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The paper describes a research to corroborate a hypothesis that wor king on training exercises based on prototypes of human cognitive structures helps enhance student’s knowledge digestion and engagement in learning process, gain a higher level of t h eir progress in studies and achieve a better academic performance. The results of t he research confirmed the hypothesis of better and more rapid digestion of declarative knowledge on the subject of “Information Technologies in Pharmacy”, represented in the tor m of prototypes of human cognitive structures. The results of the entrance test controls showed better on average by 10 % (p<0.05) theoretical achievements of students in the experimental group who wor ked on training exercises in the format of cognitive structures. Drowning a ch art of students’ perfor mance in control and experimental groups for ten lessons and a trend line (linear regression) on it allowed us to hi ghlight the si gnificant difference in the inclinations of the lines with indices of 0.067 and 0.111 in the control and experimental group, respectively. This indicated a stable acceleration of knowledge by students in t he experimental group in comparison with the control group and proved an enhanced academic perfor mance among the groups of students.

ЕФЕКТИВНІСТЬ ВИКОНАННЯ КОМП'ЮТЕРНО-ГЕНЕРОВАНИХ ВПРАВ ІЗ ПРЕДМЕТА «ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ В ФАРМАЦІЇ НА ОСНОВІ КОГНІТИВНИХ ПРОТОТИПІВ