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Kurniawati, Destriana, Ahmad Fauzi, Rini Budiharti, and Fairusy F. Haryani. "Experimental Discovery Learning Model and TPACK-based Problem-Based Learning Supported Media Moodle Reviewed from Student Process Science Skills." Jurnal Penelitian Pendidikan IPA 9, no. 10 (October 25, 2023): 8526–32. http://dx.doi.org/10.29303/jppipa.v9i10.5107.
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The research aims to find out whether or not there are: differences in the impact of the use of learning models discovery learning and problem-based learning supported by media Moodle on cognitive abilities; differences in the influence of students with high and low science process skills on cognitional capabilities; and interactions between learning models discovery learning and problem-based learning with the level of skills of science processes against cognitives on sound wave materials with the research subject being students of class XI SMAN 1 Surakarta teaching 2022–2023. The method used is the experimental method with a 2x2 factorial design. The data collection techniques used are the science process skills lift and the cognitive ability test of the learners. The data obtained was then analyzed using a two-way ANAVA test with cell frequencies not equal to the conclusion. It can be concluded that: there are differences in the impact of the use of discovery learning and problem-based learning supported by Moodle on cognitive abilities (Fobs = 18.606 > F0.05;1;67 = 3.98); there is a difference in the influence of learners who have high science process skills and low science process abilities on cognition abilities (Fobs = 15.65 > F0.05;1;67 = 3.98); and there is no interaction between the influences of learning models using discovery learning and problem-based learning in cognition (Fobs = 3.514 < F0.05;1;67 = 3.98).
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Vetiana, Gautama Veri, and Alfy Mamduh Nuruddin. "Al-Ikhtibaar Limahaarat al-Qira'ah Fii Ta'liim al-Lughat al-'Arabiyyat." Tsaqofiya : Jurnal Pendidikan Bahasa dan Sastra Arab 3, no. 1 (January 31, 2021): 92–104. http://dx.doi.org/10.21154/tsaqofiya.v3i1.69.
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The evaluation in learning process is an essential tool in the educational, and we couldn’t do without it. Carry out this evaluation in order to get input or update in the process and educational goals. Student learning outcomes are not limited to cognitives aspect, but also includes three aspect such cognitive, emotional and psychological which the teacher is evaluating these aspect. In the evaluation process, teachers are expected to understand the reality of learning and its results and classify the result, even evaluation tools. One such tool is a test. This test is held to evaluate the student an defind out the extent of his mastery, the extent of his progress and where he is in relation to his peers, This test has different types, its use varies according to needs and situation. Among these tests is the reading test, this test requires student proficiency in reading comprehension to answer the following questions. Therefore, have to teacher understands the steps in developing the test properly to achieve the desired goals in the evaluation process.
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Belleau, Hélène. "L'hébergement institutionnel d'un parent âgé ayant des pertes cognitives." Canadian Journal on Aging / La Revue canadienne du vieillissement 26, no. 4 (2007): 329–41. http://dx.doi.org/10.3138/cja.26.4.329.
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ABSTRACTThis study examines the decision of institutionalizing an elderly parent suffering from cognitive impairments and the various people involved in this process: the elderly person, the informal caregiver, certain family members and health and social service professionals. Based on a qualitative analysis of interviews conducted with 16 elderly people and their family networks, this study reveals the importance of considering the point of view of everyone involved. The results show that one of the main reasons behind the decision to institutionalize an elderly person is the appearance of disturbing behaviours related to his or her cognitive impairments. Diverse strategies used by family members and health and social service professionals in order to bring about the institutionalization of an elderly person when he or she is opposed to it are presented as well as the ethical dilemmas this raises. We conclude with a presentation of research and intervention recommendations.
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Afriyani, Tika. "PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING DISERTAI MEDIA GAMBAR TERHADAP KOGNITIF SISWA SMAN 1 KOTO XI TARUSAN." Ta'dib 21, no. 2 (December 30, 2018): 99. http://dx.doi.org/10.31958/jt.v21i2.1048.
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Based on the preliminary studies at SMAN 1 Koto XI Tarusan, it was found that the lack of interest and motivation caused the students less active in the learning process. In addition, the teacher’s teaching model and media were not appropriate, especially within human circulatory system material that made the student learning outcomes still under the Minimum Completion Criteria (KKM). This study aims at figuring out the effectiveness of Discovery Learning Model Plus Pictures on students’ cognitives at class XI students of SMAN 1 Koto XI Tarusan.This is an experimental research with the population class XI 2017/2018 academic year. The sampling method uses purposive sampling; class XI IPA1 as experimental class, and class XI IPA3 as control class. The instrument used in cognitive assessment is the final test with multuple choices. Based on the results of the study, the cognitive results of the experimental class were 81.05 and the control class was 77.39. From this study, it can be concluded that the application of the Discovery Learning learning model plus images influences the cognitive of class XI students of SMAN 1 Koto XI Tarusan
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Gamoneda Lanza, Amelia. "Desaprendizaje e inestabilidad. Perspectivas para una teoría cognitiva de la lectura poética." Signa: Revista de la Asociación Española de Semiótica 28 (June 28, 2019): 105. http://dx.doi.org/10.5944/signa.vol28.2019.25043.
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La lectura poética explora técnicas que rescatan procesos cognitivos básicos y aún no automatizados que todo aprendizaje lector activa. Asimismo, la lectura poética sostiene e incentiva los estados de inestabilidad cognitiva por los que ha de pasar cualquier proceso mental. Se configuran así estrategias cognitivas de desaprendizaje de automatismos y de irresolución de interpretaciones que tienen como resultado el extrañamiento y la complejidad, y que se analizarán en el contexto de un poema de Baudelaire.This poetic reading explores techniques which rediscover basic cognitive processes which up to now have not been automated and which all readers draw upon. At the same time, the poetic reading sustains and incentivizes the state of cognitive instability through which every mental process passes. In this way the article shows cognitive strategies of unlearning of methods already learned and strategies of maintaining irreconcilable interpretations which result in estrangement and complexity, and which will be analyzed in the context of a poem by Baudelaire.
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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (June 15, 2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.
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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.
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McAskill, Ashley. "Approche atypique avec Les Muses de Montréal: radicaliser la place des artistes handicapés au Québec." Canadian Journal of Disability Studies 6, no. 2 (June 28, 2017): 132. http://dx.doi.org/10.15353/cjds.v6i2.353.
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Les Muses est une école située à Montréal offrant l’un des seuls programmes de formation professionnelle au Canada pour les artistes ayant un handicap intellectuel. Durant l'hiver et le printemps 2015, j'ai travaillé avec Les Muses pour explorer la complexité de leur formation créative, en particulier comment les différences cognitives et physiques sont prises en charge et valorisées dans la salle de classe. Mon intérêt pour ce processus était double: a) comprendre de quelles manières le handicap était présenté comme étant esthétiquement productif, et b) le genre de legs artistiques que les étudiants de Les Muses laissent dans le monde des arts de la scène québécois. En utilisant mon travail sur le terrain, cet article porte sut l’«approche atypique » soit la manière dont Les Muses utilise le handicap comme un outil créatif et significatif dans la classe pour s'assurer que tous les élèves participent au maximum et de la manière artistique la plus stimulante possible. J’ai choisi le mot «atypique» pour refléter le mouvement actuel au Québec qui reconnaît la valeur artistique importante des artistes non conventionnels que sont ceux et celles qui ont des différences cognitives et physiques. Les Muses, located in Montréal, Québec, is one of Canada's only professional performance training programs for developmentally disabled artists. During the winter and spring of 2015, I worked with Les Muses to explore the complexities of their creative training, in particular how different cognitive styles and physicalities are supported and valued in the classroom. My interest in this process was two fold: a) to understand in what ways disability was being presented as aesthetically productive, and b) the kind of artistic legacies students from Les Muses are leaving in the Quebec performance industry. Using parts of my fieldwork, this article discusses in what ways Les Muses uses disability as a creatively meaningful tool in the classroom-- something of which I will deem the "atypique approah"--to ensure all students are participating in the fullest and most artistically engaging way possible. I choose the word "atypique" to reflect the current movement in Québec that is calling forth the important artistic value of cognitively and physically unconventional artists.
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Ardhoyo, Novalia Agung Wardjito, Sunarto Sunarto, and Hifni Alifahmi. "Penerapan Metode Analytical Hierarchy Process Dalam Komunikasi Pemasaran Pada Era New Wave Marketing." Jurnal Pustaka Komunikasi 6, no. 2 (September 30, 2023): 294–308. http://dx.doi.org/10.32509/pustakom.v6i2.2969.
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The world is currently entering the Big Data era. Organizations take advantage of this moment and make it a tool for strategic business maneuvers. As was done by the modern Primago Islamic boarding school. All Primago marketing communication activities are mediated by social media. However, until now there is no formula model for setting priorities for their digital marketing communication activities. So the purpose of this research is (1) to find the priority model of choice in marketing communication activities through digital Primago. (2) To find the factors to be considered in designing an integrated digital marketing communication strategy for Primago. Theories that form the basis include Computer Mediated Communication, Information Integration Theory and the concept of Integrated Marketing Communications. The method used is a combination of quantitative and qualitative. The research results obtained are (1) The priority model of choice in designing Primago's digital marketing communication strategy is first managing the Website, simultaneously managing Facebook and Instagram, third managing YouTube and lastly is TikTok. (2) Factors to be considered in designing an integrated digital marketing communication strategy for Primago in building netizen cognitives response include Accessible, Affordable, Connectivity, Costumize and Real Time Measurement.
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Muñoz-Catalán, M. Cinta, Nuria Climent, José Carrillo, and Luis Carlos Contreras. "<p>Cognitive processes associated with the professional development of the mathematics teacher</p>." PNA. Revista de Investigación en Didáctica de la Matemática 4, no. 3 (March 1, 2010): 87–97. http://dx.doi.org/10.30827/pna.v4i3.6165.
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This paper proposes a model of professional development based on Sfard’s stages of interiorisation, condensation and reification, which highlights the teacher’s cognitive processes. The model is applied to the case study of a primary teacher participating in a collaborative project for professional development. This adaptation of Sfard’s stages proves to be of special value when interpreting the process of the teacher’s professional development from a cognitive perspective. Procesos cognitivos asociados al desarrollo profesional del profesor de matemáticas Este artículo propone un modelo de desarrollo profesional que pone de relieve los procesos cognitivos del profesor, en relación con las fases de interiorización, condensación y cosificación del trabajo de Sfard. El modelo se aplica al caso de una maestra que participa en un proyecto colaborativo de desarrollo profesional. La adaptación de las fases de Sfard se muestra valiosa para interpretar el proceso de desarrollo profesional de la maestra desde una perspectiva cognitiva. Handle: http://hdl.handle.net/10481/3509Nº de citas en WOS (2017): 1 (Citas de 2º orden, 0)Nº de citas en SCOPUS (2017); 1 (Citas de 2º orden, 1)
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Al Bloushi, Bashayer Jassim, and Anwar Al Shuraiaan. "Product Approach and Process Approach and Their Significance to Teaching Writing in TESOL and How They are Utilized in ELT Classes." International Journal of English Language Teaching 12, no. 3 (March 15, 2024): 7–22. http://dx.doi.org/10.37745/ijelt.13/vol12n3722.
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The main aim of this article is to focus on the two different kinds of writing approaches in ELT classes and exhibit the differences between the two approaches. The article embarks on identifying both approaches, the product approach and the process approach. The author explains when they became popular besides which approach is currently more fashionable. Besides the author explains what a typical product/process approach writing lesson looks like. It shows a clear diagram of how a process writing isconducted in class with eight different stages. It also explains the four stages of the product approach. This Article also elaborates on how these two approaches are used in class and what each of these approaches focuses on while working on them. The two methods are different than each other the author shows the pros and cons of both approaches and how they are effective in classrooms. In addition, this article shows how other teachers adapted the approaches to fit their teaching conditions. The article later mentions several cognitives and what real writers do, how the real writers compose in real situations and it also shows at what stage of the writing process can teachers help writers. The article also clearly states the aims of both approaches and provides examples of how each approach is used. The author suggests harnessing the needed approach depending on the student’s level in class.
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Rodrigues, Marcelo Couto Jorge, Lucas Savassi Figueiredo, Claudio Andre Barbosa De Lira, Lorenzo Laporta, and Gustavo De Conti Teixeira Costa. "Cognitive processes in small-sided games (Procesos cognitivos en pequeños juegos)." Retos 44 (February 1, 2022): 897–906. http://dx.doi.org/10.47197/retos.v44i0.90369.
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Team sports are played in highly unpredictable environments, in which players’ cognitive processes are critical to successful Decision Making. Thus, it is important that training settings provide players a variety of game situations that will allow them to develop the cognitive processes related to their Decision-Making capacity. Accordingly, it is crucial to understand how to develop the cognitive processes to optimize teaching-learning processes and increase sports performance. Therefore, the aim of this point of view is to discuss the adoption of Small-Sided Games (SSGs) to develop cognitive processes related to Decision Making (perception, knowledge, and decision) considering the coaches' role in this process. Indeed, the multiple possibilities of modification of the SSGs lead to more opportunities to develop players’ cognitive processes, since they rely more often on memory, knowledge, and decision towards solving the ever-changing situations experienced in the game. Hence, we propose that coaches have an important role in evaluating the players’ needs and proposing the use of SSGs and their different manipulations. These diverse games are expected to promote practice variability and favor an unpredictable environment with several tactical experiences that represent a greater cognitive demand. In other words, since the processes related to Decision Making need to be activated more often and in different ways during diverse situations experienced in SSGs, players are provided with more opportunities to develop their cognitive processes.
Resumen. Los deportes de equipo se practican en entornos muy imprevisibles, en los que los procesos cognitivos de los jugadores son fundamentales para tomar decisiones acertadas. Por ello, es importante que los entornos de entrenamiento ofrezcan a los jugadores múltiples posibilidades de juego, que les permitan desarrollar los procesos cognitivos relacionados con su capacidad de Toma de Decisiones. En consecuencia, es crucial entender cómo desarrollar los procesos cognitivos para optimizar los procesos de enseñanza-aprendizaje y aumentar el rendimiento deportivo. Por esta razón, el objetivo del presente punto de vista es discutir la adopción de los Pequeños Juegos (PJ) para el desarrollo de los procesos cognitivos relacionados con la Toma de Decisiones (percepción, conocimiento y decisión), teniendo en cuenta el papel de los entrenadores en este proceso. Así, las múltiples posibilidades de modificación de los PJ conducen a una mayor exigencia cognitiva a los jugadores, ya que éstos se apoyan con mayor frecuencia en los procesos perceptivo-cognitivos de memoria, conocimiento y decisión hacia la resolución de las situaciones siempre cambiantes que se viven en el juego. En este sentido, proponemos que el entrenador tenga el importante papel de analizar las necesidades de los alumnos y utilizar los PJ y sus diferentes manipulaciones. Se espera que estos juegos diversos promuevan la variabilidad de la práctica y favorezcan un entorno imprevisible con varias experiencias tácticas que representen una mayor demanda cognitiva. En otras palabras, dado que los procesos relacionados con la Toma de Decisiones necesitan ser activados más a menudo y de diferentes maneras durante los diversos PJ, se facilita el desarrollo de los procesos cognitivos.
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Giraudet, Guillaume, Christian Corbé, and Corinne Roumes. "Réapprendre à voir le monde : Rééduquer les personnes atteintes de dégénérescence maculaire en exploitant les capacités perceptives et cognitives de la vision périphérique." Canadian Journal on Aging / La Revue canadienne du vieillissement 24, no. 4 (2005): 339–52. http://dx.doi.org/10.1353/cja.2006.0009.
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ABSTRACTAge-related macular degeneration (ARMD) is a frequent cause of vision loss among people over age of 60. It is an aging process involving a progressive degradation of the central retina. It does not induce total blindness, since it does not affect the peripheral vision. Nonetheless, it makes difficult to read, drive, and perform all daily activities requiring fine details perception. Low-vision care consists in inducing an eccentric fixation so that relevant visual targets impact an unaffected retinal locus. It is necessary but not sufficient to enhance visual extraction. The present work aims to draw the attention of low-vision professionals to the necessity of developing new re-education tools. Beyond the perceptual re-education linked to an optimization of visual information extraction, a cognitive re-education should also be provided in order to enhance the interpretation processes. Indeed, the spatial-frequency properties of the visual world no longer match patient perceptual habits. The visually impaired person has to learn again to use these new sensory data in an optimal way. Contextual information can be a precious help in this learning process. An experimental study involving young people provides elements for another method of low-vision care, in terms of visual cognitive re-education.
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Sousa, Francisco Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz, et al. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, no. 5 (December 30, 2018): 43. http://dx.doi.org/10.24281/reremecs2526-2874.2018.3.5.43-53.
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O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.
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Sousa, Francisco Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz, et al. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, no. 5 (April 30, 2019): 43. http://dx.doi.org/10.24281/revremecs2526-2874.2018.3.5.43-53.
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O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.
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Sousa, Franciso Alencar de, Vivaldo Medeiros Santos, Amanda Juliane da Silva Branco, Carmen Regina de Souza Franco, Luciana Takahashi Carvalho Ribeiro, Rogério Santos da Silva Nogueira, João Rafael Ferraz, et al. "Radiologia e ciência cognitiva: os avanços tecnológicos e a neurociência." Revista Remecs - Revista Multidisciplinar de Estudos Científicos em Saúde 3, no. 5 (December 30, 2018): 43. http://dx.doi.org/10.24281/rremecs2526-2874.2018.3.5.43-53.
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O presente artigo é uma tentativa de reflexão sobre a relevância da radiologia no processo de transformação nos estudos das ciências cognitivas, a partir da segunda metade do século XIX. Desta forma, procurou-se explorar os procedimentos produzidos pela tecnologia de mapeamento do cérebro, como sendo fator fundamental no entendimento de como são as funções cerebrais e como o cérebro aprende. Para esta reflexão, o objetivo é trazer os processos de desenvolvimento técnico e teórico de equipamentos da radiologia que foram capazes de contribuir para os estudos das ciências cognitivas. Partiu-se da hipótese de que só a partir do desenvolvimento da área de radiologia que foi possível o avanço nos estudos das funções do cérebro. Espera-se que tais reflexões abram caminhos para novas pesquisas que pretendem explicar aptidões mentais como a linguagem, a memória e análises mais profundas, para descrever como os processos neuropsicológicos produzem o estado cognitivo.Descritores: Radiologia, Ciência Cognitiva, Tecnologia, Cérebro. Radiology and Cognitive Science: technological Advances and neuroscienceAbstract: The present article is an attempt to reflect on the relevance of radiology in the process of transformation in the studies of cognitive sciences, from the second half of the XIX century. In this way, we tried to explore the procedures produced by brain mapping technology, as a fundamental factor in understanding how brain functions are and how the brain learns. For this reflection, the objective is to bring the processes of technical and theoretical development of radiology equipment that were able to contribute to the studies of the cognitive sciences. It was hypothesized that only from the development of the radiology area that it was possible to advance in the studies of brain functions. It is hoped that such reflections will open the way to new research that seeks to explain mental abilities such as language, memory and deeper analysis to describe how neuropsychological processes produce cognitive status.Descriptors: Radiology, Cognitive Science, Technology, Brain. Radiología y ciencia cognitiva: avances tecnológicos y neurocienciaResumen: El presente artículo es un intento de reflexión sobre la relevancia de la radiología en el proceso de transformación en los estudios de las ciencias cognitivas, a partir de la segunda mitad del siglo XIX. De esta forma, se buscó explorar los procedimientos producidos por la tecnología de mapeo del cerebro, como siendo factor fundamental en el entendimiento de cómo son las funciones cerebrales y cómo el cerebro aprende. Para esta reflexión, el objetivo es traer los procesos de desarrollo técnico y teórico de equipos de radiología que fueron capaces de contribuir a los estudios de las ciencias cognitivas. Se partió de la hipótesis de que sólo a partir del desarrollo del área de radiología que fue posible el avance en los estudios de las funciones del cerebro. Se espera que tales reflexiones abran caminos para nuevas investigaciones que pretenden explicar aptitudes mentales como el lenguaje, la memoria y análisis más profundos, para describir cómo los procesos neuropsicológicos producen el estado cognitivo.Descriptores: Radiología, Ciencia Cognitiva, Tecnología, Cerebro.
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Champagne, Cyrille. "Les fondements psychologiques de l’hypnose ericksonienne." Hegel N° 4, no. 4 (January 18, 2024): 264–75. http://dx.doi.org/10.3917/heg.134.0264.
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La pratique de l’hypnose ericksonienne est aujourd’hui acceptée par le public comme une technique de mieux-être fonctionnelle. Mais la compréhension de ses ressorts, de ses fonctionnements et de ses domaines d’application souffre d’un manque d’explicitation. Comprise comme une simple variante de techniques d’hypnotisme, sa singularité en tant que méthode d’accompagnement psychologique reste souvent opaque. Par conséquent, il est difficile de positionner l’hypnose ericksonienne au sein du panorama des pratiques thérapeutiques et des pratiques de mieux-être. Cette lacune dessert tant le public que les professionnels de l’accompagnement et de la thérapie. Dans cet article, nous proposons d’expliciter les mécanismes mobilisés et ciblés par l’hypnose ericksonienne, et les théories psychologiques qui la sous-tendent. Nous y résumons les connaissances académiques actuelles sur l’hypnose et l’hypnotisme. Nous y indiquons les fondements psychologiques implicites de la méthode ericksonienne, où psychodynamique, conditionnement et dissociationnisme s’articulent dans une perspective constructiviste de l’humain et de l’accompagnement. Nous recensons les principales fonctions auxquelles elle s’adresse, et qui justifient sa spécificité en tant que méthode. Enfin, nous indiquons quelques avancées académiques ultérieures à M. Erickson, notamment en sciences cognitives et en psychotraumatologie, qui soutiennent la pertinence de l’hypnose ericksonienne et son inscription dans les tendances actuelles de l’accompagnement.
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G. B., Najimova, and Kartbaeva N. "Cognitive Linguistics In Language Learning Process." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.
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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
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Roca i Balasch, Josep. "Sobre el concepto de "proceso" cognitivo." ACTA COMPORTAMENTALIA 9, no. 3 (September 1, 2001): 21–30. http://dx.doi.org/10.32870/ac.v9i3.14642.
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La idea básica de este escrito es que la palabra «proceso» proviene de fuentes diversas, pero se ha convertido en un sucedáneo de eventos o fenómenos psicológicos. En contra de ello se argumenta, primero, que la mayoría de conceptos que son cualificados de procesos no lo son, desde un punto de vista lingüístico. Segundo, que desde un punto de vista científico, aquella palabra puede haber actuado como un vehículo interpretativo de lo que son los fenómenos psicológicos, pero ha acabado solapando el mismo objeto de estudio de la psicología. Es más, este solapamiento se ha convertido en propuesta de substitución con la adopción del símil maquinal o computacional de proceso. Se concluye afirmando que si no se definen los fenómenos psicológicos, mal se pueden definir sus procesos.
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González, Trinieva. "El aprendizaje autónomo: aportes teóricos para su aplicación en Educación Básica Primaria." GACETA DE PEDAGOGÍA, no. 40 (August 20, 2021): 109–23. http://dx.doi.org/10.56219/rgp.vi40.912.
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Las tendencias educativas contemporáneas obligan a revisar todas las dinámicas educativas con las que hasta ahora se han desarrollando los procesos de enseñanza y aprendizaje y entran en escena aspectos pocos valorados como el aprendizaje autónomo. El propósito del estudio es aportar elementos teóricos que fundamenten la aplicación del aprendizaje autónomo en los estudiantes de educación básica primaria. Como metodología se desarrolló un proceso de análisis e interpretación de la información propio de una investigación de tipo documental, basado en fuentes digitalizadas e impresas. Los resultados revelan que en la actual sociedad del conocimiento es necesario el desarrollo de ciertas competencias educativas; como la capacidad de pensar críticamente, la independencia intelectual y el aprender a aprender. Se concluye que el desarrollo de las habilidades cognitivas y metacognitivas de los estudiantes son indispensable para el aprendizaje autónomo y solo es posible lograrlo mediante la práctica.
ABSTRACT
Contemporary educational trends make it necessary to review all the educational dynamics with which the teaching and learning processes have been developed up to now and aspects that are not highly valued, such as autonomous learning, enter the scene. The purpose of the study is to provide theoretical elements that support the application of autonomous learning in students of basic primary education. As a methodology, a process of analysis and interpretation of the information typical of a documentary-type investigation was developed, based on digitized and printed sources. The results reveal that in the current knowledge society it is necessary to develop certain educational competencies; such as the ability to think critically, intellectual independence, and learning to learn. It is concluded that the development of cognitive and metacognitive skills of students are essential for autonomous learning and it is only possible to achieve it through practice.
Key words: autonomous learning, primary education, strategies.
RESUMÉ
Les tendances éducatives contemporaines nécessitent de revoir toutes les dynamiques éducatives avec lesquelles les processus d'enseignement et d'apprentissage se sont développés jusqu'à présent et des aspects peu valorisés, comme l'apprentissage autonome, entrent en scène. Le but de l'étude est de fournir des éléments théoriques qui soutiennent l'application de l'apprentissage autonome chez les élèves de l'enseignement primaire de base. Comme méthodologie, un processus d'analyse et d'interprétation de l'information typique d'une enquête de type documentaire a été développé, basé sur des sources numérisées et imprimées. Les résultats révèlent que dans la société de la connaissance actuelle, il est nécessaire de développer certaines compétences éducatives ; tels que la capacité de penser de manière critique, l'indépendance intellectuelle et apprendre à apprendre. Il est conclu que le développement des compétences cognitives et métacognitives des élèves est essentiel pour l'apprentissage autonome et qu'il n'est possible de l'atteindre que par la pratique.
Mots clés: apprentissage autonome, enseignement primaire, stratégies.
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Brizuela, Bárbara M., and Nora Scheuer. "Investigating cognitive change as a dynamic process /Investigar el cambio cognitivo como proceso dinámico." Infancia y Aprendizaje 39, no. 4 (September 23, 2016): 627–60. http://dx.doi.org/10.1080/02103702.2016.1223710.
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Ortiz Valencia, Juan Carlos. "Procesos cognitivos en daño cerebral por infección." Psicoespacios 13, no. 22 (June 30, 2019): 121–39. http://dx.doi.org/10.25057/21452776.1209.
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Concepto de procesos cognitivos se refiere a las capacidades intelectuales propias del ser humano, a la interacción mente cuerpo y/o mente entorno, para entender el mundo desde la interacción recíproca y constante de percepción, lenguaje, toma de decisiones, memoria, y emociones. Pero la misma fragilidad humana nos hace proclives a padecer tanto el deterioro normal del envejecimiento, como el causado por agentes virales, bacterianos, parasitarios y fúngicos que alteran sin duda tales procesos. Objetivo: Conocer las características de la valoración de procesos cognitivos cuando hay daño o deterioro cerebral por infección. Metodología: Revisión descriptiva a través de EBSCO, NATURE – International Weekly Journal of Science-, OXFORD academic, PsycARTICLES American Psychological Asociation, Science Direct (Journals), SCOPUS, Google Scholar, Redalyc.Org. y Scielo para información no anterior al año 2014. Resultados: Se encontró que si bien los diferentes agentes patógenos pueden alterar la estructura celular del cerebro, y en consecuencia sus procesos cognitivos, este presenta una sensibilidad elevada a la inflamación provocada por virus; sin embargo, no se sabe mucho de cuanto podría deteriorarse alguna función cognitiva frente a infecciones virales comunes y aparentemente inocuas. Conclusiones: Se hace importante poder discernir el cuidado de las diferentes funciones cognitivas, tanto desde prácticas de estilos de vida saludable o prevención primaria como desde el uso de la tecnología computarizada que permite la optimización de la valoración neuropsicológica para las funciones cognitivas.
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Zając, Justyna, and Dorota Michułka. "Who am I really? Contemporary Narratives of Migration as an Inspiration for Self-discovery." Journal of Literary Education, no. 8 (December 30, 2024): 157–75. https://doi.org/10.7203/jle.8.27650.
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Abstract The aim of this article is to present the results of a study of children's reception of Sarah Crossan's novel The Weight of Water ([2012] 2019). The book shows the process of emotional and social maturation of a girl coming from a Polish family affected by the experience of migration. Letters written by primary school pupils to Kasia, the fictional protagonist, bravely struggling with family problems and peer bullying, were analysed. The cognitive science research we carried out on the reception of literature shows that Crossan's novel serves the self-discovery of the audience, but it also exposes the image of a transnational family, and shows the broader social context of considering the migratory cultural adaptation of a teenage girl. Thus, the case of Kasienka becomes an "element" of building the image of contemporary migrant identity. ResumenEl objetivo de este artículo es presentar los resultados de un estudio sobre la recepción de la novela The Weight of Water ([2012] 2019) de Sarah Crossan por parte de niños y niñas. El libro retrata el proceso de maduración emocional y social de una niña de una familia polaca afectada por la experiencia de la migración. Se analizaron cartas escritas por alumnos de primaria dirigidas a Kasia, la protagonista ficticia, que lucha valientemente contra problemas familiares y el acoso por parte de sus compañeros. La investigación en ciencias cognitivas sobre la recepción de la literatura que hemos realizado muestra que la novela de Crossan favorece el autodescubrimiento de los lectores, al tiempo que expone la imagen de una familia transnacional y reflexiona sobre el contexto social más amplio de la adaptación cultural migratoria de una adolescente. Así, el caso de Kasienka se convierte en un "elemento" en la construcción de la identidad migrante contemporánea. Resum L'objectiu d'aquest article és presentar els resultats d’un estudi sobre la recepció de la novel·la The Weight of Water ([2012] 2019) de Sarah Crossan per part dels infants. El llibre retrata el procés de maduració emocional i social d’una jove d’una família polonesa afectada per l’experiència de la migració. Es van analitzar cartes escrites per alumnes de primària adreçades a Kasia, la protagonista fictícia, que lluita amb valentia contra problemes familiars i assetjament per part dels seus companys. La investigació en ciències cognitives sobre la recepció de la literatura que hem realitzat mostra que la novel·la de Crossan afavoreix l’autodescobriment dels lectors, alhora que exposa la imatge d’una família transnacional i reflexiona sobre el context social més ampli d’adaptació cultural migratòria d’una adolescent. Així, el cas de Kasienka esdevé un "element" en la construcció de la identitat migrant contemporània.
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Bilbokaitė, Renata. "COMPUTER BASED VISUALIZATION AS STIMULATION INSTRUMENT OF COGNITIVE PROCESSES IN SCIENCE EDUCATION: THE RESULTS OF PILOT RESEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (August 15, 2009): 12–18. http://dx.doi.org/10.48127/gu-nse/09.6.12a.
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It is very important for science education to have perfectly prepared aids that could show invisible phenomena and could foster deeper motivation. Also, visualization as a learning and teaching tool could stimulate the perception. This leads to the opinion that represented objects could be shown in the classroom as essential part of education and its organization. Visualization in science as an essential teaching/learning tool has become of great importance nowadays because the technological progress is raising high require-ments for education. Problem question – whether computer based visualization stimulates cognitive process-es and what exact processes it activate? Research methods: analysis of information resources, questioning, qualitative method. Research methodology: model of genetic structural intellect, the theory of dual code, vis-ual thinking theory. Participants of the research. 209 schoolchildren from secondary schools participated in the research. Random sampling was chosen when schoolchildren in grades 9 and 10 had a possibility to par-ticipate in the research. The research instrument, a questionnaire with open-ended and closed questions, was designed. There were 209 schoolchildren (92 schoolchildren from grade 9, 107 – from grade 10) in the sam-ple. The respondents were about 14–17 years of age (2 schoolchildren–14 years old, 73 schoolchildren–15 years old, 111 schoolchildren–16 years old and 23 schoolchildren–17 years old). The respondents’ distribu-tion by gender: 72 girls and 45 boys of grade 10, 45 girls and 47 boys of grade 9. The results. Computer based visualization makes easier perception processes because it activates perception operations. Views in the screen help to compare details in visual form and to distinguish the main features. Also it helps to see objects in the whole objects and other things connected with them. All these facts help students to perceive visual information and to understand verbal one too. The results of the re-search enclose that computer based visualization help to memorize information. It is already known that it is easier to remember visual information and computer screen makes qualitative effect to the memory. At least, students reflect that computer based visualization helps to imagine things that are very abstract or difficult. According to students they are able to create images and mental models about phenomena when they see some similar analogs in the screen. To sum up, there could be done a prediction that computer based visuali-zation could foster deeper work of perception, memory and imagination. Key words: visualization, science education, cognitive processes.
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Paul, Tarak. "Customer Experience Driven Expectations- A Cognitive Process." Indian Journal of Applied Research 4, no. 4 (October 1, 2011): 304–5. http://dx.doi.org/10.15373/2249555x/apr2014/94.
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LAKHDARI, Slimane. "The Credibility of Rote Learning in Enhancing Primary School Learners’ Learning Achievements. The Case of Al- Nadjah Primary School- Bougtob." Langues & Cultures 5, no. 02 (December 10, 2024): 349–71. https://doi.org/10.62339/jlc.v5i02.308.
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This study sheds light on primary school learners’ learning outcomes and achievements, while being exposed to a mechanical leaning process by their teachers at Al Nadjah Primary School- Bougtob Primary school learners are familiarized to imitate and repeat their “in- class” instructional input. They find it difficult to accommodate any less emphasized feedback delivered by their teachers. These learners contextually fail to perceive and comprehend any instruction provided by their teachers. They get perplexed, they can not construct their output relying on their cognitive abilities. The researcher, however uses a descriptive, statistical and empirical approaches to conduct this study; standing on a triangulation of research tools as classroom observation, questionnaires and an interview. Findings then, are interpreted and represented using graphs and charts. Pupils at Al Nadjah Primary School accommodate and perform better any input already memorized and consolidated in their classes by their teachers. Résumé Cette étude met en lumière les résultats d'apprentissage et les réalisations des élèves du primaire, tout en étant exposés à un processus d'apprentissage mécanique par leurs enseignants à l'école primaire Al Nadjah - Bougtob. Les élèves sont familiarisés avec l'imitation et la répétition. Ils trouvent difficile d'accepter tout retour d'information moins souligné fourni par leurs enseignants. Ces apprenants ont du mal à comprendre contextuellement toute instruction fournie par leurs enseignants. Ils sont incapables de construire leur production en s'appuyant sur leurs capacités cognitives. Le chercheur utilise des approches descriptives, statistiques et empiriques pour mener cette étude; se basant sur une triangulation d'outils de recherche tels que l'observation en classe, les questionnaires et un entretien. Les résultats sont interprétés et représentés à l'aide de graphiques et de tableaux. Les élèves de l'école primaire Al Nadjah intègrent et réalisent mieux toute entrée déjà mémorisée et consolidée dans leurs classes par leurs enseignants.
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Rivera-Novoa, Angel. "La tesis de la mente extendida y el ideal transhumanista de mejoramiento cognitivo." Trilogía Ciencia Tecnología Sociedad 16, no. 33 (August 26, 2024): e3142. http://dx.doi.org/10.22430/21457778.3142.
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El artículo explora la intersección entre la tesis de la mente extendida y el transhumanismo, enfocándose, específicamente, en cómo las tecnologías pueden influir, alterar o expandir nuestras capacidades y habilidades cognitivas. A través de un análisis de la tesis de la mente extendida, que propone que algunos elementos externos pueden formar parte constitutiva de nuestros procesos cognitivos, se argumenta que el transhumanismo adopta dicha tesis al tratar el asunto del mejoramiento cognitivo, y se examina si la tecnología puede realmente mejorar nuestras capacidades mentales, o si, por el contrario, podría inducir a un tipo específico de ignorancia al hacernos perder la fenomenología cognitiva, es decir, la vivencia de nuestros procesos mentales o el aspecto fenoménico de nuestra conciencia cognitiva. Se cuestiona, además, si el acoplamiento con tecnologías cognitivas disminuiría nuestra capacidad de realizar tareas mentales de forma autónoma, sugiriendo que una dependencia excesiva de la tecnología podría reducir nuestra habilidad para realizar procesos cognitivos sin ayuda de artefactos tecnológicos. Luego del análisis, el artículo concluye que, efectivamente, nuestro acoplamiento con artefactos tecnológicos puede conducirnos a un tipo específico de ignorancia al eliminar nuestra fenomenología cognitiva. También determina que dicha ignorancia es síntoma de que el uso excesivo de tecnologías puede despojarnos de nuestra habilidad de realizar tareas cognitivas sin asistencia tecnológica. Estas dos conclusiones deberían minar, o al menos replantear, las aspiraciones transhumanistas acerca del mejoramiento tecnológico de nuestra mente.
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Maurines, Laurence, and Catherine Bruguière. "La créativité : un thème à explorer en didactique des sciences et des technologies." RDST 29 (2024): 9–43. https://doi.org/10.4000/130bw.
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Dans un contexte éducatif appelant toutes les disciplines scolaires à favoriser le développement de la créativité des individus, le comité de rédaction de RDST a souhaité consacrer un dossier à la créativité dans l’enseignement des sciences et des technologies. Après avoir présenté différentes approches et caractérisations de la créativité et ce qu’est la créativité en sciences à la lumière des travaux développés en psychologie et sciences cognitives, cet éditorial dresse un premier panorama des thèmes et approches abordés dans la littérature anglo-saxonne qui relève du champ des recherches en didactique des sciences. Il présente ensuite les cinq études exploratoires que comporte ce dossier et compare la façon dont chacune se situe vis à vis des différentes dimensions de la créativité en examinant différentes facettes du modèle des 4P : production (Product), individu (Person), environnement (Press), processus (Process). Enfin, des pistes de recherche et des points de vigilance sont dégagés. Cette thématique de la créativité, qui apparait encore émergeante en didactique des sciences et des technologies francophones, interroge sur les raisons pour lesquelles elle irrigue peu ce champ de recherche. La soutenir suppose sans doute de considérer l’apprentissage comme intrinsèquement créatif, ce qui conduit à une analyse multidimensionnelle et plus intégrée des conditions de l’appropriation des savoirs et des pratiques scientifiques.
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Silva Neto, Francisco Soares da, Ana Flávia Machado de Carvalho, and Marcello de Alencar Silva. "Aplicativos móveis como estratégia preventiva dos efeitos deletérios do processo demencial em idosos." Research, Society and Development 11, no. 14 (October 26, 2022): e262111436126. http://dx.doi.org/10.33448/rsd-v11i14.36126.
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A população total brasileira foi estimada em 212,7 milhões em 2021 e para o ano de 2030, estimasse atingir 40 milhões de idosos. Com esse crescimento a busca por estratégias que permitam um envelhecimento saudável se faz necessária e assim, a tecnologia por meio de aplicativos tem sido utilizada como aliada na intervenção dos efeitos cognitivos advindos da idade. O estudo teve como objetivo analisar o acervo dos aplicativos móveis desenvolvidos para idosos com o intuito de promover benefícios frente os efeitos deletérios do processo demencial. Para tal, foi realizada uma pesquisa nas bases de dados “LILACS”, “SciELO”, “PUBMED” e “PKP (Publik Knowledge Project)”, por meio da combinação booleana dos descritores: (elderly OR aged OR “old man”) AND (“virtual reality” OR “mobile applications” OR “mobile app” OR app) AND (“cognitive déficit” OR “memory disorders” OR “cogniti”). Obtendo como critérios de inclusão artigos correspondentes ao ano de 2016 a 2021 e artigos sobre aplicativos móveis voltados para prevenção ou estimulação cognitiva de idosos em processo demencial. Desse modo foi apurada a existência de três aplicativos, que ao serem testados, apresentaram vantagens quanto a sua aplicabilidade para com o avanço dos idosos no estágio demencial, exibindo resultados favoráveis na melhoria das funções cognitivas como memória, atenção e raciocínio lógico. Portanto, percebe-se que o mundo digital é favorável ao envelhecimento saudável.
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Camaran, María Lorena, and Alberto Mirabal Martínez. "La visión directiva en la toma de decisiones bajo el enfoque de la teoría cognitiva de la organización." Ciencia y Sociedad 42, no. 4 (December 20, 2017): 11–28. http://dx.doi.org/10.22206/cys.2017.v42i4.pp11-28.
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El objetivo del presente artículo es hacer una revisión teórica sobre la visión directiva y el proceso de toma de decisiones estratégicas, teniendo como base de sustentación la teoría cognitiva de la organización. Para ello, de acuerdo a la naturaleza descriptiva de este estudio, se recurrió a diversas fuentes bibliográficas de la psicología y la teoría cognitiva para examinar un conjunto de premisas que vinculadas con esta línea de pensamiento contribuyen a explicar en buena medida el impacto de la cognición en el proceso decisorio y, en consecuencia, en el papel desempeñado por los directivos para trabajar la visión, crear estrategias y tomar decisiones clave en el más alto nivel de la jerarquía. Entre los principales hallazgos del trabajo se destaca el aporte de la teoría cognitiva como perspectiva para afrontar problemas estratégicos sustentados en las capacidades cognitivas, la presencia de los heurísticos como parte natural de la toma de decisiones, y la necesidad de profundizar en el plano de lo psicológico para conocer sobre procesos, mapas, y sesgos cognitivos, como elementos que pueden ejercer distintas influencias en las decisiones tomadas.
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Bouyer, Gilbert Cardoso, and Laerte Idal Sznelwar. "Enação e processo de trabalho: uma abordagem atuacionista da ação operatória." Gestão & Produção 14, no. 1 (April 2007): 97–108. http://dx.doi.org/10.1590/s0104-530x2007000100009.
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Este artigo, baseado no novo paradigma das ciências cognitivas, convida a uma ruptura ontológica com a abordagem objetivista da representação operatória em Ergonomia Cognitiva. O atuacionismo é um ponto de vista incorporado-enativo. Ou seja, processos cognitivos emergem ou enagem pelos agentes (trabalhadores). A abordagem atuacionista pode fornecer significativas contribuições à Ergonomia. Este trabalho é o resultado de pesquisa realizada em sistemas reais de produção, pelos métodos de Análise Ergonômica do Trabalho. Ele identificou e caracterizou uma falha ontológica, presente nas análises da atividade operatória: Observador isolado do objeto observado pelas distinções de atuação entre ambos. Isso resulta em diferenças de ação, percepção e interpretação, as quais, historicamente, têm tornado impraticável um conhecimento aprofundado sobre o funcionamento do processo de trabalho. Atualmente, os processos que aparentam ser rotineiros, parcelados e manuais abrigam uma nova noção de competência, a competência atuacionista ou cognitiva, necessária para conferir continuidade e fluxo à produção.
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Hurtado Velit, Ana Lucía. "Los procesos cognitivos: metacognición como proceso de aprendizaje." Educación, no. 23 (December 1, 2017): 19–24. http://dx.doi.org/10.33539/educacion.2017.n23.1165.
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Lobo, Lorena. "Current alternatives on perceptual learning: introduction to special issue on post-cognitivist approaches to perceptual learning." Adaptive Behavior 27, no. 6 (September 16, 2019): 355–62. http://dx.doi.org/10.1177/1059712319875147.
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This special issue is focused on how perceptual learning is understood from a post-cognitivist approach to cognition. The process of perceptual learning is key in our cognitive life and development: we can learn to discriminate environmental aspects and hence adapt ourselves to it, using our resources intelligently. Perceptual learning, according to the classic cognitivist view, is based on the enrichment of passively received stimuli, a linear operation on sensations that results in a representation of the original information. This representation can be useful for other processes that generate an output, like a motor command, for example. On the contrary, alternative approaches to perceptual learning, different from the one depicted in the classic cognitivist theory, share the ideas that perception and action are intrinsically tied and that cognitive processes rely on embodiment and situatedness. These approaches usually claim that mental representations are not useful concepts, at least when portraying a process of perceptual learning. Approaches within post-cognitivism are not a unified theory, but a diversity of perspectives that need to establish a dialogue among their different methodologies. In particular, this special issue is focused on ecological psychology and enactivism as key traditions within the post-cognitivist constellation.
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Vásquez, Brenda Stefania Guale. "Emotional Cognitive Process as a Predominant Factor an Academic Performance." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 10, 2020): 551–59. http://dx.doi.org/10.37200/ijpr/v24i2/pr200369.
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Verweij, Suzan, Wendy Buysse, and Bouke Wartna. "Effecten van een training cognitieve vaardigheden voor justitiabelen onderzocht." PROCES 95, no. 6 (December 2016): 58–70. http://dx.doi.org/10.5553/proces/016500762016095006007.
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van de Vorst, Micha, Jochem Jansen, and David Vinkers. "Psychosociale en cognitieve verschillen tussen Caribische en Nederlandse gedetineerden." PROCES 101, no. 5-6 (December 2022): 266–76. http://dx.doi.org/10.5553/proces/016500762022101005003.
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Buli-Holmberg, Jorun, Marjorie Schiering, and Drew Bogner. "Consideración de la cognición y de la emoción en el aprendizaje: implicaciones para la orientación." REOP - Revista Española de Orientación y Psicopedagogía 19, no. 2 (January 28, 2014): 123. http://dx.doi.org/10.5944/reop.vol.19.num.2.2008.11411.
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RESUMENPensar es un proceso natural. Existen varios procesos cognitivos en las tres fases recíprocas de: Inicio de la Conciencia y Organización, Pensamiento Crítico y Creativo, y Procesos Meta‐cognitivos. Las creencias y los sentimientos de un individuo se entremezclan continuamente influyéndose de forma recíproca. La consideración de “quién” soy como aprendiz influye en “cómo” se aprende. “Cómo” se aprende y se enseña depende de la conciencia sobre lo que uno piensa y siente, lo cual conforma sis‐ temas de creencias y valores. Hay algunas realidades sociales comunes que engloban y trascienden a la propia cultura. Estos temas son relevantes en la Orientación Educativa.ABSTRACTThinking is a natural process. There are various cognitive processes that occur in the three reciprocal phases of Beginning Awareness and Organization, Critical and Creative Thinking, and Meta‐cognitive Processes. Individual’s thinking and feelings are continually co‐joined and impact each other in a reciprocal fashion. Awareness of “who” one is as a learner impacts “how” one learns. “How” one learns and teaches is reliant on awareness of “what” one thinks and feels, which forms belief and value systems. There are common social and societal realities that encompass and transcend one’s culture. We consider these are basic issues to address in Educational Guidance.
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Zumalabe Makirriain, José María. "Acerca del carácter representacional de la mente. La mente representacional." Psychology, Society, & Education 6, no. 2 (April 28, 2017): 125. http://dx.doi.org/10.25115/psye.v6i2.513.
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Resumen: Desde las ciencias cognitivas se entiende el pensamiento en términos de estructuras de representaciones mentales sobre las que operan procesos computacionales. En el modelo representacional-computacional de la mente se recurre a una compleja analogía triádica que vincula mente, cerebro y ordenadores. La mayoría de estos modelos son simbólicos, aunque también existen modelos representacionales no simbólicos (conexionismo) y modelos cognitivos no representacionales de la mente. El análisis de los diferentes enfoques cognitivos sobre las representaciones y los procesos mentales en el marco de la ciencia cognitiva y de sus ventajas y limitaciones revela que se trata de enfoques que no tienen por qué ser excluyentes entre sí y que en muchos de los casos se complementan, aunque también se constata la ausencia de una teoría unificada al respecto. Tras considerar los puntos débiles tanto del modelo simbólico computacional clásico como del conexionismo, reconociendo los avances significativos propiciados por ambos en el estudio de la mente, se concluye que no existe todavía ningún modelo computacional con capacidad representacional para abarcar todo el pensamiento humano. About the representational nature of the mind. The representational mind. Abstract: According to cognitive science, thinking is understood as structures of mental representations on which computational processes operate. In the representational-computational model of the mind, we resort to a complex triadic analogy that links mind, brain and computers. Most of these models are symbolic, although there are also non-symbolic representational models (connectionism) and non-representational cognitive models of the mind. The analysis of the various cognitive approaches on the representations and the mind processes within the framework of the cognitive sciences and of their advantages and limitations reveals that these approaches do not have to mutually exclusive and that, in many of the cases, they complement each other. However, the lack of a unified theory regarding this matter has also been stated. After considering the weak points of both the classic computational symbolic model and the connectionism, acknowledging the significant progresses made by both in the study of the mind, we conclude that there is still no computational model with representational capacity to cover the whole human thinking.
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Salguero Cajo, Ana Ximena, Rosario Haro-Velasteguí, Raúl Guillermo Zambrano Pontón, and Javier Sánchez-Guerrero. "Ubiquitous education and the cognitive process." Medwave 23, S1 (September 1, 2023): eUTA294. http://dx.doi.org/10.5867/medwave.2023.s1.uta294.
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Introducción El avance de la tecnología tanto en el ámbito de hardware como de software ha sido muy importante para la sociedad y más aún para el área educativa permitiendo trabajar, educar, comunicarse y sobre todo aprender; por lo que es necesario que exista una aplicación que permita a los tutores la capacidad de que los estudiantes desarrollen el conocimiento de manera propia y más aún en la educación superior (Universidad). En variados estudios de investigación se determina que la educación ha tomado un giro tan importante al momento de enseñar, es por ello que se ha empezado a incursionar en educación donde se pueda aprender en cualquier momento o en cualquier lugar, donde los dispositivos móviles (celulares, computadores, tabletas) e incluso computadoras de escritorio son el pilar fundamental para el proceso de enseñanza aprendizaje. Otra premisa fundamental es como el estudiante desarrolla el conocimiento, si una aplicación ubicua como es el uso de un aula virtual iconográfica permite al estudiante adquirir el conocimiento de manera agradable, sencilla mediante el uso de iconos, gráficos que deben ser diseñados de tal forma que el aula sea un área de trabajo fácil de manejar. En la Escuela de Ingeniería Agronómica de la Escuela Superior Politécnica de Chimborazo se usa las aulas virtuales tradicionales donde el estudiante pierde el interés de aprender debido a que estas aulas no son llamativas ni atractivas al momento que el estudiante adquiere y genera conocimiento, además las herramientas utilizadas no permiten que el estudiante se divierta mientras aprende. Objetivos El objetivo es desarrollar una APP movil, para la construcción del lenguaje escrito de los niños a través de las tecnologías tangibles, de la Unidad Educativa Salesiana Santo Tomás Apóstol Riobamba Método Se aplicó un enfoque cuantitativo empleando de tipo por finalidad aplicada con un diseño pre-experimental, por alcance explicativo además por forma o manera de obtención de datos de campo, con un corte longitudinal, se aplicará el método analítico para el desarrollo de la fundamentación teórica del estudio y el método hipotético-deductivo en su ejecución aplicando el método comparativo para el desarrollo de los objetivos planteados en el estudio. Además se uso el Test dirigido de LAURENCE FILHO a los estudiantes para medir los niveles de madurez de aprendizaje usando una app de tecnologia tangible Principales resultados De acuerdo a los investigadores Oviedo & Campo (2005) indican que existe el grado de confiabilidad que consiste en la medida que esta libre de errores; Alfa de Conbach es el indice que permite medir la confiabilidad, es el promedio de las correlaciones de los items del instrumento. El valor que se obtine al realizar el calculo mientras más se acerque al valor de 1 tiene mayor confiabilidad. Esta etapa de la investigación permite en realizar una evaluación a la confiabilidad del instrumento utilizado, es el número de repetición del objeto, que genera resultados iguales. El Alfa de Cronbach tomo un valor de 0.74, por lo que su grado de confiabilidad es bueno (Aceptable) permitiendo tener la fiabilidad del instrumento que se usó en la investigación. De acuerdo a los datos obtenidos se descarta la Hipótesis nula, debido a que el valor obtenido para T=7.5 es menor al valor de la tabla de Wilcoxon, aceptando la hipótesis: La educación ubicua SI incidirá en el proceso cognitivo de los estudiantes de Ingeniería Agronómica de la Escuela Superior Politécnica de Chimborazo. bueno (Aceptable) permitiendo tener la fiabilidad del instrumento que se usó en la investigación. En el Anexo 2 se encuentran los datos que se utilizaron para el cálculo. Conclusiones La comunicación es un factor primordial en la sociedad tecnológica que hoy en día vivimos y más aún para estudiantes universitarios que están relacionados con la tecnología, donde los teléfonos celulares son la primera fuente de transmisión de información mientras que las computadoras de escritorio o portátiles forman parte del segundo grupo en realizar este proceso; la forma de conexión es mediante el uso del Wifi o planes telefónicos que lo realizan desde sus hogares, lugares de trabajo o la universidad. • El uso del internet se ha convertido en una necesidad diaria tanto en los estudiantes, como en los usuarios comunes que utilizan para la comunicación, el uso del chat, el desarrollo de foros, buscar información, el uso de redes sociales en la mayoría de su tiempo están usando la red más de 6 horas diarias. • La educación es una fuente primordial para el desarrollo de la sociedad es por ello que el uso de las tecnologías de la información y comunicación (TIC’s) debería ser una herramienta pedagógica, que permiten un mejor desempeño al momento de impartir y recibir conocimiento, debido a que llegar a un mayor número de personas de fácil, sencilla, pero con la necesidad de siempre estar actualizados
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Mayoral Rodríguez, Sílvia, and Carme Timoneda Gallart. "ESTIMULACIÓN DE LA METACOGNICIÓN EN LA EDUCACIÓN INFANTIL MEDIANTE EL LENGUAJE METAFÓRICO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 511. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.771.
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Abstract.The aim of this communication is focused on proving as use of metaphoric language helps in stimulation of metacognition. To do this we present an experience where is applied metaphor and metaphoric language to support the COGEST program (Cognitive Stimulation). This work is done with students from Early Childhood Education in a public school Girona as a part of a larger research project that aims to assess the cognitive processes of children of P-4 and P-5 once applied COGEST program (ends of June 2015). In our communication will explain some of the metaphors used throughout this cognitive work (from September 2013) and the result of their application. These results show as metaphorical language helps children to be aware of how they learn and gain autonomy in their learning process. Concludes that metaphor stimulates metacognition (learners are aware of the purpose of each task, its own strategies and the importance of reviewing the process). Also, helps each child in managing their emotions and is a good tool to resolve conflicts that arise in the classroom.Keywords: Childhood Education, metaphor, metaphoric language, cognitive stimulation, metacognition.Resumen.El objetivo de esta comunicación se centra en mostrar que el uso del lenguaje metafórico facilita la estimulación de la metacognición. Para ello, presentamos una experiencia educativa en la que se utiliza la metáfora y el lenguaje metafórico como soporte del programa de estimulación cognitiva COGEST. Este trabajo, que se realiza con los alumnos de P-4 y P-5 de Educación Infantil de una escuela pública de Girona, se enmarca dentro de un proyecto de investigación más amplio que tiene la finalidad de valorar los procesos cognitivos de estos educandos tras aplicar el programa COGEST (a finales de junio de 2015). En esta comunicación se presentan algunas de las metáforas usadas hasta el momento en este proyecto (desde septiembre de 2013). Posteriormente, se detallan los cambios observados en los estudiantes. Poniendo de manifiesto cómo el lenguaje metafórico posibilita a los alumnos ser conscientes de su actividad mental -cómo aprenden- y ganar autonomía en su proceso de aprendizaje. La metáfora facilita la estimulación de la metacognición (los educandos son conscientes de cuál es el objetivo de cada tarea, de sus propias estrategias y, de la importancia de revisar el proceso). Asimismo, ayuda a cada niño en la gestión de sus emociones y resulta una herramienta muy útil para resolver los conflictos que surgen en el aula.Palabras Clave: Educación Infantil, metáfora, lenguaje metafórico, estimulación cognitiva, metacognición.
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Lopes Pereira, Pedro Miguel, Inês Gonçalves Pinto, and Álvaro Ramos Acosta. "Intervención enfermera de salud mental en el riesgo de suicidio: un caso clínico." Nuberos científica VOLUMEN 7, no. 40 (November 1, 2024): 76. https://doi.org/10.58798/nc.2024.41.93.010.
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Introducción: La depresión es uno de los trastornos del estado de ánimo, caracterizado por un enlentecimiento de los procesos psíquicos, falta de interés, y pensamientos negativos. La ideación suicida son pensamientos sobre conductas autodestructivas, independientemente de la presencia o ausencia de la intención de morir, que pueden verse como precursores de conductas suicidas más graves. La reestructuración cognitiva (RC) es un proceso psicoterapéutico que tiene como objetivo enseñar al individuo a modificar distorsiones cognitivas y creencias limitantes, por pensamientos y creencias más adaptativos y funcionales. Objetivo: Elaborar un plan de cuidados integral e individualizado, promoviendo el cambio en los esquemas cognitivos a través sustitución de pensamientos desadaptativos. Metodología: Se ha realizado una búsqueda bibliográfica en las bases de datos: PubMed, la Biblioteca Cochrane, SciELO y Science Direct. Resultados: Basándose en la bibliografía, se ha creado un plan de cuidados para enfermeras de salud mental en casos similares, adaptado al individuo y su contexto. Conclusión: Tratar a una persona con estado de ánimo depresivo e ideación suicida es una tarea compleja y desafiante que requiere un enfoque holístico y sensible. Es esencial tener en cuenta la individualidad y crear un plan de tratamiento adaptado a las necesidades específicas Introduction: Depression is one of the mood disorders, characterized by a slowing of psychic processes, lack of interest, and negative thoughts. Suicidal ideation are thoughts about self-destructive behaviors, regardless of the presence or absence of the intention to die, which can be seen as precursors of more serious suicidal behaviors. Cognitive restructuring (CR) is a psychotherapeutic process that aims to teach the individual to modify cognitive distortions and limiting beliefs into more adaptive and functional thoughts and beliefs. Objective: To develop a comprehensive and individualized care plan, promoting the change in cognitive schemes through replacement of maladaptive thoughts. Methodology: A bibliographic search was carried out in the databases: PubMed, Cochrane Library, SciELO and Science Direct. Results: Based on the bibliography, a care plan for mental health nurses in similar cases, adapted to the individual and his or her context, was created. Conclusion: Treating a person with depressed mood and suicidal ideation is a complex and challenging task that requires a holistic and sensitive approach. It is essential to take individuality into account and create a treatment plan tailored to specific needs
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Silva, Roselma Souza da. "Processo de Aprendizagem e Metodologias Ativas na Educação no Campo / Learning Process and Active Methodologies in Field Education." ID on line. Revista de psicologia 16, no. 61 (July 31, 2022): 296–308. http://dx.doi.org/10.14295/idonline.v16i61.3526.
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Resumo: Este artigo tem por objetivo correlacionar as teorias da aprendizagem e metodologias ativas na educação no campo. As teorias de aprendizagem propostas por Piaget (cognitivismo), Vygotsky e Wallon (sócio-construtivismo), Ausubel (aprendizagem significativa) e, Siemens (conectivismo) demonstram que a aprendizagem ocorre de múltiplas formas. Uma aprendizagem significativa, exige uma postura questionadora sobre a realidade, absorvendo fatos e informações que, por fim, é integrada as estruturas cognitivas. Aluno, professor e metodologias se interligam em uma interação contínua. Quanto maior for a interação do aluno com o conhecimento, mais eficiente será o processo de aprendizagem. É neste contexto que se faz necessário pensar a educação do campo, que esteve à margem nas políticas educacionais, uma vez que pela ótica oficial a educação do campo era similar a educação urbana. O uso de metodologias ativas na educação no campo projeta uma maior autonomia do aluno em relação ao processo de aprendizagem com situações diretamente vinculadas ao seu cotidiano e que fazem sentido.Palavras-chaves: Teorias da aprendizagem. Metodologias ativa. Educação no campo. Abstract: This article aims to correlate theories of learning and active methodologies in rural education. The learning theories proposed by Piaget (cognitivism), Vygotsky and Wallon (socio-constructivism), Ausubel (significant learning) and Siemens (connectivism) demonstrate that learning occurs in multiple ways. Meaningful learning requires a questioning attitude about reality, absorbing facts, and information that, finally, is integrated into cognitive structures. Student, teacher, and methodologies are interconnected in a continuous interaction. The greater the student's interaction with knowledge, the more efficient will be the learning process. It is in this context that it is necessary to think about rural education, which has been on the margins of educational policies, since from the official point of view rural education was similar to urban education. The use of active methodologies in rural education projects a greater student autonomy in relation to the learning process with situations directly linked to their daily lives and that make sense.Keywords: Theories of learning. Active methodologies. Education in the field.
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Ferreira-Costa, Jeniffer, Dante Ogassavara, Thais da Silva-Ferreira, Ivan Wallan Tertuliano, Daniel Bartholomeu, and José Maria Montiel. "Estratégias educacionais complementares: contribuições das revisões de literatura narrativa como ferramentas educacionais." Educação Online 18, no. 44 (November 20, 2023): e18234410. http://dx.doi.org/10.36556/eol.v18i44.1508.
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No processo de aprendizagem, observam-se fatores cognitivos e socioemocionais, os quais exigem uma abordagem interdisciplinar para os compreender. Nesse contexto, as revisões de literatura narrativa podem ser utilizadas como ferramentas educativas. Portanto, objetivou-se discutir as contribuições de atividades educativas complementares no processo de ensino-aprendizagem. Observou-se que a aprendizagem pode ocorrer em ambientes formais ou informais, dependendo da estrutura cognitiva pré-existente de cada indivíduo. Cita-se o Problem-Based Learning, o Team-Based Learning e o uso de portfólios reflexivos para aproximar as vivências pessoais dos estudantes com os conteúdos programáticos. Concluiu-se que a elaboração de revisões de literatura narrativa promove autonomia aos estudantes e favorece a ampliação do conhecimento, permitindo o compartilhamento de saberes. We can observe cognitive and socioemotional factors in the learning process, which require an interdisciplinary approach to understand them. In this context, narrative literature reviews can be used as educational tools. This work aims to discuss the contributions of complementary educational activities in the teaching-learning process. It was observed that learning can take place in formal or informal environments, depending on everyone’s pre-existing cognitive structure. Problem-Based Learning, Team-Based Learning, and the use of reflective portfolios are mentioned to bring students' personal experiences closer to the curriculum content. It was concluded that the development of narrative literature reviews promotes student autonomy and enhances knowledge expansion, enabling sharing of expertise.
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Klemm Verbos, Amy, Janice S. Miller, and Ashita Goswami. "Employee social cognition and performance evaluation process reactions." Personnel Review 43, no. 4 (May 27, 2014): 515–35. http://dx.doi.org/10.1108/pr-01-2011-0011.
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Purpose – The paper uses social cognitive theory to explore reactions to performance evaluation processes as situated cognitions by examining the relationship between key elements of employees’ schemas about an organizational environment, preparation for evaluation, and these reactions. The paper aims to discuss these issues. Design/methodology/approach – Survey of 260 employees of eight organizations in a Midwestern US city. Findings – Job resource adequacy, communication adequacy, coworker relationships, and preparation time are significantly and positively associated with employee reactions to performance evaluation processes. Preparation time moderates the association between organizational context and employee reactions. Research limitations/implications – A social cognitive perspective on performance evaluation broadens the scope of extant research. This study is limited by cross-sectional design but opens the door to future experimental and longitudinal research. Practical implications – Performance evaluation processes are situated in an organizational context. Organizational interventions to improve perceptions of this key process could focus on better communication and encouraging preparation, especially if job resources are less adequate. Originality/value – This research contributes to the performance evaluation literature by applying social cognitive theory to performance evaluation reactions as situated cognitions, calling attention to the broader organizational context in which these processes occur.
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Суходолов, Александр, and Валентина Маренко. "Моделирование процесса анализа криминализации общества с использованием когнитивной методологии." Известия Байкальского государственного университета 27, no. 04 (2017): 577–84. http://dx.doi.org/10.17150/2500-2759.2017.27(4).577-584.
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Poonkundran, Dr Balaji. "Study on Cognitive Process of Attitude and Behavior in Management Evolution." SIJ Transactions on Industrial, Financial & Business Management 06, no. 04 (August 13, 2018): 01–08. http://dx.doi.org/10.9756/sijifbm/v6i4/0103550101.
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Beltiukov, A. P., and S. G. Maslov. "Синтез управления когнитивно-конструктивными процессами в человеко-технико-природных системах." МОДЕЛИРОВАНИЕ, ОПТИМИЗАЦИЯ И ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ 10, no. 3(38) (July 13, 2022): 5–6. http://dx.doi.org/10.26102/2310-6018/2022.38.3.005.
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The paper deals with the problems of synthesizing emotionally oriented management of cognitive-constructive processes in human-technical-natural systems with respect to the influence of heterogeneous illusions and misconceptions. The general problem statement is examined, logical models that reflect the task are proposed. The basic foundations of the synthesis of various factors for solving problems are identified. Emotions, illusions, and misconceptions are considered among such factors. This is done to overcome emerging contradictions and address the problems with due regard for the positive and negative aspects of the listed factors. Another goal of this is the formation of an adequate environment and means of cognitive and constructive activity in terms of complex system specifics, including humans, technology, and natural objects. The foundations for a new systematization of factors and adequate means of cognitive-constructive activity are being created. These basics take into account the influence of emotions, illusions and misconceptions. Individual and collective characteristics of intellectual and information resources are analyzed along with the features of objective and subjective aspects of control synthesis. New abstract and specific models are being designed that improve cognitive and constructive activity, the development and use of knowledge for the problems being solved. В статье рассматриваются проблемы синтеза эмоционально-ориентированного управления когнитивно-конструктивными процессами в человеко-техническо-природных системах с учетом влияния разнородных иллюзий и заблуждений. Представлена общая постановка задачи, предложены логические модели, отражающие поставленную задачу. Для решения задач выявлен фундаментальный базис синтеза различных факторов, к которым относятся эмоции, иллюзии и заблуждения. Это делается для преодоления возникающих противоречий, решения проблем с учетом положительных и отрицательных сторон перечисленных факторов, а также формирования адекватной среды и средств познавательной и конструктивной деятельности с учетом специфики сложных систем, включающих человека, технику и природные объекты. Создаются основы для новой систематизации факторов и адекватных средств познавательно-конструктивной деятельности, которые учитывают влияние эмоций, иллюзий и заблуждений. Рассматриваются индивидуальные и коллективные характеристики интеллектуальных и информационных ресурсов, особенности объективной и субъективной сторон синтеза управления. Создаются новые абстрактные и конкретные модели, совершенствующие познавательную и конструктивную деятельность, формирование и использование знаний для решаемых задач.
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Gonzaga, Andressa Reis, Lucas Matheus Vitall De Jesus, and Andrezza Marques Duque. "Proposta de um guia educativo sobre envelhecimento ativo e estimulação cognitiva para idosos/Proposal for an educational guide on active aging and cognitive stimulation for the elderly." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 6, no. 4 (November 30, 2022): 1308–27. http://dx.doi.org/10.47222/2526-3544.rbto53872.
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Objetivo: Construir e validar um guia educativo para favorecer a estimulação cognitiva de idosos. Método: As etapas para a elaboração do material educativo consistiram na sistematização do conteúdo, através de análise narrativa da literatura. Após a revisão e a definição do conteúdo, foram propostas as ilustrações, layout e design, com a diagramação do guia educativo. A versão preliminar foi submetida a processo de validação, com utilização de formulário para a análise do conteúdo, linguagem e design. Contou-se com a colaboração de oito juízes com conhecimento em envelhecimento, cognição, educação em saúde, tecnologias educativas e/ou validação de instrumentos. Após essa etapa, foram realizadas as modificações, a diagramação e versão final do guia. Resultados: O guia foi validado através do Índice de Validade de Conteúdo, com pontuação 0,83. Os juízes fizeram considerações acerca da diminuição de conteúdo teórico, disposição e utilização de ilustrações, mudanças no layout e design e alterações de termos. O guia foi corrigido e sua versão final contém sessenta páginas, com dimensão no formato A4 de 21cmx29,7cm, incluindo o aporte técnico-científico sobre envelhecimento, envelhecimento ativo, cognição, estimulação cognitiva e funções cognitivas, incluindo, também, as orientações, a seleção das atividades e as principais funções cognitivas que seriam estimuladas através das atividades propostas. Conclusão: Materiais como esses contribuem no processo de educação em saúde e estimulação do protagonismo do público-alvo no autocuidado e gerenciamento de saúde e seu emprego é recomendado pela Organização Mundial de Saúde, que considera os diversos determinantes e autores envolvidos na saúde da pessoa idosaPalavras-chave: Promoção da saúde. Educação em Saúde. Envelhecimento. Estimulação Cognitiva AbstractObjective: To build and validate an educational guide to promote cognitive stimulation in the elderly. Method: The steps for the elaboration of the educational material consisted of the systematization of the content, through narrative analysis of the literature. After reviewing and defining the content, the illustrations, layout and design were proposed with the diagramming of the educational guide. The preliminary version underwent a validation process, using a form to analyze the content, language and design. It had the collaboration of eight judges with knowledge in aging, cognition, health education, educational technologies and/or instrument validation. After this step, the modifications were carried out and the layout and final version of the guide were carried out. Results: The guide was validated through the Content Validity Index, with a score of 0.83. The judges made considerations about the reduction of theoretical content, arrangement and use of illustrations, changes in layout and design, and changes in terms. The guide has been corrected and its final version contains sixty pages, with an A4 size of 21cmx29.7cm, including the technical-scientific contribution on aging, active aging, cognition, cognitive stimulation and cognitive functions, including guidelines, selection activities and the main cognitive functions that would be stimulated through the proposed activities. Conclusion: Materials such as these contribute to the process of health education and stimulation of the target audience's role in self-care and health management, and their use is recommended by the World Health Organization, which considers the various determinants and authors involved in the person's health old woman.Keywords: Health Promotion. Health education. Aging. Cognitive Stimulation
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Corrêa, Suzana Elisa Sedrez, and Derivan Brito da Silva. "Abordagem cognitiva na intervenção terapêutica ocupacional com indivíduos com Doença de Alzheimer." Revista Brasileira de Geriatria e Gerontologia 12, no. 3 (December 2009): 463–74. http://dx.doi.org/10.1590/1809-9823.2009.00012.
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RESUMO A doença de Alzheimer compromete progressivamente, em razão da neurodegeneração, a integração cognitiva e os componentes cognitivos de desempenho, levando ao comprometimento das áreas de desempenho (atividades de vida diária, atividades de trabalho e produtivas, e atividades de lazer ou diversão) nos contextos em que o indivíduo está inserido, gerando déficit no desempenho ocupacional. Assim, o objetivo deste trabalho é evidenciar, através da revisão bibliográfica, a importância da intervenção terapêutica ocupacional com indivíduos com doença de Alzheimer, utilizando uma abordagem cognitiva, que vise à manutenção das habilidades cognitivas do indivíduo com doença de Alzheimer para um desempenho ocupacional competente pelo maior período de tempo. Observa-se a relação direta entre processo de envelhecimento, doença de Alzheimer e desempenho ocupacional. Nesse contexto, o terapeuta ocupacional é inserido no tratamento do indivíduo com doença de Alzheimer, pois tem meios para abordar os componentes afetados pela doença, através de um processo terapêutico estruturado. Ao final, conclui-se que as intervenções cognitivas no estágio inicial são utilizadas para organizar as atividades do cotidiano do indivíduo com doença de Alzheimer e, consequentemente, promover melhor qualidade de vida.
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Malcher, Allya Ariadne Alves, and Ana Carolina de Souza Damasceno. "Reflexões acerca da assistência terapêutica ocupacional em um centro de terapia intensiva de um hospital universitário/Reflections on occupational therapeutic assistance in an intensive care center of a university hospital." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 7, no. 2 (May 29, 2023): 1825–32. http://dx.doi.org/10.47222/2526-3544.rbto53150.
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Contextualização: Trata-se do relato de experiência acerca das experiências e condutas adotadas por uma residente na assistência terapêutica ocupacional com clientes em processo de hospitalização em um Centro de Terapia Intensiva de um Hospital Universitário de Belém. Processo de intervenção: Realizou–se atendimentos individuais beira-leito, a partir da triagem, anamnese e avaliações terapêuticas ocupacionais com o uso de protocolos validados. Posteriormente foram propostas atividades de estimulação cognitiva, resgate do perfil ocupacional, avaliação e confecção de dispositivos de tecnologia assistiva. Análise crítica da prática: A intervenção terapêutica ocupacional no Centro de Terapia Intensiva possibilita a avaliação de aspectos motores e cognitivos visando o engajamento nas atividades de vida diária e o resgate de ocupações significativas. Síntese das considerações: A prática contribuiu no refinamento do raciocínio terapêutico ocupacional, considerando a dinamicidade do contexto, além disso, permitiu reflexões acerca das condutas terapêuticas ocupacionais no Centro de Terapia Intensiva. Palavras-chave: Centro de Terapia Intensiva. Hospitalização. Terapia Ocupacional Abstract Contextualization: This is an experience report about the experiences and behaviors adopted by a resident in occupational therapeutic care with clients in the process of hospitalization in an Intensive Care Center of a University Hospital in Belém. Intervention process: Individual bedside consultations were carried out, based on screening, anamnesis and occupational therapeutic assessments using validated protocols. Subsequently, activities of cognitive stimulation, rescue of the occupational profile, evaluation and manufacture of assistive technology devices were proposed. Critical analysis of the practice: The intervention of occupational therapy in the Intensive Care Center allows the assessment of motor and cognitive aspects aiming at engagement in activities of daily living and rescue of significant occupations. Summary of considerations: The practice contributed to the refinement of occupational therapeutic reasoning, considering the dynamics of the context, in addition, it allowed reflections on occupational therapeutic behaviors in the Intensive Care Center.Keywords: Intensive Care Center. Hospitalization. Occupational Therapy. Resumen Contextualización: Se trata de un relato de experiencia sobre las vivencias y comportamientos adoptados por un residente en terapia ocupacional con clientes en proceso de internación en un Centro de Cuidados Intensivos de un Hospital Universitario de Belém. Proceso de intervención: Se realizaron consultas individuales a pie de cama, en base a tamizaje, anamnesis y valoraciones terapéuticas ocupacionales mediante protocolos validados. Posteriormente, se propusieron actividades de estimulación cognitiva, rescate del perfil ocupacional, evaluación y fabricación de dispositivos de tecnología asistiva. Análisis crítico de la práctica: La intervención de terapia ocupacional en el Centro de Cuidados Intensivos permite la evaluación de los aspectos motores y cognitivos con el objetivo de involucrarse en las actividades de la vida diaria y rescatar de las ocupaciones significativas. Resumen de las consideraciones: La práctica contribuyó para el perfeccionamiento del razonamiento terapéutico ocupacional, considerando la dinámica del contexto, además, permitió reflexiones sobre los comportamientos terapéuticos ocupacionales en el Centro de Terapia Intensiva.Palabras clave: Centro de Cuidados Intensivos. Hospitalización. Terapia Ocupacional
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PREDA, Vasile Radu. "The development of language: cognitive processes involved, assessment and educative interventions." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VI, no. 1 (March 15, 2020): 49–56. http://dx.doi.org/10.26744/rrttlc.2020.6.1.06.
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