Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Practical Cognitivism.
Zeitschriftenartikel zum Thema „Practical Cognitivism“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Practical Cognitivism" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Lotz, Christian. „Cognitivism and Practical Intentionality“. International Philosophical Quarterly 47, Nr. 2 (2007): 153–66. http://dx.doi.org/10.5840/ipq200747239.
Der volle Inhalt der Quelle
2
Brunero, John. „Against Cognitivism about Practical Rationality“. Philosophical Studies 146, Nr. 3 (02.08.2008): 311–25. http://dx.doi.org/10.1007/s11098-008-9267-4.
Der volle Inhalt der Quelle
3
Levy, Yair. „Why cognitivism?“ Canadian Journal of Philosophy 48, Nr. 2 (2018): 223–44. http://dx.doi.org/10.1080/00455091.2017.1345207.
Der volle Inhalt der QuelleAnnotation:
AbstractIntention Cognitivism – the doctrine that intending to V entails, or even consists in, believing that one will V – is an important position with potentially wide-ranging implications, such as a revisionary understanding of practical reason, and a vindicating explanation of ‘Practical Knowledge.’ In this paper, I critically examine the standard arguments adduced in support of IC, including arguments from the parity of expression of intention and belief; from the ability to plan around one’s intention; and from the explanation provided by the thesis for our knowledge of our intentional acts. I conclude that none of these arguments are compelling, and therefore that no good reason has been given to accept IC.
4
Bratman, Michael E. „Cognitivism About Practical ReasonPractical Reflection.J. David Velleman“. Ethics 102, Nr. 1 (Oktober 1991): 117–28. http://dx.doi.org/10.1086/293374.
Der volle Inhalt der Quelle
5
Bedke, Matthew. „Practical Oomph: A Case for Subjectivism“. Philosophical Quarterly 69, Nr. 277 (21.06.2019): 657–77. http://dx.doi.org/10.1093/pq/pqz024.
Der volle Inhalt der QuelleAnnotation:
Abstract This paper examines the empirical and armchair evidence concerning the practical profiles of normative judgments. It then argues that the theory of normative judgment that best explains these practical profiles is a version of cognitivism: subjectivism. The preferred version says, roughly, i) each normative predicate is conventionally associated with a certain conative attitude, and ii) for S to judge that x has normative status N is for S to judge that x has a property picked out by the conative attitude associated with N. In short, having a normative judgment about x semantically necessitates having a conative attitude toward x's properties, to be contrasted with conceptual necessitation, metaphysical necessitation, rational necessitation, etiological necessitation, and other flavors of necessitation.
6
Bojanowski, Jochen. „Categories of Freedom as Categories of Practical Cognition“. Kantian Review 20, Nr. 2 (30.06.2015): 211–34. http://dx.doi.org/10.1017/s1369415415000023.
Der volle Inhalt der QuelleAnnotation:
AbstractKant famously claims that the table of the categories of freedom does not require explanation, ‘since it is intelligible enough of itself’ (Critique of Practical Reason 5: 67). Kant interpreters have been baffled by this claim, and the disagreement among the increasing number of studies in more recent years suggests that the table is not as straightforward as Kant took it to be. In this article I want to show that a coherent interpretation of the table depends essentially on a clarification of what have been taken to be three fundamental ambiguities in Kant’s presentation of the table. This assumption about ambiguities in Kant’s text is, I argue, rooted in a hybrid conception of practical rationality assumed by his interpreters. I believe the task of disambiguating the table in all three cases can be completed. But it will require spelling out Kant’s moral cognitivism in such a way that he emerges as holding what I will call a unitary account of practical rationality.
7
Brunet, Josée. „La conception du raisonnement de John Broome: «Que nous exprimons-nous lorsque nous raisonnons?»“. Dialogue 47, Nr. 3-4 (2008): 633–62. http://dx.doi.org/10.1017/s0012217300002882.
Der volle Inhalt der QuelleAnnotation:
ABSTRACTThis article offers a critical analysis of John Broome's conception of practical reasoning. I first introduce his main claims and then point out some of the difficulties raised by the notion of “double expression” and by some aspects of the cognitivism which he explicitly endorses. I then emphasize two consequences of these criticisms: one concerning the link he sees between belief and intention, and the other concerning the idea that our practical reasonings are inextricably linked to our theoretical reasonings. Finally, I argue that the problem Broome seems to be facing has its source in the difficulty of distinguishing clearly between reasoning (a relation between mental states) and the description of its content (a relation between propositions).
8
Lippert-Rasmussen, Kasper. „MUST MORALITY MOTIVATE?“ DANISH YEARBOOK OF PHILOSOPHY 37, Nr. 1 (02.08.2002): 7–35. http://dx.doi.org/10.1163/24689300_0370102.
Der volle Inhalt der QuelleAnnotation:
Internalism – here the view that moral judgments entail motivation – is often taken to support non-cognitivism about morality. However, Michael Smith has defended a variety of it in combination with a cognitivist account of morality. Despite the eminence of Smith’s contribution, his case in favour of internalism is flawed. I distinguish several internalist positions and argue that Smith’s version, unlike standard ones, expresses a view about, not the nature of the state one is in when one makes a moral judgment, but the norms of practical rationality. I then defend the externalist appeal to the possibility of amoralism. Such an appeal need not beg the question against internalism and can in any case be backed up by independent considerations. Moreover, neither of Smith’s two main arguments in favour of internalism – the reliable connection argument and the appeal to rationalism about moral requirements – are sound. Having shored up the case for externalism and dismissed Smith’s case against it, I end the essay with a suggestion as to why many philosophers have been attracted to internalism even though the theory turns out to be ill-founded.
9
Hamdani, Basrir. „Realisme Moral dalam Pandangan Ṭabāṭabā’ī (Respons terhadap Natuaralisme, Emotivisme, dan Anti-Realisme Moral)“. ILMU USHULUDDIN 7, Nr. 1 (14.05.2020): 19–36. http://dx.doi.org/10.15408/iu.v7i1.14760.
Der volle Inhalt der QuelleAnnotation:
The main purpose of this article is to point out Ṭabāṭabā’ī’s metaethical idea, that is moral realism, based on the principle of moral philosophy which found in his theory of I’tibāriyat, a theory of perception dealing with various kinds of perception related to practical action of human being whether individual or social. Departing from many problems related to ontological and epistemological statuses of morality that have not been solved yet by several modern metaethical theories, cognitivism and non-cognitivism, this Ṭabāṭabā’ī’s metaethical idea is considered enable to give alternative solutions by proposing two points as the results of reflection on it that morality in the case of metaethical study is imaginative-cognitive-relative and existent in threefold components (action, pupose, and nature of an actor). The elaboration of this reflection in the same time constitutes a response to those modern metaethical theories especially Naturalism, Emotivism, and Anti-Realism. The method by which the writer presents this article is analytical-critical-comparative method, that is, to analyze every idea or theory of metaethics mentioned and, then, by comparative-critical approach, the writer attempts to provide a response to some claims from Naturalism, Emotivism, and Anti-Realism.
10
Dall’Agnol, Darlei. „WITTGENSTEIN E O INTUICIONISMO ÉTICO: REFLEXÕES SOBRE OS FUNDAMENTOS DA BIOÉTICA“. Síntese: Revista de Filosofia 39, Nr. 125 (15.01.2013): 457. http://dx.doi.org/10.20911/21769389v39n125p457-478/2012.
Der volle Inhalt der QuelleAnnotation:
O artigo discute a reabilitação do intuicionismo ético utilizado, principalmente, na discussão atual sobre os fundamentos da Bioética a partir da teoria normativa predominante. Além de reconstruir brevemente o surgimento e o desenvolvimento do intuicionismo na primeira parte, o trabalho analisa criticamente uma proposta de reformulação dessa corrente ética feita a partir do pensamento filosófico wittgensteiniano. Mostrando que há poucas razões para considerar Wittgenstein um intuicionista no sentido clássico, o artigo apresenta, na terceira parte, uma alternativa chamada “cognitivismo prático” como forma de resolver tanto os problemas metaéticos quanto normativos inerentes ao intuicionismo. Para avaliar a plausibilidade desse projeto são discutidos os princípios fundamentais da Bioética.Abstract: This article examines the rehabilitation of ethical intuitionism mainly concerning the present discussion about the foundations of bioethics according to the normative theory. In addition to a brief review of the emergence and development of intuitionism, the first part of the work provides a critical analysis of a proposal to reformulate this ethical line on the basis of Wittgenstein’s philosophical thought. In order to show that there is little reason to believe Wittgenstein was an intuitionist in the classical sense, the article presents, in the third part, an alternative called “practical cognitivism” which enables to solve both meta-ethical problems and those inherent to normative intuitionism. The plausibility of this project will be evaluated discussing the fundamental principles of bioethics.
11
Munawwir, Muhtar Tajuddin, und Abdul Muhid. „Analisis Psikologi terhadap Adab-adab Guru dalam Kitab Adab al-Alim wa al-Muta’allim“. Jurnal Pendidikan Islam Indonesia 5, Nr. 1 (15.10.2020): 80–97. http://dx.doi.org/10.35316/jpii.v5i1.233.
Der volle Inhalt der QuelleAnnotation:
This study aims to analyze the teachers' manners contained in the book of Adab al-Alim wa al-Muta’allim by K.H.M. Hasyim Asya'ari from a psychological perspective. This study was a qualitative study with a literature review approach. These manners had been classified into several categories and then were analyzed with a psychological perspective. The results showed that, first, the teachers' manners could be classified into 6 categories. They are manners related to inner behavior, prayer and practical deed, exemplary, scientific competence, good relationship, and teaching techniques. Second, After had been analyzed from a psychological perspective, the results showed that manners being related to inner behavior, prayer, and practical deed were relevant with al-Quran dan al-Hadits; manners being related to exemplary and scientific competence were associated with Bandura's social cognitive theory; manners being related to a good relationship and teaching techniques were linked with the theory of cognitivism and humanism.
12
Wright, Darryl F. „EVALUATIVE CONCEPTS AND OBJECTIVE VALUES: RAND ON MORAL OBJECTIVITY“. Social Philosophy and Policy 25, Nr. 1 (20.12.2007): 149–81. http://dx.doi.org/10.1017/s0265052508080060.
Der volle Inhalt der QuelleAnnotation:
Those familiar with Ayn Rand's ethical writings may know that she discusses issues in metaethics, and that she defended the objectivity of morality during the heyday of early non-cognitivism. But neither her metaethics, in general, nor her views on moral objectivity, in particular, have received wide study. This article elucidates some aspects of her thought in these areas, focusing on Rand's conception of the way in which moral values serve a biologically based human need, and on her account of moral values as both essentially practical and epistemically objective in a sense fundamentally continuous with the objectivity of science. The bearing of her epistemological writings on her ethical thought is emphasized throughout, and her epistemology is defended against a line of criticism inspired by John McDowell's criticism of the so-called “myth of the given.”
13
S. Makarova, Tatiana, und Marina A. Khlybova. „DISCOURSE AND DISCOURSE ANALYSIS IN THE CONCEPT OF SOCIOHUMANITARIAN KNOWLEDGE“. Humanities & Social Sciences Reviews 7, Nr. 6 (22.12.2019): 900–905. http://dx.doi.org/10.18510/hssr.2019.76135.
Der volle Inhalt der QuelleAnnotation:
Purpose of the study: The aim of the scientific work is to develop a new theory of interdisciplinary discourse based on social and humanitarian knowledge. Today, there are many interpretations of the concept of discourse. This causes certain difficulties in its interpretation. Presentation of the discourse within the multidimensional socio-humanitarian category will allow us to generalize and systematize various approaches to its study, to reveal the sociolinguistic features of the mental-linguistic product in the future integration of social and humanitarian disciplines.
Methodology: The integrative socio-humanitarian theory of discourse analysis highlights the subjective-objective nature of discourse and actualizes the structuralist, poststructuralist, cognitive approaches and its study. The sociolinguistic concept of discourse analysis focuses on the method of synchronous diachronic study of discourse, a descriptive method of discourse analysis, and a comparative historical discourse analysis method.
Main findings: The study found that the theory of discourse, based on a number of humanitarian disciplines (philosophy, sociolinguistics, linguistics), indicates a transformation of the concept of discourse, as well as methods of discourse analysis. A multi-faceted humanitarian concept of discourse analysis is positioned in the post-structuralist, logical-philosophical, sociolinguistic vein.
Applications of this study: The presented integrative interdisciplinary theory of discourse will serve as an impetus for scientific research carried out in the framework of sociolinguistic knowledge. The ontological methodology of discourse analysis, combining the features of structuralism, post-structuralism, cognitivism, is of great practical importance in philosophy, linguistics of the text, communication theory, sociolinguistics, cognitive linguistics.
Novelty/Originality of this study: In the social sciences, there is no single understanding of the concept of discourse. Due to the variability of this concept, various theories of discourse analysis are put forward. For the first time in scientific work, the theory of discourse analysis summarizes the socio-humanitarian theories of discourse (structuralism, poststructuralism, cognitivism). It is demonstrated as a comprehensive research method that allows you to explicate a single utterance, text, as well as cognitive-communicative (speech-cognitive) activity.
14
Brieger, Earl, Vishal Arghode und Gary McLean. „Connecting theory and practice: reviewing six learning theories to inform online instruction“. European Journal of Training and Development 44, Nr. 4/5 (02.01.2020): 321–39. http://dx.doi.org/10.1108/ejtd-07-2019-0116.
Der volle Inhalt der QuelleAnnotation:
Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. Design/methodology/approach The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. Findings The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments. Research limitations/implications Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations. Practical implications This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction. Originality/value This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.
15
Babaeva, M. A., und E. B. Golubev. „«Talgenism» in the Digital Age: A Domestic History of cMOOC“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, Nr. 8-9 (09.09.2020): 71–84. http://dx.doi.org/10.31992/0869-3617-2020-29-8-9-71-84.
Der volle Inhalt der QuelleAnnotation:
The authors consider the questions of the transformation of educational space in the modern digital era. They focus on the weakness of the theoretical foundation of e-learning in the context of mass practice of its implementation and application and discuss the legitimacy of applying traditional theories to e-learning in a radically changed educational space and the need to develop a new theory. Cognitivism, constructivism, and behaviorism are the basis of the traditional pedagogical system (class-lesson in school and lecture-seminar in universities). It is shown that a different pedagogical system is represented by connectivism – the theoretical construction of G. Siemens who created it as a “theory of the digital age.” On the basis of connectivism and for its study, G. Siemens and S. Downs have developed the first massive open online courses (cMOOC) – and this theoretical design was put into practice. One more learning technology similar to the connectivism was discovered, which is also based on a pedagogical system different from the traditional one. This made it possible to give the “learning theory of the digital age” a noticeable “historical volume”. The roots of the modern connectivism of massive open online courses have been discovered in Russia. One hundred years ago, the famous teacher Alexander Rivin for the first time realized the idea of collective mutual learning. This method which he called “talgenism” (a derivative of “talent” and “genius”) relied on “dialogical communication” in variable pairs and allowed to achieve incredible results in the joint training of people of different ages and different levels of training. The article traces the historical milestones of the development of the method of collective mutual learning in Russia and adduces the documentary evidence of experiments on the creation of a fundamentally different pedagogical system. The authors argue that the method of collective mutual learning (talgenism) of the Russian teacher A.G. Rivin and the technology of modern connectivism implemented in the massive open online courses with cMOOC of Canadian researchers G. Siemens and S. Downs have common key features. Despite the time and geographical gap (Russia, 1918 and Canada, 2008), each of these technologies makes it possible a fundamentally new learning process focused on the needs of a student, the organization of which is practically unattainable with a traditional class-lesson or lecture-seminar system. Both technologies are presented as effective practical implementations of the new education paradigm, which allows us to carefully and comprehensively study its elements. A conclusion is drawn on the prerequisites for the creation of a new learning theory which would become the foundation for a new time alternative pedagogy which could claim the status of a general theory, a base not only for distance, electronic, but also for classroom learning.
16
Guerrero, Rafael Ramón. „Razón practica e intelecto agente en Alfarabi“. Tópicos, Revista de Filosofía 18, Nr. 1 (28.11.2013): 73. http://dx.doi.org/10.21555/top.v18i1.356.
Der volle Inhalt der QuelleAnnotation:
En este artículo trato de mostrar cómo, para Alfarabi, el intelecto agente no sólo es dador de formas cognitivas para la razón teorética, sino que también dota a la razón práctica con “inteligibles voluntarios”. Después, los primeros principios prácticos se pueden usar como fundamento para construir la ética en tanto ciencia demostrativa.
17
Mahtani Chugani, Vinita. „¿Tan difícil es implantar servicios cognitivos en la farmacia comunitaria española?“ Atención Primaria 39, Nr. 9 (September 2007): 471–72. http://dx.doi.org/10.1157/13109496.
Der volle Inhalt der Quelle
18
Carter, J. Adam. „Sosa en torno al conocimiento, el juicio y la adivinación“. Análisis. Revista de investigación filosófica 3, Nr. 2 (01.02.2017): 159. http://dx.doi.org/10.26754/ojs_arif/a.rif.201621564.
Der volle Inhalt der QuelleAnnotation:
En el capítulo 3 de Judgment and Agency, Ernest Sosa (2015) elabora el concepto de una actuación completamente apta. Al hacer esto, apela a ejemplos ilustrativos de actuaciones prácticas y aplica las lecciones aprendidas al caso de las actuaciones cognitivas y, en particular, a la actuación cognitiva que es el juicio. Los ejemplos de Sosa en la esfera práctica son ricos e instructivos. Pero, argumento, hay una falta de analogía interesante entre los ejemplos prácticos y cognitivos a los que apela. En última instancia, creo que la falta de analogía tiene su fuente tanto en una concepción problemática de la actuación cognitiva de la adivinación, así como en su relación con el conocimiento y la derrota.1 Una vez que se presenta esta línea argumentativa crítica, se articula una concepción alternativa de la adivinación, qua actuación cognitiva. Tal concepción evita los problemas discutidos y, aún así, es compatible con el marco general de Sosa. Palabras Clave: Ernest Sosa, conocimiento, juicio, adivinaciónAbstract In Chapter 3 of Judgment and Agency, Ernest Sosa (2015) explicates the concept of a fully apt performance. In the course of doing so, he draws from illustrative examples of practical performances and applies lessons drawn to the case of cognitive performances, and in particular, to the cognitive performance of judging. Sosa’s examples in the practical sphere are rich and instructive. But there is, I will argue, an interesting disanalogy between the practical and cognitive examples he relies on. Ultimately, I think the source of the disanalogy is a problematic picture of the cognitive performance of guessing and its connection to knowledge and defeat. Once this critical line of argument is advanced, an alternative picture of guessing, qua cognitive performance, is articulated, one which avoids the problems discussed, and yet remains compatible with Sosa’s broader framework.Keywords: Ernest Sosa, knowledge, jugment, guessing
19
Ángel Gastelurrutia, Miguel, Fernando Fernández-Llimos, Shalom I. Benrimoj, Carla Cristina Castrillon und María José Faus. „Barreras para la implantación de servicios cognitivos en la farmacia comunitaria española“. Atención Primaria 39, Nr. 9 (September 2007): 465–70. http://dx.doi.org/10.1157/13109494.
Der volle Inhalt der Quelle
20
Pérez-Milena, A., C. Pérez-Fuentes, A. B. Navarrete-Guillén, M. I. Mesa-Gallardo, F. J. Leal-Helmling und R. Martínez Pérez. „Disonancias cognitivas en la intervención antitabaco motivacional en adolescentes“. SEMERGEN - Medicina de Familia 37, Nr. 4 (April 2011): 188–94. http://dx.doi.org/10.1016/j.semerg.2010.12.005.
Der volle Inhalt der Quelle
21
Ferreirós, José, und Manuel Jesús García-Pérez. „¿“Natural” y “Euclidiana”? Reflexiones sobre la geometría práctica y sus raíces cognitivas“. THEORIA. An International Journal for Theory, History and Foundations of Science 33, Nr. 2 (20.06.2018): 325. http://dx.doi.org/10.1387/theoria.17839.
Der volle Inhalt der QuelleAnnotation:
We discuss critically some recent theses about geometric cognition, namely claims of universality made by Dehaene et al., and the idea of a “natural geometry” employed by Spelke et al. We offer arguments for the need to distinguish visuo-spatial cognition from basic geometric knowledge, furthermore we claim that the latter cannot be identified with Euclidean geometry. The main aim of the paper is to advance toward a characterization of basic, practical geometry – which in our view requires a combination of experiments on visuo-spatial cognition with studies in cognitive archaeology and comparative history. Examples from these fields are given, with special emphasis on the comparison of ancient Chinese and ancient Greek geometric ideas and procedures.
22
Дешко, Людмила. „CONSTITUTIONAL RIGHT TO OWN, USE AND DISPOSE THE RESULTS OF INTELLECTUAL AND CREATIVE ACTIVITY: «JUSTIFIED EXPECTATION» FOR OBTAINING PROPERTY SUBJECT TO LEGAL PROTECTION“. Constitutional and legal academic studies, Nr. 3 (12.05.2021): 41–48. http://dx.doi.org/10.24144/2663-5399.2020.3.04.
Der volle Inhalt der QuelleAnnotation:
In the science regarding Constitutional Law, the issue for restriction of intellectual property rights provokes lively discussions. When registration of trademarks, there increasingly raises a number of theoretical and practical questions: can the state "destroy" the legitimate expectations of the subjects of intellectual property rights by adopting certain legislative acts in order to fulfill its international obligations? Is the decision to apply the provisions of a bilateral agreement to the application for trademark registration, which came into force after the subject was filed into trademark application process, considered as interference into the peaceful use of property? Does the constitutional and legal mechanism for regulating public relations in the field of intellectual property on "expectativa jurídica" issue the need to be improved?
The purpose of this article is to identify the conditions under which the applicant who has applied for registration of a trademark has the right to claim in respect of which he has a "justified expectation" of its implementation, as well as to identify conditions that allow national law or there is insufficient evidence in the settled case-law practice of National Courts to state that an applicant who has applied for registration of a trademark has a “justified expectation” protected by the provisions of the Article 1 of Protocol No. 1 to the Convention. Research methods is the general methods of scientific cognitivism as well as concerning those used in legal science: methods of analysis and synthesis, formal logic, comparative law etc.
In order to benefit from the protection of Article 1 of Protocol No. 1 to the Convention, an applicant who has applied for registration of a trademark must be entitled to claim in respect of which he may affirm that he had at least a “justified expectation” for its implementation. The grounds for concluding that such a “justified expectation” is as follows: the availability of grounds for such a requirement within national law and the consistent practice of National Courts, which shows that the applicant does have sufficient grounds to obtain this very justified expectation. 2. The mentioned reasons allow to affirm about the lack of reasonable grounds within national law or in the settled case-law practice of National Courts that are to state that an applicant who has applied for registration of a trademark has “justified expectation” protected by provisions of the Article 1 of Protocol No. 1 to the Convention: 1) the applicant company had a right that is subject to a certain condition, which was terminated retroactively due to non-compliance with this condition, namely that it did not violate rights of the third parties; 2) there is a dispute/disputes about the registration of a trademark, which being taken into the Court processing in different countries; 3) the applicable rule of national law is sufficiently accessible, accurate and predictable; 4) the criteria for trademark registration are unclear, there are doubts about their proper interpretation, as well as the difficulties associated with the need to analyze various international instruments.
Violation of the Article 1 of Protocol 1 is a retrospective interference by the legislator. The current legislation of Ukraine in the field of intellectual property on “expectativa jurídica” issues when filing an application for trademark registration, as well as on state interference regarding the “justified expectation” of the applicant companies needs to be improved in the light of the case-law practice of the European Court of Human Rights.
23
Saemi, Amir. „Aiming at the good“. Canadian Journal of Philosophy 45, Nr. 2 (April 2015): 197–219. http://dx.doi.org/10.1080/00455091.2015.1054230.
Der volle Inhalt der QuelleAnnotation:
This paper shows how we can plausibly extend the guise of the good thesis in a way that avoids intellectualist challenge, allows animals to be included, and is consistent with the possibility of performing action under the cognition of their badness. The paper also presents some independent arguments for the plausibility of this interpretation of the thesis. To this aim, a teleological conception of practical attitudes as well as a cognitivist account of arational desires is offered.
24
Plaza Carmona, María, Carmen Requena Hernández, Illia Rosario und Verónica López Fernández. „La relación entre el tiempo no estructurado, el ocio y las funciones cognitivas en personas mayores“. European Journal of Education and Psychology 8, Nr. 2 (04.01.2018): 60. http://dx.doi.org/10.30552/ejep.v8i2.149.
Der volle Inhalt der QuelleAnnotation:
Introducción
Con la jubilación, el aumento del tiempo no estructurado o libre de obligaciones supone un hándicap para preservar las funciones cognitivas.
Objetivos
1) Analizar la planificación del tiempo no estructurado de mayores sanos, y 2) verificar la relación entre el tipo de ocio y las funciones cognitivas.
Metodología
Setenta y dos jubilados distribuidos en 3 grupos: G1 (Universidad de la experiencia), G2 (Entrenamiento de memoria) y G3 (Juegos de mesa). Se aplicaron el test del reloj, que refleja las actividades realizadas un día normal, y diferentes pruebas cognitivas.
Resultados
Análisis de varianza y comparaciones post hoc muestran que G1 y G2 detallan con más precisión la distribución del tiempo y ambos grupos practican más actividades cognitivas que G3, que prefiere actividades sociales. El grupo G1 hace un descanso «activo» frente a G2 y G3, que principalmente ven la televisión y duermen la siesta. Las pruebas cognitivas son significativamente mejores en G1 que en los otros grupos y, a su vez, mejor G2 que G3.
Conclusiones
El tipo de práctica de actividades de ocio se relaciona positiva y significativamente con una planificación más variada e intensa del tiempo no estructurado y un mejor nivel cognitivo.
25
Quijano Cuellar, Maritza. „Diseño e implementación de estrategias cognitivas y métodos de enseñanza de los docentes de practica clínica de fisioterapia de la Universidad Nacional de Colombia y la Corporación Universitaria Iberoamericana“. Movimiento Científico 12, Nr. 2 (14.03.2019): 23–30. http://dx.doi.org/10.33881/2011-7191.mct.12203.
Der volle Inhalt der QuelleAnnotation:
Introducción: Se han promovido esfuerzos para mejorar el proceso de enseñanza y aprendizaje, para que los estudiantes aprendan para toda la vida. El objetivo general fue analizar cómo diseñan e implementan los docentes de práctica clínica de fisioterapia de la Universidad Nacional de Colombia (UN) y la Corporación Universitaria Iberoamericana (CUI), estrategias cognitivas (EC) y métodos de enseñanza (ME) para que sus alumnos adquieran un aprendizaje significativo. Método: Siguiendo un enfoque cualitativo-fenomenológico, se utilizaron la entrevista semiestructurada y la observación como técnicas de recolección de datos. Las guías de observación, codificación, categorización y triangulación para el análisis de datos. La muestra fueron seis docentes de prácticas clínicas y 36 estudiantes que rotaban con ellos. Resultados: Los docentes (a) siguen un proceso riguroso y sistemático para diseñar estrategias cognitivas, participan en la planeación y ejecutan efectivamente lo planificado (b) utilizan un método basado en aportes constructivistas para desarrollar el pensamiento crítico y la argumentación, usan métodos individuales activos, (c) en la verificación del conocimiento la herramienta más usada es la contrastación de la situación actual del paciente con los conocimientos previos y los registros físicos en planes (d) y se destaca la variada utilización de estrategias cognitivas del docente para favorecer el aprendizaje significativo. Conclusiones: Los docentes de práctica clínica realizan un diseño e implementación de EC y ME, programado, riguroso, basados en métodos individuales activos, centrando al estudiante en el proceso y propiciando el aprendizaje significativo. Palabras clave: Diseño, implementación, estrategias cognitivas, métodos de enseñanza, práctica clínica
26
Chia, Robert. „A process-philosophical understanding of organizational learning as “wayfinding”“. Learning Organization 24, Nr. 2 (06.02.2017): 107–18. http://dx.doi.org/10.1108/tlo-11-2016-0083.
Der volle Inhalt der QuelleAnnotation:
Purpose This paper aims to articulate a practice-based, non-cognitivist approach to organizational learning. Design/methodology/approach This paper explores the potential contribution of a process-based “practice turn” in social theory for understanding organizational learning. Findings In complex, turbulent environments, robust organizations recur more to cultivated sensitivities and predispositions rather than rely on elaborate plans and strategies to guide their action; they “Wayfind” their way to sustainable success. Originality/value This study develops the understanding of organizational learning as a process of everyday practical coping guided by internalized sensitivities and predispositions.
27
Lorente Aznar, Teófilo, Francisco Javier Olivera Pueyo, Sergio Benabarre Ciria, Mariano Rodríguez Torrente, Beatriz Solans Aisa und Ana Carmen Giménez Baratech. „Rendimiento diagnóstico de los test cognitivos aplicados desde atención primaria. Concordancia y validez de los test de cribado“. Atención Primaria 42, Nr. 4 (April 2010): 226–32. http://dx.doi.org/10.1016/j.aprim.2009.07.014.
Der volle Inhalt der Quelle
28
Velasco Yáñez, Sergio. „Hermann Witkin y el descubrimiento de los estilos cognitivos, influencia posterior para la diferenciación con los estilos de aprendizaje“. Caleidoscopio - Revista Semestral de Ciencias Sociales y Humanidades 13, Nr. 25 (01.01.2009): 139. http://dx.doi.org/10.33064/25crscsh451.
Der volle Inhalt der QuelleAnnotation:
El padre del estilo cognitivo, Hermann Witkin, así llamado por sus aportaciones al desarrollo de una teoría de los estilos cognitivos de campo-dependencia, campo independencia; fue el primero en conceptualizar una diferenciación cognitiva relacionada con desempeños ante tareas que diferentes personas podían resolver con diferentes estrategías. El diseño de sus situaciones de laboratorio ha trascendido a practicas de enseñanza y de aplicaciones diversas. Este artículo presenta el sentido de estas prácticas y su trascendencia.
29
Zendler, Andreas. „Instructional methods in computing education judged by computer science teachers and educational experts“. it - Information Technology 60, Nr. 2 (25.04.2018): 79–90. http://dx.doi.org/10.1515/itit-2017-0015.
Der volle Inhalt der QuelleAnnotation:
Abstract Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on empirical examinations of instructional methods for computer science education supporting knowledge processes in the act of learning and their integration into the context of significant learning theories. The results of this article show that certain instructional methods are especially predestined for computer science education. They can also be attributed to behavioristic, cognitivist and constructivist learning theories; they are thereby localized and can profit from the empirical findings of the learning theories, especially in practical use on teaching computer science.
30
Escobar Domínguez, Daniel, und David Escobar Domínguez. „El ajedrez educativo como innovación“. Padres y Maestros / Journal of Parents and Teachers, Nr. 373 (19.03.2018): 56–61. http://dx.doi.org/10.14422/pym.i373.y2018.009.
Der volle Inhalt der QuelleAnnotation:
El ajedrez educativo es una potente herramienta pedagógica por los grandes beneficios formativos que obtienen todos los que lo practican. Enriquece los patrones de desarrollo intelectual incidiendo directamente en el aumento de las capacidades cognitivas. Mejora considerablemente los resultados académicos e influye de forma muy positiva en el desarrollo integral, personal y profesional. Todo ello se realiza de forma lúdica, siendo uno de los métodos más eficaces para mantener la motivación y el interés del alumnado.
31
Martins, María Florencia, Susana Vanoni und Valeria Paola Carlini. „Consumo de psicoestimulantes como potenciadores cognitivos por estudiantes de Medicina de Universidad Nacional de Córdoba“. Revista de la Facultad de Ciencias Médicas de Córdoba 77, Nr. 4 (01.12.2020): 254–59. http://dx.doi.org/10.31053/1853.0605.v77.n4.28166.
Der volle Inhalt der QuelleAnnotation:
Objetivos: Determinar prevalencia del consumo de psicoestimulantes (PS) por estudiantes de Medicina de la Universidad Nacional de Córdoba (UNC) buscando mejorar su concentración y nivel de alerta al estudiar, y potenciales factores asociados. Métodos: Estudio epidemiológico observacional, analítico, prospectivo, de corte transversal con abordaje cuali-cuantitativo. La población estuvo conformada por todos los estudiantes de Medicina de la UNC de 2018. Se elaboró una encuesta anónima de 23 preguntas. Se determinó frecuencia absoluta y porcentual para las variables cualitativas y para las cuantitativas se obtuvo media, moda, mediana y rango. Se empleó el programa InfoStat y se aplicaron las pruebas Chi-cuadrado y t de Student según correspondiera. Resultados: El 99,15% consumió algún PS con predominio de café en el 93,05%, mate 91,02%, té 74,75%, chocolate 70%, gaseosas colas 58,64%, bebidas energizantes 37,97%, tabaco 22,71%, Cafiaspirina® 13%, Arriba!quenotebochen® 9%, hojas de coca 8%. El 8,3% refirió consumo de modafinilo y/o metilfenidato y el 45% de estos percibió que sus resultados académicos mejoraron tras el consumo. El consumo de estos fármacos se asoció con sexo masculino (p=0,0275), mayor edad (p˂0,0001), no practicar ninguna religión (p=0,0004), mayor avance en la carrera (p˂0,0001), mayor dificultad académica (p˂0,0001), atraso en la carrera (p=0,0009), menos de 4 horas de sueño pre-examen (p=0,0002), diagnóstico psicológico o psiquiátrico (p=0,0017), trastorno ansioso (p=0,0068), trastorno depresivo (p=0,0275) y mayor consumo de cafeína (p˂0,0268). No se encontró asociación con trabajo, deporte o convivientes. Conclusiones: El consumo de PS como potenciadores cognitivos es una práctica habitual entre los estudiantes que conformaron la muestra.
32
Miller, Paul K. „Ars⪚ne Didn't See It: Coaching, Research and the Promise of a Discursive Psychology“. International Journal of Sports Science & Coaching 7, Nr. 4 (Dezember 2012): 615–45. http://dx.doi.org/10.1260/1747-9541.7.4.615.
Der volle Inhalt der QuelleAnnotation:
For twenty five years the discursive psychological perspective has been at the vanguard of innovative research in social psychology, producing highdetail systematic analyses of dynamic, constructive language use in a wide range of practical settings. To date, it has found applications in the study of medical communication, racism, political discourse, emotion and accounts of success and failure in sport, to highlight but a few. Its lack of headway in the specific study of coaching is perhaps, therefore, somewhat surprising given the transparently task-focused character of many naturally-occurring verbal activities in the domain. This article draws on salient literature and two brief case studies in illustrating some of the ways that the perspective can inform an approach to coaching interaction that does not draw on ontologically-problematic cognitivist assumptions regarding the relationship between thought and action. A foundational argument is then made for greater engagement with discursive psychology within the broader realm of coaching science.
33
Zapata Restrepo, Gloria Patricia. „Arte y construcción de paz: la experiencia musical vital“. Calle 14 revista de investigación en el campo del arte 12, Nr. 2 (03.08.2017): 67. http://dx.doi.org/10.14483/21450706.12356.
Der volle Inhalt der QuelleAnnotation:
ResumenEste artículo propone diversos elementos que contribuyen, desde las prácticas artísticas, a la construcción de paz. Partiendo de múltiples investigaciones, analiza el rol de las artes y, más específicamente, el papel de la experiencia musical vital, señalando niveles de investigación, ámbitos, teorías (como las ciencias cognitivas y la psicología del desarrollo), así como retos desde los cuales estas prácticas pueden cumplir un papel fundamental en dicha tarea. De esta forma, se clarifican los distintos aspectos en los que es preciso poner la mirada; con la fenomenología como soporte teórico del concepto de experiencia musical vital, se señalan algunos ámbitos posibles para la investigación, como también los dispositivos propios de las prácticas artísticas que son útiles en la construcción de paz. Con esto se espera aportar en el desarrollo del conocimiento sobre la relación entre arte y paz.Palabras clavesExperiencia musical vital; prácticas artísticas; construcción de paz; experiencia humana ARTE E CONSTRUÇÃO DE PAZ: A EXPERIÊNCIA MUSICAL VITALGloria Patricia Zapata RestrepoResumoEste artigo propõe diversos elementos que contribuiem desde as praticas, à construção de paz. Partindo de Múltiplas investigações, analisa o papel das artes e, más especificamente, a da experiência musical vital, assinalando níveis de investigação, âmbitos, teorias (como as ciências cognitivas e a psicologia do desenvolvimento), assim como propósitos desde os quais estas praticas podem cumprir um papel fundamental em dita tarefa. Desta forma, se clarificam os diferentes aspectos nos que é preciso pôr a mira, com a fenomenologia como suporte teórico do conceito de experiência musical vital, se assinalam alguns âmbitos possíveis para a investigação, como também os dispositivos próprios das práticas artísticas que são úteis na construção de paz. Com isto se espera aportar no desenvolvimento do conhecimento sobre a relação entre arte e paz.Palavras-chaveExperiência musical vital; práticas artísticas; construção de paz; experiência humana. Art and Peacebuilding: The Vital Musical Experience Gloria Patricia Zapata Restrepo AbstractThis article proposes diverse elements that contribute, from the artistic practice, to the construction of peace. Based on multiple researches, it analyzes the role of the arts and, more specifically, the role of vital musical experience, pointing to levels of research, fields, theories (such as the cognitive sciences and developmental psychology) as well as challenges from which These practices can play a key role in this task. In this way, they clarify the different aspects where it is necessary to look. With phenomenology as a theoretical support of the concept of vital musical experience, some possible fields for research are pointed out, as well as the devices of the artistic practices that are useful in the construction of peace. This is expected to contribute to the development of knowledge about the relationship between art and peace.Keywords Vital music experience; artistic practice, peacebuilding; human experienceArte y uinahii pazmanda: sug experiencia Tunai VitalGloria Patricia Zapata RestrepoMaillallachiska:Kai articulok proponekume diversos elementokuna que contribuyen, sug practica artistikunana, uiñachingapa paz kallarispa Achka investigacionkuna, analiza chi rol artekunape y más específicamente, sug papel experiencia tunaikuna vital, señalaska nivelkuna investigación, ámbitos, teorías (chi cienciakuna cognitiva y psicología del desarrollo), chasa retocena chimanda chi practicakuna cumplenkuna sug papel fundamental chi tareape. Chasapek clarifikarenme sugrigcha aspectokuna y ka preciso churangapa kauai, chi fenomenologiak sug soporte teorikocena de experiencia tunaikuna vital, kauachimi sug ambitokuna allikai investigacionpepa, chasallata chi dispositivo propio chi practika artistikakuna y ka ministido uiñachingapa paz. Kaiua suiarikumi aportangapa sug desarrollo resengapa chi realcion entre arte y paz.Rimangapa Ministidukuna:Experiencia tunaikuna vital; practicas artísticas, uiñachii paz; experiencia humanaArt et construction de la paix : l'expérience musique vitale Gloria Patricia Zapata Restrepo Résumé Cet article propose divers éléments qui contribuent, dès les pratiques artistiques, à la construction de la paix. Sur la base de recherches multiples, il analyse le rôle des arts et, plus particulièrement, le rôle de l'expérience musicale vitale, indiquant des niveaux de recherche, des domaines, des théories (comme les sciences cognitives et la psychologie du développement) ainsi que les défis à partir desquels ces pratiques peuvent jouer un rôle clé dans cette tâche. De cette façon, il clarifie les différents aspects à regarder de près. Avec la phénoménologie en tant que support théorique du concept d'expérience musicale vitale, certains domaines possibles de recherche sont soulignés, ainsi que les dispositifs des pratiques artistiques utiles à la construction de la paix. Cela devrait contribuer au développement des connaissances sur la relation entre l'art et la paix.Mots clés Expérience musicale vitale; pratiques artistiques; consolidation de la paix; expérience humaine
34
De La Espriella Arenas, Fernando Antonio, und Diego Echeverry Serna. „Representaciones sociales y prácticas de formación profesional“. Assensus 2, Nr. 2 (01.09.2017): 49–70. http://dx.doi.org/10.21897/assensus.1321.
Der volle Inhalt der QuelleAnnotation:
En este artículo, se muestran los resultados del proyecto de investigación “Representaciones sociales de las prácticas de los estudiantes de Licenciatura en Educación Física de la Universidad de Córdoba y Trabajo Social de la Universidad del Quindío”. En él se develan representaciones que muestran la práctica como un escenario de oportunidades, de aprendizajes, de confrontación de teorías y como transformación de realidades. De igual forma se descubren los miedos, temores, expectativas y desequilibrios cognitivos que sienten los estudiantes a la hora de abordar su práctica de formación profesional. El fundamento teórico sobre el cual se apoya es la teoría de las representaciones sociales desde el enfoque procesual de Denise Jodelet y los postulados de practica reflexiva de Donald Schön y Philippe Perrenoud.
35
Soler-Contreras, Manuel Guillermo, und Adriana Moreno-García. „Experiencia De Aula Basada En Los Enfoques De Aprendizaje “Estudiantes Del Grado Décimo Fomentan El Desarrollo Del Espíritu Científico En Estudiantes De Preescolar“. Revista científica 2, Nr. 16 (26.06.2013): 118. http://dx.doi.org/10.14483/23448350.4027.
Der volle Inhalt der QuelleAnnotation:
La experiencia se basa en un trabajo práctico orientado por los alumnos del grado décimo a un grupo de preescolar, para introducirlos al mundo de las ciencias experimentales. De este modo, los primeros, por medio de la metacognición, desarrollan competencias cognitivas, procedimentales y actitudinales, diseñando el material didáctico y la metodología apropiada paraimplementar, y los segundos, despiertan su espíritu científico.Se reportan resultados que conducen a concluir que los alumnos de grado décimo, impulsados por una motivación intrínseca, han guiado su aprendizaje bajo un enfoque profundo, que los ha llevado a generar cambios conceptuales en relación a los temas abordados. Por su parte, los alumnos de preescolar, al verse orientados por sus compañeros de décimo, en una practica experimental que les genera tanto interés, han mostrado una actitud hacia la ciencia experimental que es necesario seguir cultivando. AbstractThe experience is based in a practical work oriented by the tenth grade students to a pre-school group in order to introduce them to the world of the experimental sciences. In this way the first trough out metacognition develop cognitive, procedural and attitudinal competences, designing the didactic material and the right methodology for implementing and the second encourage their scientific spirit.The results are reported, and lead to conclude that the students from tenth grade, encouraged by an intrinsically motivation, have guided their learning under a deep approach that lead them to create conceptual changes in relation to the topics the deal with. On the other hand, the pre-school students have so much interest when they are guided by their tenth grades classmates; they also have shown an attitude towards the experimental science that is necessary to cultivate.ResumoA experiência é baseada em práticas de trabalho orientadas a estudantes do ensino fundamental (em idades entre 14 e 16 anos) para um grupo de estudantes de pré-escolar, para introduzi-los ao mundo das ciências experimentais. Assim, os estudantes do ensino fundamental através da metacognição desenvolvem habilidades cognitivas, procedimentais e atitudinais, além disso, com a criação de materiais didáticos e metodologia adequada para implementar, e os segundos despertam seu espírito científico.Os resultados levam à conclusão que os estudante do ensino fundamental impulsionado pela motivação intrínseca, têm orientado a sua aprendizagem em uma abordagem profunda, que os levou a produzir mudanças conceituais em relação aos temas discutidos. Os estudantes de pré-escolares ao ser dirigidos pelos colegas de ensino fundamental em uma prática experimental mui interessante, desenvolveram uma attitude na ciência experimental que é importante manter neles.
36
López Dávila, Alfredo Jesús. „Nota técnica: el uso de una camiseta adicional aumenta significativamente el grado de deshidratación durante la práctica del fútbol“. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud 12, Nr. 2 (01.12.2014): 1–6. http://dx.doi.org/10.15517/pensarmov.v12i2.15602.
Der volle Inhalt der QuelleAnnotation:
Durante la práctica de actividad física, el aumento de la temperatura corporal activa el mecanismo de la sudoración. La evaporación del sudor permite que la temperatura corporal no aumente excesivamente, pero esto ocurre a expensas de que el sujeto se deshidrate. La deshidratación a su vez puede verse aumentada por muchos factores, entre ellos la indumentaria utilizada por quien se ejercita. En este reporte se demuestra, experimentalmente, que el uso de una camiseta adicional mientras se practica fútbol produce incrementos estadísticamente significativos en el porcentaje de deshidratación corporal inducido por el ejercicio. Al tomar en cuenta que la deshidratación tiene el potencial de afectar negativamente ciertas facultades físicas y cognitivas de forma aguda, el uso de una camiseta adicional cuando se juega al fútbol no resulta recomendable desde un punto de vista estrictamente termorregulador.
37
Prauzner, Tomasz. „INTERACTIVE COMPUTER SIMULATION AS A RESPONSE TO CONTEMPORARY PROBLEMS OF TECHNICAL EDUCATION“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (26.05.2016): 579. http://dx.doi.org/10.17770/sie2016vol2.1415.
Der volle Inhalt der QuelleAnnotation:
The theory of teaching, commonly referred to as didactics, is gaining increasing recognition in the work of a teacher immersed in the present-day reality of education. It appears right to assume that familiarity with the changing world should inspire innovativeness aimed to eliminate unnecessary or inadequate phenomena. For this reason, it is advisable to treat didactics as a theoretical discipline with practical implications for teachers, especially in the process of transforming and perfecting the educational system to make it meet the real social and economic challenges. The paper presents empirical studies conducted in the period 2010-2015 among full-time and weekend students of Safety Engineering at Jan Dlugosz University in Czestochowa, Poland. The studies were aimed to test the hypothesis that using deterministic computer simulations in the didactic process fosters learning effectiveness in the field of technological education as compared to traditional methods applied in a laboratory. The investigation employed extended methodology including verifying detailed hypotheses by means of empirical studies proved to be significant by the c2 (chi-squared) test. It was also situated within the general theory of education, additionally addressing the postulates of constructivist and cognitivist paradigms of learning.
38
Barroso Ramos, Carlos. „Elementos para el diseño de entornos educativos virtuales con base en el desarrollo de habilidades“. Edutec. Revista Electrónica de Tecnología Educativa, Nr. 21 (20.07.2006): a063. http://dx.doi.org/10.21556/edutec.2006.21.505.
Der volle Inhalt der QuelleAnnotation:
El artículo presenta de manera sucinta el fundamento teórico, la estrategia seguida y los resultados obtenidos en un ejercicio de análisis efectuado para identificar el conjunto de habilidades cognitivas, que pueden ser reforzadas con el uso adecuado de cinco medios educativos basados en las Tecnologías de la Información y Comunicación (TIC). Para dicho análisis se consideró un contexto de aprendizaje específico, las características particulares de cada recurso y las condiciones en que fueron utilizados. Su intención última es aportar elementos de apoyo para la selección de medios en la integración de entornos educativos virtuales. AbstractThis article shows a general approach at conceptual fundaments, strategy and results obtains, about an analysis in relation with the development of cognitive skills among students that used five technological and didactic resources. The analysis strategy involves at specific educational environment, the own technical characteristics of resources and the way they were used. The proposal of this work is to offer specific and practical orientations to media selection that integrate educational virtual spaces.
39
Zapata Lesmes, Clemencia Del Consuelo. „Diagnóstico de necesidades para el desarrollo de la inteligencia práctica. Diseño de objetos virtuales de aprendizaje para niños sordos// Needs assessment for the development of practical intelligence. Design of virtual learning objects for deaf children.“ Hexágono Pedagógico 3, Nr. 1 (29.11.2012): 176. http://dx.doi.org/10.22519/2145888x.306.
Der volle Inhalt der QuelleAnnotation:
El proyecto completo propone la construcción de objetos virtuales de aprendizaje para desarrollar inteligencia práctica en niños sordos de 5 a 9 años, financiado por el Ministerio de Educación Nacional, liderado y ejecutado la Corporación Universitaria Rafael Núñez; en este artículo se presenta el proceso y los resultados de la primera fase: “Diagnóstico denecesidades para el desarrollo de la inteligencia práctica en niños sordos de 5 a 9 años”, a propósito, se construyeron tres rejillas (rejillas 1, 2 y 3) para registrar los resultados que arrojaron las actividades diseñadas para valorar los aspectos básicos de la inteligencia práctica; se realizó un análisis desde el sentir pedagógico, el cual reveló problemas dramáticos: los niños presentan atraso en el desarrollo de habilidades cognitivas, como también en las sociales y comunicativas; están limitados al uso del lenguaje de señas porque no leen y no escriben usando el sistema simbólico de lengua castellana; no reconocen la naturaleza de problemas simples acordes con sus edades, entre otros, esto les impide modificar situaciones a conveniencia, posibilidad que si tienen quienes han desarrollado su inteligencia práctica.ABSTRACT:The entire project proposes the construction of virtual learning objects to develop practical intelligence in deaf children 5-9 years old, funded by the Ministry of Education, led and executed the University Corporation Rafael Nunez, in this paper we present the process and results from the first phase: "needs assessment for the development of practical intelligence deaf children of 5-9 years ", by the way, were built three grids (Tables 1, 2 and 3) to record the results yielded activities that were designed to assess the basics of practical intelligence, analysis was performed from the pedagogical sense, which revealed dramatic problems: children have delayed development of cognitive skills, as well as in social and communication, are limited to the use of sign language because they do not read and write using the symbolic system of the Spanish language , do not recognize the nature of simple problems according to their age, among others, this prevents them from modifying situations desirability, possibility that if those who have developed their practical intelligence.
40
Puga Tejada, Miguel Angel, und Carlos Israel Torres Herrera. „Perspectiva Andragógica de la Simulación Clínica“. Ciencia Unemi 7, Nr. 12 (29.06.2015): 37. http://dx.doi.org/10.29076/issn.2528-7737vol7iss12.2014pp37-46p.
Der volle Inhalt der QuelleAnnotation:
ResumenLa enseñanza de la Medicina del siglo XX se basó en el método Osleriano: la cátedra desde la cabeceradel paciente, con quien se practicaba. El Espacio Europeo de Educación Superior actualizó este procesocon la inclusión de las Tecnologías de Informática y Comunicación al currículo académico. Entre éstasse encuentra la Simulación Clínica, SC. El objetivo es demostrar el grado de pertinencia de la SC a lassiguientes teorías del aprendizaje: conductismo, cognitivismo, constructivismo y conectivismo, a travésde un análisis de las potenciales ventajas de cada teoría del aprendizaje, a fin de justificar su éxitodentro de la Educación Médica de pregrado, postgrado y continua. Se presenta un análisis crítico yreflexión de artículos médicos de investigación educativa y revisión respecto a la Simulación Clínica,y no médicos de revisión respecto a las teorías del aprendizaje. La Simulación Clínica, se relacionaparcialmente con todas las teorías del aprendizaje, de esta manera está justificado su éxito en todos losniveles de titulación superior y educación continua, pues reúne todas las teorías descritas previamente.La autoría opina que el conductismo de Bandura y el Aprendizaje por experiencia de Kolb, son las teoríasdel aprendizaje por excelencia, en la Simulación Clínica.Palabras claves: andragogía; simulación clínica; teorías del aprendizaje.
41
Alzuri Falcato, Mario Isaías, Laura Magda López Angulo, Marioly Ruíz Hernández, Yanara Calzada Urquiola, Niusha Hernández Muñóz und Fanny Consuegra Paz. „Salud Mental en adolescentes de 14 años testigos de violencia intrafamiliar“. Psicoespacios 13, Nr. 23 (20.12.2019): 50–60. http://dx.doi.org/10.25057/21452776.1234.
Der volle Inhalt der QuelleAnnotation:
La violencia intrafamiliar provoca secuelas psicológicas en quienes la padecen, sobre todo cuando ocurre en las primeras etapas del desarrollo, sin embargo, algunos autores plantean que no siempre esto sucede. Objetivo: Valorar la salud mental en adolescentes de 14 años testigos de violencia intrafamiliar, pertenecientes a la Secundaria Básica Urbana “Frank País García” de Cienfuegos, en el período febrero – julio del 2015. Material y Métodos: Descriptivo observacional, mixto en el que se aplicó entrevista, pruebas psicométricas y pedagógicas al adolescente, entrevista al familiar y al profesor guía, con triangulación de la información. Resultados: Predominaron las adolescentes que convivían con ambos padres casados, en familias extensas, medianas, bigeneracionales y moderadamente funcionales. Prevaleció la violencia intrafamiliar psicológica, cruzada en la pareja y la que dirigía la madre al padre del adolescente. Se identificaron alteraciones emocionales, cognitivas, de aprendizaje y conductuales en los adolescentes de la muestra. Conclusiones: La metodología empleada en esta investigación resulta acertada, viable y practicable para valorar la salud mental de los adolescentes testigos de la violencia intrafamiliar.
42
Tanney, Julia. „Self-knowledge, Normativity, and Construction“. Royal Institute of Philosophy Supplement 51 (März 2002): 37–55. http://dx.doi.org/10.1017/s1358246100008079.
Der volle Inhalt der QuelleAnnotation:
He tried to look into her face, to find out what she thought, but she was smelling the lilac and the lilies of the valley and did not know herself what she was thinking—what she ought to say or do.OblomovMuch of modern and contemporary philosophy of mind in the ‘analytic’ tradition has presupposed, since Descartes, what might be called a realist view about the mind and the mental. According to this view there are independently existing, determinate items (states, events, dispositions or relations) that are the truth-conferrers of our ascriptions of mental predicates. The view is also a cognitivist one insofar as it holds that when we correctly ascribe such a predicate to an individual the correctness consists in the discovery of a determinate fact of the matter about the state the individual is in—a state which is somehow cognized by the ascriber. Disputes have arisen about the nature of the truth-conferrers (e.g., whether they are physical or not) and about the status and the nature of the individual's own authority about the state he is in. A dissenting position in philosophy of mind would have to be handled carefully. It would, most importantly, need to allow for the objectivity of ascriptions of mental predicates at least insofar as it made sense to reject some and accept others on appropriate grounds. Perhaps such a position in the philosophy of mind can be likened in at least one way to what David Wiggins has characterized as a doctrine of ‘cognitive underdetermination’ about moral or practical judgments.
43
Amidu, Abdul-Rasheed, David Boyd und Alirat Olayinka Agboola. „The role of knowledge in valuation practice: expert valuers’ perceptions“. Journal of Property Investment & Finance 37, Nr. 6 (02.09.2019): 524–40. http://dx.doi.org/10.1108/jpif-11-2018-0089.
Der volle Inhalt der QuelleAnnotation:
Purpose The purpose of this paper is to explore the role knowledge plays in expert commercial valuer practice to unpack the way theoretical and experiential knowledge operates in order to improve practice and education. Design/methodology/approach Adopting a cognitivist perspective and identifying meta-reasoning, using a grounded theory methodology, through the study of 11 chartered valuation surveyors practicing in Birmingham, United Kingdom, the distinctive theoretical and experiential knowledge they used was elicited through their in-depth reflection on a valuation task followed by analytical interviews exploring meaning and reasons of actions described. Findings The results confirmed that multi-sourced and rich valuation knowledge was a key attribute of a valuation expert. However, the experiential knowledge was not used to undertake the task but to select the methods and knowledge appropriate for the task and context. This meta-reasoning is a key to the speed, accuracy and justification of their practices. Thus, the experience gained from many years of valuation provides expert valuers with meta-reasoning involving knowledge of what, how and when to deal with problems in different circumstances such as the knowledge of markets and handling of clients. Practical implications Making meta-reasoning a key aspect of valuation will identify its characteristics more clearly, thus assisting the development of practitioners and providing a new focus for education to advance professional goals. Originality/value Meta-reasoning and meta-cognitive knowledge have not been identified as a key to successful valuation practice. This meta-reasoning allows a subtle balance of theory and experience in valuation practice that is appropriate to the situation.
44
Ulate-de Brooke, Rosita. „ENFOQUES EN LOS MODELOS EDUCATIVOS, PLANES DE ESTUDIO Y SU CORRESPONDENCIA CON LA PLANEACIÓN DIDÁCTICA (DISEÑO INSTRUCCIONAL) EN LA EDUCACIÓN A DISTANCIA. FOCUS ON EDUCATIONAL MODELS, CURRICULUM AND TEACHING PLANNING CORRESPONDENCE (INSTRUCTIONAL DESIGN)“. Revista Electrónica Calidad en la Educación Superior 2, Nr. 2 (01.09.2011): 168–92. http://dx.doi.org/10.22458/caes.v2i2.428.
Der volle Inhalt der QuelleAnnotation:
Es muy probable que los profesores universitarios, que no provienen del área de la educación, se sientan desprotegidos en su función docente al no contar con las bases pedagógicas necesarias para generar un proceso de enseñanza y aprendizaje exitoso, a pesar de estar a cargo de la formación de nuevos profesionales en su área de conocimiento. También es común que esos mismos profesores reciban en sus primeros años como docentes, una serie de capacitaciones en el campo de la pedagogía universitaria, diseños curriculares, producción de materiales, entre otros. Tanto la inducción como la capacitación es vital para comprender la gestión académica. Sin embargo he podido observar que muchas de las necesidades de los profesores se enfocan hacia soluciones prácticas en la planeación didáctica de las estrategias de aprendizaje, sean sincrónicas o asincrónicas.Las estrategias de planeación didáctica desde los diferentes paradigmas de la educación y de los enfoques de las teorías de aprendizaje siguen siendo validas. Desde el conductismo, cognitivismo y constructivismo se han generado varios sistemas y modelos de diseño didáctico al que comúnmente se le ha conocido como sistemas de entrega del diseño instruccional. Algunos de los modelos son sumamente creativos, están disponibles, han sido utilizados y probados por la comunidad académica a través de las diversas innovaciones de los medios de comunicación e información (imprenta, radio, televisión, computadores, videos, internet, entre otros más de más recientes usos en la población mundial). Sin embargo modelos de sistemas de instrucción aún son desconocidos para muchos, especialmente los no formados en la educación, pero si responsables de la formación de generaciones de profesionales en su trabajo como docentes.Mi experiencia empírica en la observación de actividades, talleres e investigaciones realizadas en el Programa de Protección y Manejo de Recursos Naturales (PROMARENA) de la Escuela de Ciencias Exactas y Naturales (ECEN) de la Universidad Estatal a Distancia (UNED), demuestra la necesidad de un sistema y de diseños instruccionales que concuerden con los enfoques y paradigmas dominantes de la carrera; así como con el diseño curricular del plan de estudios, de los cursos y de la evaluación de los aprendizajes.Palabras clave: Teorías de aprendizaje, modelos de aprendizaje, diseño instruccional, estrategias de aprendizaje.AbstractIt is very likely that university professors who are not from the area of education, they feel vulnerable in their teaching by not having the necessary educational foundation to build a teaching and learning process successful, despite being in charge of training of new professionals in their area of expertise. It is also common that these same teachers receive in their first years as teachers, a series of trainings in the field of university pedagogy, curriculum design, and materials production, among others. Induction and training is vital to understand the academic administration. However I have noticed that many of the needs of teachers focus towards practical solutions in planning teaching-learning strategies, whether synchronous or asynchronous.Educational planning strategies from different educational paradigms and approaches to learning theories are still valid. From behaviorism, cognitivist and constructivism have generated several systems and models of instructional design that has been commonly known as delivery systems of instructional design. Some of the models are highly creative, are available have been utilized and proven by the academic community through various innovations in media and information (print, radio, television, computers, videos, internet, among others over uses the latest in the world population). But models of instruction sets are still unknown to many; especially those not trained in education, but if those responsible for training generations of professionals in their work as teachers. My empirical experience in the observation of activities, workshops and research in the Agenda for Protection and Natural Resource Management (PROMARENA) School of Natural Sciences (ECEN) of the Universidad Estatal a Distancia (UNED), demonstrates the need and system designs that match instructional approaches and paradigms of the race, as well as curriculum design, courses and assessment of learning. Keywords: Learning theories, learning models, instructional design, learning strategies.
45
Barrios, Iván, und Julio Torales. „Manejo del estrés en situaciones académicas“. Medicina Clínica y Social 3, Nr. 2 (09.06.2020): 41–42. http://dx.doi.org/10.52379/mcs.v3i2.85.
Der volle Inhalt der QuelleAnnotation:
Como bien sabemos los estudiantes de ciencias de la salud manifiestan mayores frecuencias de ansiedad, depresión y síndrome de Burnout (1,2), lo cual deriva en niveles más elevados de estrés. Existen eventos que producen una exacerbación de dichos síntomas, como son por ejemplo las evaluaciones finales. Es en este contexto que se comparte algunas técnicas que pueden servir para aliviar dicho estrés. Algunas de las estrategias que ayudan afrontar las manifestaciones en la fase de agotamiento del estrés son (3): Planificar actividades priorizando entre ellas, decidir entre diversas técnicas de estudio, alimentarse saludablemente en horarios estables, practicar deporte o actividades recreativas, dedicar tiempo a pasatiempos y hobbies, mantener ciclos de sueño estables, buscar ayuda y compartir con otros, practicar relajación y respiración profunda, mantener el sentido del humor, esforzarse en mantener la calma y tranquilidad. El mindfulness es un método cognitivo que consiste en prestar atención plena al cuerpo, respiración, pensamientos, emociones, y conductas, que se utiliza para reducir el estrés, dolor, ansiedad y depresión, el cual cuenta con algunas evidencias clínicas (4). Una investigación realizada por Dundas y colaboradores reportó que el mindfulness es útil para la reducción del estrés por evaluación académica, se encontró reducciones en los componentes cognitivos y emocionales de la ansiedad de la evaluación y esa reducción continuó después de la intervención (5), por lo que este tipo de terapia tiene evidencia y se puede recomendar su utilización, así como la relajación muscular progresiva de Jacobson. Es fundamental que los estudiantes universitarios busquen algún tipo de ayuda o actividad que ayude a disminuir los niveles de estrés y ansiedad ante las evaluaciones académicas, puesto que pueden tener resultados negativos que contribuyan más al aumento del estrés y ansiedad
46
Menezes, Vinícios Souza de. „A INFORMAÇÃO ENTRE SENTIDO E VALIDADE: GLOSAS RECONSTRUTIVAS“. Logeion: Filosofia da Informação 2, Nr. 2 (06.04.2016): 8–39. http://dx.doi.org/10.21728/logeion.2016v2n2.p8-39.
Der volle Inhalt der QuelleAnnotation:
Trata-se de um encontro dialogal da virada pragmático-linguística filosofia com a informação e a teoria crítica da sociedade. O escopo de tal encontro é a busca pelas possibilidades férteis que a teoria crítica da sociedade pós-virada linguística oferece para os estudos sociais da informação, em especial, o método da reconstrução racional, cujo propósito reconstrutivo traz consigo dois conceitos fundamentais que se assemelham e coexistem com as ações prático-cognitivas da informação: sentido e validade. Versa acerca de um encontro público entre as pretensões racionais do uso público da linguagem e seu eco pelas veredas plurais dos estudos informacionais. Ao final das glosas, ficam vestígios e indícios de uma tarefa humanitária e emancipatória porvir, em seu detalhe informacional. INFORMATION BETWEEN MEANING AND VALIDITY: GLOSSES RECONSTRUCTIVEAbstractIt is a dialogical meeting of the pragmatic-linguistic turn philosophy with information and critical theory of society. The scope of this meeting is the search for fertile possibilities that the critical theory of society linguistic post-oriented provides for the social studies of information, in particular the method of rational reconstruction, the purpose of reconstructive brings with it two key concepts that are similar and coexist with the practical-cognitive actions of information: meaning and validity. Versa about a public meeting between the rational claims of the public use of language and its echo the plural paths of informational studies. At the end of glosses, are traces and evidence of a humanitarian task and future emancipatory in its informational detail.
47
Ruiz Ariza, Alberto, Sebastian Lopez Serrano, Sara Suarez Manzano und Emilio J. Martínez López. „Videojuegos activos y cognición. Propuestas educativas en adolescentes“. RIED. Revista Iberoamericana de Educación a Distancia 21, Nr. 2 (08.02.2018): 285. http://dx.doi.org/10.5944/ried.21.2.19799.
Der volle Inhalt der QuelleAnnotation:
La evidencia científica actual ha corroborado que una manera de estimular la función cognitiva es a través de la práctica habitual de actividad física, componente intrínseco de los videojuegos activos. Recientes estudios han demostrado que con la inclusión de este tipo de videojuegos durante la jornada escolar se podrían reducir los niveles actuales de sedentarismo en adolescentes, favoreciendo una mejor condición física, socialización y desarrollo integral de aquellos que los practican. Además, estos podrían ser útiles para mejorar los resultados cognitivos y académicos. Sin embargo, estos efectos se encuentra aún casi inexplorados y muy pocos estudios han establecido la relación entre estas variables. Por ello, el objetivo de este trabajo es revisar y analizar los resultados de las investigaciones más actuales basadas en la influencia de los videojuegos activos sobre la cognición en adolescentes. Se revisaron las bases de datos PubMed, Web of Science, Sportdiscus y ProQuest, estableciendo un límite temporal de los últimos diez años. Seis fueron los estudios incluidos, todos mostraron una asociación positiva en estas variables y solo tres de los estudios incluyeron covariables. Estos resultados sugieren que promover programas mediante videojuegos activos podría tener un gran potencial para el desarrollo cognitivo y académico en esta etapa educativa. Además, permitirían el desarrollo de hábitos saludables de actividad física, el aumento de la motivación del alumnado y una mejor socialización.
48
Baquero Sastre, German Augusto. „PREVALENCIA DE LA ENFERMEDAD DE ALZHEIMER ENTRE LAS ENTIDADES NEUROLÓGICAS ATENDIDAS EN FISIOTERAPIA“. Revista Colombiana de Rehabilitación 13, Nr. 1 (12.06.2017): 80. http://dx.doi.org/10.30788/revcolreh.v13.n1.2014.33.
Der volle Inhalt der QuelleAnnotation:
El envejecimiento de la población y probables factores ligados a sus estilos de vida parecen ser determinantes en la presentación de la Enfermedad de Alzheimer que viene teniendo una tendencia de crecimiento en la frecuencia de ocurrencia en la población que resulta afectada no solo en sus desempeños cognitivos sino en condiciones de movimiento que conjuntamente van a limitar la calidad de vida de las personas afectadas por la entidad. Objetivo. Conocer la prevalencia de la enfermedad de Alzheimer entre las entidades neurológicas atendidas en Fisioterapia. Método. Se desarrolló un estudio transversal con los pacientes mayores de 15 años atendidos por causa de afecciones neurológicas en los servicios de Fisioterapia donde se daban Practicas del Programa de Fisioterapia de la Universidad Manuela Beltrán entre febrero y noviembre de 2012, calculando la prevalencia y ocurrencia de la enfermedad de Alzheimer por género. Resultados. Durante el periodo de tiempo del estudio se atendieron un total 1062 personas a causa de enfermedades neurológicas, 19.67% de estas personas registraron como motivo de remisión a Fisioterapia la Enfermedad de Alzheimer (n=209, Error Estándar=0.02), correspondiendo un 77.51% de las personas con esta patología al genero femenino (n=162, Error Estándar=0.01) Conclusiones La enfermedad de Alzheimer tiene una prevalencia importante dentro de las entidades neurológicas, y muestr un predominio en su presentación en las mujeres.
49
Cassany Comas, Daniel. „La escritura extensiva. La enseñanza de la expresión escrita en secundaria“. Enunciación 21, Nr. 1 (26.08.2016): 91. http://dx.doi.org/10.14483/udistrital.jour.enunc.2016.1.a06.
Der volle Inhalt der QuelleAnnotation:
Siguiendo la distinción entre lectura intensiva y extensiva, presentamos las tareas extensivas de expresión escrita para fomentar objetivos de aprendizaje como: 1) acercar la escritura a la vida personal del aprendiz; 2) practicar las funciones epistémica y comunicativa del lenguaje; 3) ceder al aprendiz toda la responsabilidad del acto creativo; 4) facilitar el desarrollo de los procesos cognitivos, y 5) generar hábitos sostenidos de producción escrita en variedad de situaciones. Por ello, las tareas extensivas de escritura producen escritos extensos, duran un periodo de tiempo largo, son autodirigidas por el aprendiz-autor, tratan temas interdisciplinarios y no forman parte del libro de texto. Dichas tareas difieren notablemente de los ejercicios escritos más frecuentes en el aula, dirigidos por el docente, con textos breves, funciones ejecutivas o instrumentales y una corrección centrada en la ortografía y la gramática. Proponemos varios instrumentos didácticos para fomentar este tipo de tareas: carpeta o portafolios (para guardar borradores, correcciones y versiones finales de cada texto), formatos (como diarios de lectura, apuntes de clase o protocolos de laboratorio) y contextos (tareas comunicativas del día a día). También argumentamos a favor de algunos parámetros básicos de las tareas extensivas, como la extensión del texto, el uso de varias sesiones de trabajo para la producción, la práctica de los procesos y subprocesos de composición o el uso de la revisión entre iguales, en parejas o equipos.
50
Davoine, Eric, und Delphine Gendre. „Implementing SA8000 certification standards“. Society and Business Review 9, Nr. 3 (07.10.2014): 258–75. http://dx.doi.org/10.1108/sbr-11-2013-0084.
Der volle Inhalt der QuelleAnnotation:
Purpose – The aim of this paper is to identify difficulties and tension fields encountered in a Social Accountability (SA) 8000 certification process. The paper is based on a case study within a multinational small–medium enterprise (SME) during the implementation of a SA8000 standard. Design/methodology/approach – In the framework of the case study, we adopt a cognitivist approach and use cognitive maps to describe and analyze the corporate social responsibility (CSR) representations of the main actors of the certification process: the owner-manager of the SME and the certification manager. We collected additional information on the case company through document analysis, additional interviews, validation interviews, confrontation interviews and follow-up interviews after one year. Findings – The analysis of cognitive maps revealed tension fields and difficulties linked to the different representations of social responsibility between the social accountability standard SA8000 and the owner-manager strategic vision. It also underlines the sensemaking role of the certification manager in the certification process. Research limitations/implications – Limitations of the research are the explorative character of an illustrative case study and the limits of the construction of cognitive maps. The cognitive perspective brings new insights into the certification process and into the interaction between middle and top management. Practical implications – Implementing a CSR standard necessitates a cognitive change of individual representationsto integrate CSR standardized criteria in the complex, idiosyncratic and systemic representations of the main actors. Social implications – The case study shows clearly the tensions existing between the CSR representation based on a social standard and the CSR representation of SME owner-managers. Originality/value – Cognitive mapping has been often used to analyze and to discuss strategic vision of SME owner-managers, but rarely in the field of CSR. The confrontation of two maps and the complementary analysis of the case study context bring additional perspectives on implementation difficulties.