thanks to the cooperation of Cornwall University with INSEAD (fr. Institut européen d'administration des affaires) Business School and World Intellectual Property Organization. The Summary Innovation Index (SII) was used in the European Innovation Scoreboard, as well as the Global Competitiveness Report and Global Competitiveness Index (GCI). The analysis shows that all members of V4 are so called moderate innovators. The Czech Republic begins to diverge from other member states in terms of SII, GII and it has been increasing its GCI as well. Poland occupies one of the last positions in the V4 innovation ranking, where Hungary was the weakest in terms of competitiveness in 2016. However, the mutual connection between GDP and above mentioned indexes shows relatively surprising results.

The aim of this article is to discuss the effect of learning a non-native language on the enhancement of cognitive performance in healthy native Czech elderly. In addition, special emphasis is put on the qualitative assessment. To do this, 42 Czech cognitively unimpaired seniors were enrolled into the study. These were then divided into an experimental group (i.e., 20 healthy elderly studied English as a non-native language for three months) and a passive control group (22 healthy elderly, who did not undergo any non-native language intervention). The main outcome measures included the Montreal Cognitive Assessment, statistical processing of the data, and a qualitative content analysis. The results indicate that the cognitive performance of the intervention group did not differ from the control group. Therefore, no cognitive enhancement through non-native language learning was achieved. However, the findings of the qualitative analysis show that such non-native language learning with the peers of the same age is especially beneficial for the overall well-being of healthy seniors, especially as far as their social networks are concerned. Furthermore, participant’s subjective feelings from their self-reports indicate that foreign language learning also contributes to acquiring new English words and phrases. However, as there are very few empirical studies on this research topic, further research is needed in order to confirm or refute the present research findings on the enhancement of cognitive performance through non-native language learning in healthy seniors.