Articoli di riviste: "Adult learning Psychological aspects"

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Špatenková, Naděžda, e Lucie Smékalová. "Conditions of Succesful Learning in Adulthood". Lifelong Learning 5, n. 2 (2015): 8–22. http://dx.doi.org/10.11118/lifele201505028.

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This contribution deals with conditions of successful learning in adulthood. It describes basic parameters of successful learning, psychologically conditioned attributes of learning and relation between age and docility. The findings originate from the insight into psychological and personality changes in adulthood which are consequently applied in educational context. The aim of the contribution is to reflect such aspects of learning of adults which crucially determine successful learning and education in adulthood.

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Ferriter, Mary E. "Editorial: The necessity of adult learning methods in programs of intensive study". Journal of Automatic Chemistry 13, n. 4 (1991): 123–28. http://dx.doi.org/10.1155/s146392469100024x.

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This article presents the educational methodologies that prove effective in adult educational programmes of intensive study. The many facets of a quality educational programme are discussed and I will focus on four topics that any adult educational programme must have: an adult learner, an instructor of adults, a curriculum, and a response to outside forces.These topics become increasingly critical when one examines the components of technical education and, especially, an intensive training programme in laboratory automation systems. The adult will be discussed as a learner and the associated myths and principles. Next, I will focus on the instructor and his/her necessary personal and professional qualities, including essential skills and psychological elements required. Aspects of curriculum will then be studied. The conventional and the innovative approaches to curriculum design, development, and delivery differ markedly. Development and delivery are so closely linked to the curriculum that both will be discussed under the one title of ‘curriculum’. The final discussion will focus on the outside forces that directly and indirectly affect adult education; since these are many, they are limited to a few salient ones.

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Mukan, Nataliya, Olena Barabash e Maria Busko. "The Analysis Of Adult Immigrants’ Learning System In Canada". Comparative Professional Pedagogy 5, n. 2 (1 giugno 2015): 20–24. http://dx.doi.org/10.1515/rpp-2015-0035.

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AbstractIn the article the problem of adult immigrants’ learning in Canada has been studied. The main objectives of the article are defined as: analysis of scientific and pedagogical literature which highlights different aspects of the research problem; analysis of the adult immigrants’ learning system in Canada; and the perspectives for creative implementation of Canadian experience in Ukraine.Adult education and learning throughout the world have been studied by foreign and domestic scientists: fundamentals of lifelong education (O. Martirosyan), theory and practice of adult education (V. Horshkova); peculiarities of adult learning (L. Mazurenko); andragogical (M. Knowles), structural and functional, systemic approaches (N. Alboim); personality-oriented (S. Lisova); axiological (T. Brazhe) approaches; psychological, pedagogical, andragogical, sociological researches of adult education (T. Kuchay, L. Tymchuk) etc. Adult education in Canada has been studied by M. Borysova, N. Mukan, O. Ohiyenko, but the learning system of adult immigrants has not been studied yet. Among research methods we have used comparative and logical methods, induction and deduction, content analysis, prognostic method etc. The following research results have been presented: the adult immigrants’ learning has been described as a system which consists of such components as the aim and objectives, fields of study, functions, principles, legal framework, environment and stages of learning, content and operational components, monitoring and assessment. Among the perspectives of further research we can define the analysis of Canadian “Prior Learning Assessment and Recognition” system.

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Šatienė, Salomėja. "Learning in Later Life: The Perspective of Successful Ageing". Applied Research In Health And Social Sciences: Interface And Interaction 12, n. 1 (1 dicembre 2015): 11–23. http://dx.doi.org/10.1515/arhss-2015-0003.

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Abstract The integrated approach to the development of educational theory of later life learning should be informed by comprehensive knowledge of ageing as a social construct. Establishment of the role of later life learning in the context of successful ageing paradigm encompasses both sociological and educational perspectives taking into consideration the complexity of older people’s engagement in society and participation in education with regard to social use for the learning outcomes and personal growth. In the context of successful ageing, it should provide the answers to the questions related to the meaning and role of learning in later life. The present research aims to explore the role of learning in the construct of successful ageing and to analyze the characteristic features of non-formal later life learning in Lithuania in the perspective of successful ageing based on the review some recent literature on psychological and social aspects of successful ageing and older adult education and research in the fields of educational and psychosocial gerontology. It pursues answers to the questions as to “How can learning in later life contribute to successful ageing? What are the implications for the role of learning in the models of successful ageing? How is the role of third-age learning conceptualized in the perspective of successful ageing?” The answers to these questions provide better insight into the conceptual background of older adult education and suggests prospective research on the issue of the role of learning in older age. The multidimensional nature of the concept of successful ageing revealed by the literature review suggests that the role of learning in the construct of successful ageing is analyzable in relationship with health, psychological and social domains. The role of learning in later life is manifested through its impact on maintenance of cognitive function, psychological resources and social functioning. The positive impact of learning in later life on mental health through maintenance of cognitive function and the utilization of psychological resources through stimulation of personal growth and self-efficacy of older adult learners has been supported by findings of many recent studies. Education has been identified as one of the predictors of active engagement with life as an essential component of successful ageing.

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Wagner, H. H., S. Temple, I. Dankert e R. Napper. "How to communicate effectively in graduate advising". FACETS 1, n. 1 (1 marzo 2017): 280–99. http://dx.doi.org/10.1139/facets-2015-0014.

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This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student’s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students’ competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets ( Supplementary Material ) support their practical implementation.

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Ismail, Ibrahim. "PERKEMBANGAN KEMAMPUAN ASPEK KOGNITIF PESERTA DIDIK DALAM PROSES PEMBELAJARAN". Musawa: Journal for Gender Studies 12, n. 2 (31 dicembre 2020): 255–81. http://dx.doi.org/10.24239/msw.v12i2.671.

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Cognitive development is one of students' development aspects related to knowledge. It inlcudes all psychological processes related to individual's method to learn and comprehend his environment. Cognitive development is a development step of human from child to adult, from concrete thinking process to the advanced ones, which is abstract and covering logical concepts. Cognitive development in children is their abilities to think in a more complicated way, do reasoning, and solve problems that include into psychological process related to an individual's method of learning and taking his environment into account. The characteristics of students' cognitive development have to be realized by all parties. With the comprehension of the characteristics of students' cognitive development, teachers and parents can determine the development limit the students had according to their age, so teachers and parents can implement the knowledge that suits children’s cognitive skill.

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O'Brien, Casey L. "Flying beyond Gray's Anatomy: A psychologist's experience in palliative care and psycho-oncology". Palliative and Supportive Care 13, n. 6 (23 gennaio 2014): 1803–8. http://dx.doi.org/10.1017/s1478951513000606.

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AbstractA clinical fellowship provides opportunities for health professionals to learn specialist skills from experienced mentors in “real-world” environments. In 2010–2011, I had the opportunity to complete a palliative care and psycho-oncology clinical fellowship in a public hospital. I found ways to integrate academic training into my practice and become a more independent psychologist. In this essay, I aim to share my experience with others and highlight key learnings and challenges I encountered. In providing psychosocial care, I learned to adapt my psychological practice to a general hospital setting, learning about the medical concerns, and life stories of my patients. I faced challenges navigating referral processes and had opportunities to strengthen my psychotherapy training. In the fellowship, I engaged in educational activities from the more familiar psychological skills to observing surgical teams at work. I also developed confidence facilitating groups and an interest in group psychological support for young adult offspring of people with cancer. I was able to engage participants with haematological cancer in qualitative research about their experiences of corticosteroid treatment. In this process, I came to understand the complexity of chemotherapy regimens. Overseeing my development were multiple supervisors, offering unique insights that I could take in and integrate with my personal practice and worldview. Throughout this process I became increasingly tuned into my own process, the impact of the work, and developed self-care routines to help disconnect from my day. I also reflected on my experiences of loss and grief and developed a deeper understanding of myself as a person. I use the metaphor of a parachuting journey to illustrate various aspects of my learning.

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Holilulloh, Andi, e Ben-Naouar Youssef. "THE LEARNING PROCESS THROUGH SOCIAL MEDIA FOR CHILDREN: THE ISSUES AND CHALLENGES OF CHILDREN’S FUTURE". SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme 2, n. 1 (3 aprile 2020): 58–67. http://dx.doi.org/10.37680/scaffolding.v2i1.261.

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The paper focuses on the influences of Social Media for human’s life which becomes literally hot news between impact and its importance, the children get to communicate freely and also they can feel all aspects from social media. In this globalization era, if social media is usually used without controlling, especially for children, the children are actually victims of social media, although they are mostly smart students and they are studying lots of sciences through high technology that started from elementary school until university level, they would be an educated people. The Technology is normally more suitable that can be used by adult people, both mobile phone or laptop which are easily connected into social media, by using of application and also access which are easy to connect all access around the world until Social Media could change directly the positive mentality of children into negative aspect. The value of this study indicates that social media could give positive impacts such as giving and sharing knowledge, information and learning aspects, but it could give negative impacts at the same time such as making the children anti-social, spreading hoax news, pornography, unkind news and negative information. The survey from APJII (Asosiasi Pengguna Jasa Internet Indonesia) shows that the user of internet within high intensity is to get a better quality of education level. It means that high educated person will always access internet constantly and goodly. Kandell said the students are the community that are greedy to have the internet access compared other communities because the students are in emerging adulthood level that young people get puberty era and change into mature time and they will experience psychological dynamics.

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Petrová, Gabriela, e Nina Kozárová. "Teaching foreign language to adults from the aspects of psychodidactic conception of education". Journal of Language and Cultural Education 5, n. 2 (24 maggio 2017): 103–13. http://dx.doi.org/10.1515/jolace-2017-0021.

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Abstract Psychodidactic themes focused on the educational context have recently been resolved in both theoretical and research work. These themes are connected with general didactics, educational psychology, individual subject didactics, linguistics, philosophy, anthropology and neurosciences. Since the psychodidactic context of education is a widespectral and interdisciplinary topic, the present contribution deals with the issues of psychological aspects in the context of foreign language learning of adults. Good lecturers are looking for ways to help participants develop key competences. The support of lecturers has a chance to be successful especially when it is systematic and includes high-quality theoretical preparation. The aim of this paper is to attract attention, to a theoretical level, to using psychodidactic aspects during foreign language training of adults as well as to the building of competences necessary for the self- realisation of training course participants.

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Varina, H. "PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF SANOGENIC POTENTIALAS A FACTOR IN THE PROFESSIONAL SUSTAINABILITY OF THE PERSONALITY OF THE FUTURE PSYCHOLOGIST". Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, n. 2 (9) (2018): 9–13. http://dx.doi.org/10.17721/bsp.2018.2(9).2.

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The scientific article is devoted to the problem of determining the characteristics of the sanogenic potential as a factor in the professional stability of the personality of a future psychologist-practitioner. The urgency of the problem is determined by the conditions for optimizing the personality-professional development of future practicing psychologists, personal maturity, the integration of self-concept and the development of a person’s sanogenic potential as aspects of professional stability, effective professional self-realization and the factors of preserving a person’s mental health. In order to develop the sanogenic personality potential of future psychologists, a training program "Development of the sanogenic personality potential: stress resistance and time management" was developed on the basis of a stress model. The purpose of the program is to increase the overall level of sanogenic potential of the individual. Particular attention is paid to forming a positive image of a stressful situation, learning to cognitively analyze the situation, predicting behavior as appropriate, updating the skills of arbitrary relaxation and developing experience in applying techniques and formulas for constructive response in solving professional problems. The program is created in accordance with the principles of the concept of accelerated learning (Accelerated Learning Theory) and uses all the latest developments in the field of adult learning methodology. Analyzing the results, we can say that the psycho-correction program has helped to increase the level of emotional stability and sanogenic potential of future psychologists. Students have decreased levels of situational and personal anxiety, decreased levels of feelings of insecurity, anxiety, inferiority, anxiety about work, sensitivity to failure (reflects the scale of "emotional"), increased the level of flexibility of thinking and behavior, ability to change shows the plasticity scale).

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BÄƒdicugeorgian.badicu@unitbv.ro, Georgian, e Lorand Balint. "The importance sports activities have over the quality of life in the adult population". JOURNAL OF SOCIAL SCIENCE RESEARCH 10, n. 1 (25 ottobre 2017): 2003–6. http://dx.doi.org/10.24297/jssr.v10i1.6601.

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The quality of life is a wide spread concept which essentially handles the overall prosperity within society, the importance of it increasing starting with the 1970s, together with the social studies research. An European poll concerning the quality of life in Europe (2003-2007), performed by the European Life and Work Condition Improvement Foundation, noted the existence of some major differences between countries and social groups, as far as numerous aspects of quality of life are concerned. Thus, we can see that social groups with a below average quality of life must progress in a faster pace than the leader groups. In Romania, based on a general evaluation, we can state that the quality of life level is a modest one, this statement being the more valid as we take into consideration the economic standard - from macro-economic indicators of living standards (GDP/capita, Finances available to the population) and average income/household to life expectancy at birth indexes (MÄƒrginean, I., 2010, pp. 231-237). The main component of the quality of life, health, can be maintained and improved by performing sports activities, where the main element is performing workouts, which, applied on a long term, improves the physical and mental health, having a positive contribution on the learning and personal development processes and to reducing the risk of physical and psychological conditions associated with the modern lifestyle.

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Krasnovа, Nataliia. "Psychological and Pedagogical Aspects of Age Dynamics of Social Competence of Adolescents and Young Adults of a Rural Institution of General Secondary Education". Bulletin of Luhansk Taras Shevchenko National University, n. 7 (338) (2020): 25–43. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-25-43.

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This article reveals the problem of age dynamics of social competence of adolescents and young adults in rural secondary education, due to trends in modern society, internationalization and globalization, economic transformation in the country, social reality and the main ideas of education reform; shows the need for the formation of social competence in students of rural educational institutions, which is associated with the need of young people for self-determination, the desire for self-affirmation, self-improvement; identified: the main indicators of social competence of the adolescent – responsibility; adequate self-esteem, consistent with the level of claims; formation of positive motivation for learning; possession of means of communication; formation of empathy, acceptance of social roles and high school students – adequate self-esteem; values of learning; formation of communicative skills; responsibility; formation of motivation to achieve and socially significant value orientations; self-esteem, self-acceptance, reflection; revealed the age dynamics of the formation of social competence of students by motivational (motives, needs, empathy, values of learning), cognitive (role flexibility, knowledge of personal characteristics, knowledge of norms and rules of interaction in society, goal setting), operational and behavioral, communication skills, possession of the means of organizing their behavior, social behavior skills), reflective (responsibility, self-esteem, social responsibility, conflict regulation, self-control, self-realization, adequate self-esteem, consistent with the level of claims) indicators.

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Howell, Britteny. "Seniors and Undergraduates Mutually Benefit From an Interprofessional Service-Learning Health Promotion Program". Innovation in Aging 4, Supplement_1 (1 dicembre 2020): 8. http://dx.doi.org/10.1093/geroni/igaa057.025.

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Abstract Although benefits of service-learning and interprofessional education (IPE) have been separately well documented to be effective for students in gerontology and geriatrics courses, few curricula appear to integrate both aspects into a single course for undergraduate students in public health. This poster discusses the development and implementation of a service-learning health promotion program utilizing IPE embedded within two courses in two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired interprofessional educational learning outcomes while they engaged in their first experiences working with diverse older adults at a low-income, independent-living housing community. Twenty-five students (N=25) each team-taught 2 sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results are presented which demonstrate significant learning outcomes from the students about the health needs of the aging population and increased comfort in working with older adults. Older participants in the program also reported positive health and psychological outcomes from their participation. Limitations, challenges, and next steps are also presented.

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Rand, Stacey, Nick Smith, Karen Jones, Alan Dargan e Helen Hogan. "Measuring safety in older adult care homes: a scoping review of the international literature". BMJ Open 11, n. 3 (marzo 2021): e043206. http://dx.doi.org/10.1136/bmjopen-2020-043206.

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BackgroundSafety is a key concern in older adult care homes. However, it is a less developed concept in older adult care homes than in healthcare settings. As part of study of the collection and application of safety data in the care home sector in England, a scoping review of the international literature was conducted.ObjectivesThe aim of the review was to identify measures that could be used as indicators of safety for quality monitoring and improvement in older adult residential or nursing care homes.Sources of evidenceSystematic searches for journal articles published in English language from 1 January 1970, without restriction to the study location or country, were conducted in Web of Science, Scopus and PubMed on 28 July 2019.Eligibility criteriaInclusion criteria were: peer-reviewed journal articles; qualitative or quantitative studies of older adult nursing and/or residential care homes; and related to any aspect of safety in care homes, including the safety of healthcare provision in the care home. A total of 45 articles were included after review of the title/abstract or full text against the inclusion criteria.Charting methodsKey information was extracted and charted. These findings were then mapped to the Safety Measurement and Monitoring Framework in healthcare (SMMF), adapted by the research team to reflect the care home context, to determine the coverage of different aspects of safety, as well as potential gaps.Results and conclusionsSystematic searches for journal articles published in English language from 1 January 1970, without restriction to the study location or country, were conducted in Web of Science, Scopus and PubMed on 28 July 2019. Inclusion criteria were: peer-reviewed journal articles; qualitative or quantitative studies of older adult nursing and/or residential care homes; and related to any aspect of safety in care homes, including the safety of healthcare provision in the care home.A total of 45 articles were included after review of the title/abstract or full text against the inclusion criteria. Key information was extracted and charted. These findings were then mapped to the Safety Measurement and Monitoring Framework in healthcare (SMMF), adapted by the research team to reflect the care home context, to determine the coverage of different aspects of safety, as well as potential gaps.The findings indicate that there are a range of available safety measures used for quality monitoring and improvement in older adult care homes. These cover all five domains of safety in the SMMF. However, there are potential gaps. These include user experience, psychological harm related to the care home environment, abusive or neglectful care practice and the processes for integrated learning. Some of these gaps may relate to challenges and feasibility of measurement in the care home context.

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Snow, W. Gary. "A Factor Analytic Approach to the WAIS–III and WMS–III: Clinical Interpretation of the WAIS–III and WMS–III. D.S. Tulsky, D.H. Saklofske, G.J. Chelune, R.K. Heaton, R.J. Ivnik, R. Bornstein, A. Prifitera, and M.F. Ledbetter (Eds.). 2003. Amsterdam: Academic Press. 618 pp., $75.00." Journal of the International Neuropsychological Society 10, n. 7 (novembre 2004): 1024–25. http://dx.doi.org/10.1017/s1355617704227138.

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This is an edited collection of papers that focuses on various aspects of the most recent revision of the Wechsler Adult Intelligence Scale (WAIS–III) and Wechsler Memory Scale (WMS–III). The papers in this volume fall into three broad areas. The first section of the book (and part of one of the subsequent chapters) provides an overview of the history of the development of measures of memory and intelligence, with particular emphasis on the Wechsler scales. These chapters are thoroughly delightful, and the only shortcoming is that they are too brief. Indeed, though over 100 pages are devoted to this topic, there are a number of questions about the measures which could have been answered but weren't. (For example, given the cost and time pressures on psychological assessment, why were the tests—particularly the WMS–III—lengthened? Why, for example, include a measure of list learning when Psychological Corporation already published the California Verbal Learning Test? Why, after all these years, hasn't the WAIS Information subtest been dropped or the content made less specific to the United States? What led to the decision to include a verbally mediated measure of visual memory on the WMS–III, a decision which can make it harder to evaluate visual memory in aphasics?) Given how involved they were in the revisions of the WAIS and WMS, the editors would appear to have been uniquely positioned to provide a more in-depth discussion of the issues that arose during this process and how these issues were resolved.

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Dubrovina, N. A., e E. S. Naboichenko. "THE OPTIMISATION OF PARENTING PERSONAL POTENTIAL AS AN ASPECT OF SUPPORT FOR FAMILIES OF CHILDREN WITH MOVEMENT DISORDERS". Education and science journal 20, n. 8 (2 novembre 2018): 129–47. http://dx.doi.org/10.17853/1994-5639-2018-8-129-147.

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Introduction. In the system of preschool education, parents are full participants of the learning process. It is highly problematic to provide the efficiency of the educational process without involving parents, especially, in the case of younger children with special healthcare needs (CSHCN). Successful psychological and pedagogical guidance to children with movement disorders is hardly possible without the participation of the closest people. The future of children directly depends on the psychological state of their parents and their ability to provide the necessary assistance. Nevertheless, the majority of preventive measures intended for the socialisation of “special” children and their adaptation in the society does not affect the personal issues of adult family members.The aim of the research was to present the results of psychological and pedagogical experiment directed to the transformative components of personal potential of parents of preschool children with movement disorders during their preparation for education at the comprehensive school.Methodology and research methods. In the course of the research, the following psychological approaches were used: the questionnaire developed by N. P. Fetiskin “Diagnostics of realisation of the needs for self-development”; S. Maddi’s Hardiness Survey adapted by D. A. Leontiev; N. N. Melnikova’s Adaptive Behavior Strategies questionnaire; K. Shreiner’s Express Diagnostics of the Stress Level. Mathematical processing of empirical data was carried out using the software statistica 12.0 with the application of the Mann–Whitney U-test and the Wilcoxon T-test.Results and scientific novelty. The motivational, behavioural and emotional components of personal potential in parents of children with movement disorders were identified. In the course of the first stage of the research, it was revealed that parents of children with movement disorders choose disadaptive behavioural strategies. The majority of parents experience a constant fatigue and stress, the need for self-development is on the low level. Frequently, families of children with movement disorders are in the situation of stigmatisation that considerably becomes aggravated and amplifies at the stage of preparation for schooling. The developed technology of the psychological and pedagogical support for families will allow optimising components of parenting personal potential and achieving an optimal level of the family social and psychological adaptability when preparing children for entry into schools. The approbation of technology showed considerable positive changes in the parents of experimental group when choosing the strategy of behaviour and attitude towards their children. Moreover, essential positive transformations of motivational and emotional components of personal potentials were identified in the majority of adult participants.Practical significance. The findings obtained and the conclusions drawn by the authors will be very useful to designing psychological and pedagogical activity in educational institutions. The implementation into practice of the proposed psycho-diagnostic complex will help to develop evidence-based approaches and recommendations for the interaction of educational institutions with adult members of families of children with movement disorders at the stage of preparation for school.

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Zygmont, Conrad Stanisław, e Anthony V. Naidoo. "A phenomenographic study of factors leading to variation in the experience of a school-based wilderness experiential programme". South African Journal of Psychology 48, n. 1 (2 febbraio 2017): 129–41. http://dx.doi.org/10.1177/0081246317690686.

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Adventure programming provides an exemplar for interventions through which adolescents may experience holistic development, interdependence, competence, and learn to model pro-social values. This study used a phenomenographic methodology to investigate the different ways in which a sample of 37 adolescents experienced a 27-day school-based wilderness adventure programme and identify aspects of the programme that were critical to variation in programme outcomes. The analysis revealed four conceptions of the programme: (a) long gruelling school hike, (b) school initiation/rite of passage programme, (c) once-in-a-lifetime group adventure, and (d) multifaceted learning and development opportunity. These categories of description are structured hierarchically, relate directly to programme outcomes, and evolve from different levels of awareness in six critical dimensions of variation, including: (a) programme characterisation, (b) the nature of group processes and interactions, (c) the nature and level of connection and interactions with adult group leaders, (d) the depth of engagement in various components of the programme, (e) the personal relevance that experiences had for participants, and (f) the type of growth and learning that was perceived to have accrued from these experiences. These findings and their implications for both adventure programming design and implementation, and for research on psychological interventions are discussed.

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Waliczek, Tina M., R. D. Lineberger, J. M. Zajicek e J. C. Bradley. "Using a Web-based Survey to Research the Benefits of Children Gardening". HortTechnology 10, n. 1 (gennaio 2000): 71–76. http://dx.doi.org/10.21273/horttech.10.1.71.

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A survey, targeting adults working with youth in garden situations, was designed for delivery on the KinderGARDEN World Wide Web site. The goal of this survey was to investigate adults who are actively involved in gardening with children in school, community or home gardens on their perceptions of the benefits of children participating in gardening. Three hundred-twenty completed surveys were returned via e-mail during a period of 9 months. Fourteen questions were included on the survey requesting information concerning what types of gardening situations in which children were participants and the demographics of the children involved in gardening. Results of the study cover 128,836 children (youth under 18 years old) involved in gardening, primarily with teachers in school gardens. The children involved were generally 12 years of age or under and were growing food crops. Adults gardening with children reported benefits to children's self-esteem and reduction in stress levels. Adults were also interested in learning more about the psychological, nutritional and physical benefits of gardening. Comparisons between those adults involved in gardening found that parents' and teachers' ideas differed concerning the most important aspects of the gardening experience. Parents viewed food production as most important while teachers thought socializing and learning about plants were most important.

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White, Emily, e Rosemary Barnitt. "Empowered or Discouraged? A Study of People with Learning Disabilities and their Experience of Engaging in Intimate Relationships". British Journal of Occupational Therapy 63, n. 6 (giugno 2000): 270–76. http://dx.doi.org/10.1177/030802260006300605.

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Vulnerable people constitute the majority of referrals to occupational therapy services, due to age and social, psychological and economic circumstances. People with learning disabilities may fit all these categories. An argument has been put that vulnerable people should not be subjects in research (de Raeve 1994) and that there may be unacceptable risks in being a subject in a socially sensitive research project (Barnitt and Partridge 1999). However, avoiding research with people with learning disabilities would mean that the voice of these clients would not be heard and it is known that they have expressed the wish to be consulted and involved in research (Atkinson 1989). A collaborative study was carried out with eight adults with learning disabilities who lived in a community residential home. Interviews were completed which dealt with aspects of intimate relationships. Three themes emerged from the interviews: the experience of intimate relationships, the future of a current relationship and the involvement of others in relationships. The findings showed that the people interviewed had a generally positive experience of such relationships. However, while the attitudes of staff and family towards intimate relationships were mostly empowering, some negative views still existed. The results have implications for occupational therapists working with people with learning disabilities.

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de Morais, Marianna Müller, Lucia Rapsová e Radka Zimanová. "Psychological Bases of the Foreign-Language Education of Seniors (Not Only) with Health Disability". International Journal on Language, Literature and Culture in Education 4, n. 2 (1 novembre 2017): 24–43. http://dx.doi.org/10.1515/llce-2017-0007.

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AbstractAccording to international documents, older people have a right to carry out and fully develop their abilities, skills and competences, as well as to have a dignified place and position in the society. Seniors with a certain kind of health disability have the same right as well. Due to this reason, it is indispensable and necessary to create suitable conditions for disabled seniors and to provide them a place for their personal development and self-fulfilment oriented on their fully valuable life in spite of their health disadvantage. The foreign-language education can be considered to be one of the possibilities of the self-fulfilment of seniors (not only) with health disability. Learning of a foreign language is an immanent part of education, however, it is necessary to keep certain specific features in the foreign-language education of this target group. This subject study is aimed on the analysis of psychological bases and chosen specific features of foreign-language education of seniors (not only) with health disability. It mentions chosen psycho-didactic aspects of the education of seniors (not only) with health disability. The study is an output of the authors from solving the research project of Scientific Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic and the Slovak Academy of Sciences n.1/0176/15 called Paradigms in education of adults and seniors with disability in the residential care.

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Határ, Ctibor, Petra Jedličková e Marianna Müller de Morais. "Foreign language education to seniors through intergenerational programmes". Journal of Language and Cultural Education 5, n. 1 (1 gennaio 2017): 103–17. http://dx.doi.org/10.1515/jolace-2017-0006.

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Abstract The intergenerational learning within various types of social environment and in relation to different target groups has long covered a wide range of uses. The professional literature mostly describes its benefits for children and young people, however, the intergenerational education also contributes to the development of personality and the saturation of the educational and psycho-social needs of both adults and seniors. The paper represents the authors’ output of the VEGA research project No. 1/0176/15 and it is structured into three chapters. In the first chapter, the author deals with the opportunities of the foreign language education for (not only) disabled seniors. The second chapter focuses on the intergenerational programmes that can be used in the language education of (not only) disabled seniors who are clients of social residential facilities. In the third chapter, the author elaborates the psychological aspects of the foreign language education of seniors.

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Ganapathy Sankar U e Monisha R. "Evaluation of Multiple Interacting Factors Associated with Developmental Coordination Disorder (DCD)". International Journal of Research in Pharmaceutical Sciences 11, n. 4 (6 ottobre 2020): 6286–89. http://dx.doi.org/10.26452/ijrps.v11i4.3312.

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Developmental coordination disorder is termed as a motor functioning disorder and it shows a major impact on motor learning and functioning. The aim of the current research is to have a critical analysis of the developmental coordination disorder using ICF model. However DCD is identified by functional limitations, there are associated factors which were left unattended. We discuss the participation restriction, body function and structural defects and other contextual factors associated with DCD. It has been highlighted that primary and secondary defects associated with developmental coordination disorder among children is due to the factors which depends on the cognitive and neurological structures. Personal and environmental factors associated play a major role in motor learning and acquisition. To design intervention for individual adult and children with developmental coordination disorder, there is need for consideration of the multiple interacting factors associated with developmental coordination disorder and understanding the primary and secondary factors that deteriorate the health of children with DCD needs attention. Psychological impairment is the factors which are identified at the front line. However while designing intervention sessions, there is a need to consider the psychosocial aspect of the individual with DCD.

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Hertzog, Christopher, Arthur F. Kramer, Robert S. Wilson e Ulman Lindenberger. "Enrichment Effects on Adult Cognitive Development". Psychological Science in the Public Interest 9, n. 1 (ottobre 2008): 1–65. http://dx.doi.org/10.1111/j.1539-6053.2009.01034.x.

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In this monograph, we ask whether various kinds of intellectual, physical, and social activities produce cognitive enrichment effects—that is, whether they improve cognitive performance at different points of the adult life span, with a particular emphasis on old age. We begin with a theoretical framework that emphasizes the potential of behavior to influence levels of cognitive functioning. According to this framework, the undeniable presence of age-related decline in cognition does not invalidate the view that behavior can enhance cognitive functioning. Instead, the course of normal aging shapes a zone of possible functioning, which reflects person-specific endowments and age-related constraints. Individuals influence whether they function in the higher or lower ranges of this zone by engaging in or refraining from beneficial intellectual, physical, and social activities. From this point of view, the potential for positive change, or plasticity, is maintained in adult cognition. It is an argument that is supported by newer research in neuroscience showing neural plasticity in various aspects of central nervous system functioning, neurochemistry, and architecture. This view of human potential contrasts with static conceptions of cognition in old age, according to which decline in abilities is fixed and individuals cannot slow its course. Furthermore, any understanding of cognition as it occurs in everyday life must make a distinction between basic cognitive mechanisms and skills (such as working-memory capacity) and the functional use of cognition to achieve goals in specific situations. In practice, knowledge and expertise are critical for effective functioning, and the available evidence suggests that older adults effectively employ specific knowledge and expertise and can gain new knowledge when it is required. We conclude that, on balance, the available evidence favors the hypothesis that maintaining an intellectually engaged and physically active lifestyle promotes successful cognitive aging. First, cognitive-training studies have demonstrated that older adults can improve cognitive functioning when provided with intensive training in strategies that promote thinking and remembering. The early training literature suggested little transfer of function from specifically trained skills to new cognitive tasks; learning was highly specific to the cognitive processes targeted by training. Recently, however, a new generation of studies suggests that providing structured experience in situations demanding executive coordination of skills—such as complex video games, task-switching paradigms, and divided attention tasks—train strategic control over cognition that does show transfer to different task environments. These studies suggest that there is considerable reserve potential in older adults' cognition that can be enhanced through training. Second, a considerable number of studies indicate that maintaining a lifestyle that is intellectually stimulating predicts better maintenance of cognitive skills and is associated with a reduced risk of developing Alzheimer's disease in late life. Our review focuses on longitudinal evidence of a connection between an active lifestyle and enhanced cognition, because such evidence admits fewer rival explanations of observed effects (or lack of effects) than does cross-sectional evidence. The longitudinal evidence consistently shows that engaging in intellectually stimulating activities is associated with better cognitive functioning at later points in time. Other studies show that meaningful social engagement is also predictive of better maintenance of cognitive functioning in old age. These longitudinal findings are also open to important rival explanations, but overall, the available evidence suggests that activities can postpone decline, attenuate decline, or provide prosthetic benefit in the face of normative cognitive decline, while at the same time indicating that late-life cognitive changes can result in curtailment of activities. Given the complexity of the dynamic reciprocal relationships between stimulating activities and cognitive function in old age, additional research will be needed to address the extent to which observed effects validate a causal influence of an intellectually engaged lifestyle on cognition. Nevertheless, the hypothesis that an active lifestyle that requires cognitive effort has long-term benefits for older adults' cognition is at least consistent with the available data. Furthermore, new intervention research that involves multimodal interventions focusing on goal-directed action requiring cognition (such as reading to children) and social interaction will help to address whether an active lifestyle enhances cognitive function. Third, there is a parallel literature suggesting that physical activity, and aerobic exercise in particular, enhances older adults' cognitive function. Unlike the literature on an active lifestyle, there is already an impressive array of work with humans and animal populations showing that exercise interventions have substantial benefits for cognitive function, particularly for aspects of fluid intelligence and executive function. Recent neuroscience research on this topic indicates that exercise has substantial effects on brain morphology and function, representing a plausible brain substrate for the observed effects of aerobic exercise and other activities on cognition. Our review identifies a number of areas where additional research is needed to address critical questions. For example, there is considerable epidemiological evidence that stress and chronic psychological distress are negatively associated with changes in cognition. In contrast, less is known about how positive attributes, such as self-efficacy, a sense of control, and a sense of meaning in life, might contribute to preservation of cognitive function in old age. It is well known that certain personality characteristics such as conscientiousness predict adherence to an exercise regimen, but we do not know whether these attributes are also relevant to predicting maintenance of cognitive function or effective compensation for cognitive decline when it occurs. Likewise, more information is needed on the factors that encourage maintenance of an active lifestyle in old age in the face of elevated risk for physiological decline, mechanical wear and tear on the body, and incidence of diseases with disabling consequences, and whether efforts to maintain an active lifestyle are associated with successful aging, both in terms of cognitive function and psychological and emotional well-being. We also discuss briefly some interesting issues for society and public policy regarding cognitive-enrichment effects. For example, should efforts to enhance cognitive function be included as part of a general prevention model for enhancing health and vitality in old age? We also comment on the recent trend of business marketing interventions claimed to build brain power and prevent age-related cognitive decline, and the desirability of direct research evidence to back claims of effectiveness for specific products.

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Zeer, E. F., e E. E. Symanyuk. "Self-realization of Human Personality in Mature Adulthood as a Predictor of Ensuring Its Professional Performance". Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 26, n. 4 (2020): 100–114. http://dx.doi.org/10.15826/izv1.2020.26.4.075.

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Introduction. The present paper addresses social, psychological and professional characteristics of a mature human adult (ages 56–60). The analysis of a social situation of development determines essential developmental inconsistencies akin to a conflicting reality between external and internal conditions for the process of self-realization. The termination of professional engagement causes emotional stress and (normative) crisis of job loss and initiates the search for the ways to ensure solvency and professional performance. Thus, the relevance of this research is underpinned by the idea that self-realization is a factor of ensuring professional performance. The conflicting realities in personal growth during the period of mature adulthood feature a social situation of development where social and technological activities are the most dominant in leading economic sectors. The structural and functional model of self-realization reflects the basic features of a newly formed personality. The aim of the present research is to define the aspects and patterns of human self-realization that accounts for professional performance. Methodology and research methods. A new theoretical and applied discipline constitutes the methodological framework of the present research. It involves psychologic, postmodern paradigm, methodological approaches to and principles of professional creditworthiness, as well as the concept of professional growth. Results. The heuristic model of professional self-realization generalizes the social situation of development in mature adulthood. The said model has become the blueprint for the structural and functional model of self-realization that accounts for professional performance of a person in mature adulthood. The purpose of the present research warranted the development of a supplemental educational program which increases the professional worth of a person nearing retirement age. The program content is illustrated as a block module, thus enabling to tailor several learning paths to individual needs of trainees. This program is meant for online learning and is based on advanced educational technologies. Practical significance. The points and recommendations stated in the paper can be used by staff development services. However, our primary goal was to help people with their self-determination during professional transformation of economy through self-actualization and self-realization to ensure their professional performance.

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Чернавский, Александр, Aleksandr Chernavskiy, Ирина Русакова, Irina Rusakova, Иван Петров e Ivan Petrov. "PSYCHOLOGICAL SUBSTANTIATION OF THE USE OF GAMING PRACTICES AND PRINCIPLES OF GAMING IN THE TRAINING OF DENTAL PATIENTS IN A HEALTHY LIFESTYLE". Actual problems in dentistry 14, n. 3 (23 ottobre 2018): 91–96. http://dx.doi.org/10.18481/2077-7566-2018-14-3-91-96.

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Gaming learning is accepted in our society for a long time, practically from its inception and therefore has historical roots. The game is multifaceted, it allows you to successfully learn new skills for both children and adults. The game not only trains, develops, educates, but also socializes. An historical excursion shows that one of her first tasks is training. The substantiation of the use of gaming methods in psychotherapeutic and developmental psycho-correction work is given by many scientists working in the field of psychology. Methods of playing developmental psychocorrection and psychotherapy remain a very important tool that allows not only to study aspects of the child's and adult's inner world, but also, depending on the level of his mental maturity, social skills, cognitive and emotional processes, build interaction in the formation of the principles of a healthy lifestyle in patients of dental profile. Gaming psychotechnics are psychologically conditioned, a natural element of culture, which is a kind of voluntary activity of the individual, enriching the social experience of our patients, allowing one to master the norms and rules for preserving one's dental health through voluntary acceptance of a role, virtual simulation of the playing space and changing the conditions of one's own own being in society. The players perform the following functions: communicative; self-realization of a person; diagnostic; psychotherapeutic; psycho-corrective. Gaming psychotechnics allow you to escape from the paternalistic positions in communication with the patient, to form a request for maintaining your own health in the patient himself. The use of gambling practices and gaming promotes the consolidation and improvement of knowledge, the development of the psychological qualities of the individual, the development of the ability to find the best solutions for large and small patients in the formation of their health.

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Makazhanova, Z. "Psychological aspects of learning english". Pedagogy and Psychology 42, n. 1 (30 marzo 2020): 45–49. http://dx.doi.org/10.51889/2020-1.2077-6861.05.

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The article discusses issues of effective learning and mastering a foreign language and factors affecting the learning process. The author focuses on the methodological and psychological aspects of this process. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the teacher’s talent to use the correct method of presenting and activating teaching material, the ability to build trust with students and create a comfortable environment for them in the classroom, depends largely on psychological factors, on the students’ ability to change established ideas about their ability to assimilate and freely use foreign language speech both in class and in real life.

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Holm Kvist, Malva. "Children’s crying in play conflicts". Research on Children and Social Interaction 2, n. 2 (3 dicembre 2018): 153–76. http://dx.doi.org/10.1558/rcsi.37386.

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The study examines young children's play and adults' responses to children's peer play conflicts (in preschools in Sweden) that result in crying. It shows how educators' participation in the resolution of children's play conflicts constitutes socialization practices that focus on moral and emotional aspects of children's conduct. Children's crying has previously been investigated primarily from psychological perspectives. Interactional studies have highlighted that children use different communicative resources in their play interactions and conflicts. Crying, however, has not been investigated in an educational context and not in its own right. The present study adopts social interactional and sociocultural perspectives on children's development and learning. The study is based on video ethnography from a Swedish preschool for children aged 1-4 years. The findings demonstrate that young children use crying as a communicative act that invites educators' active response to a moral transgression committed by a peer. The children use crying to position themselves as victims or perpetrators in a conflict that educators are called upon to resolve, while at the same time mediating between children. The analysis shows that children configure their crying as an embodied and publicly visible act to be noticed by educators, whose responses then accomplish the moral framing of play conflict.

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Bogunovic, Blanka, Jelena Dubljevic e Nina Buden. "Music education and musicians: Expectations, course and outcomes". Zbornik Instituta za pedagoska istrazivanja 44, n. 2 (2012): 402–23. http://dx.doi.org/10.2298/zipi1202402b.

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Considering the long-term talent development, from the moment of its recognition to the moment when an adult is confronted with the necessity of integration in the professional music and life streams, we wonder whether education satisfies the needs of talents and provides, in the long run, the necessary knowledge and skills. The aim of this research was to investigate: (1) the initial motivation for learning music and expectations from music education; (2) the course of development of young musicians (the degree of self-actualisation, developmental perspectives, evaluation of music education) and (3) outcomes of music education and development of the professional career. The sample (N=487) consisted of five subsamples: music kindergarten pupils, students of primary music schools, students of secondary music schools, university students of music and teachers at music schools and universities. The paper analyses psychological, educational and professional aspects of education of musically gifted pupils and students, as well as music teachers in five successive age groups. The results indicate that with an increase in age there is a considerable increase in the variety and scope of expectations and a higher aspiration towards personal, educational and professional lifelong improvement, while, at the same time, there is a considerable decrease in the level of fulfilment of expectations and the level of assessment of self-actualisation. This is indicative of a continuously present feeling of ?hidden underachievement? in the group of (relatively) successful young musicians and professionals. Analysis of respondents? answers points out to the existence of still traditional system of music education, which lacks flexibility and innovation and fails to provide a sufficient level of transferable knowledge and skills. The findings point out to a whole cluster of controversies demanding further reconsideration and (re)designing of the curriculum of (high) music education.

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Tokarska, O. "INFORMAL EDUCATION AS AN EFFECTIVE FORM OF DEVELOPMENT OF PROFESSIONAL COMPETENCE OF MODERN COMPUTER SCIENCE TEACHER". Zhytomyr Ivan Franko state university journal. Рedagogical sciences, n. 1 (104) (1 giugno 2021): 40–49. http://dx.doi.org/10.35433/pedagogy.1(104).2021.40-49.

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In modern conditions formal education is unable to meet the various educational needs of teachers, especially when it comes to ICTs and computer science (CS), so informal adult education is becoming an increasingly urgent personal need of modern educators. Taking into consideration the challenges of today and the demands to the teachers, the state has provided for the possibility of continuous teacher training in the new Law on Education. Despite the fact that the issue of professional development of educators was given considerable attention in the researches of community, the problem of professional competence of modern CS teachers in the field of informal education remained insufficiently covered and was not the subject of a dedicated special research. The aim of the article is to outline the optimal ways to develop the professional competence of computer science teachers in the system of informal education. Theoretical research methods were used during research, namely: study and analysis of psychological-pedagogical, normative and special literature on the above-mentioned issue(s); analysis of state educational standards, programs, textbooks and teaching materials. Some its aspects are defined and the ways of organizing the process of development of professional competence of teachers in the conditions of informal education are described. It is determined that further research is aimed at processing and testing the research-based materials in real conditions. The analysis of the legal framework in the field of education showed that the state is currently taking a number of measures to ensure the continuous development of professional competence of modern CS teachers as well as the development of professional competence of modern educators in general, which should include such areas that will allow teachers to exploit new approaches and educational technology that can improve and amplify the learning process of students.

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Barchi, Beata, Tetyana Kravchenko e Natalia Martyn. "PSYCHOLOGICAL ASPECTS OF ENGLISH GRAMMAR LEARNING". International scientific journal «Education and Science» 2(27), n. 1 (2019): 71–74. http://dx.doi.org/10.31339/2617-0833-2019-2(27)-71-74.

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Matveev, Mikhail. "Psychological aspects of history e-learning". OOO "Zhurnal "Voprosy Istorii" 2021, n. 03 (1 marzo 2021): 158–72. http://dx.doi.org/10.31166/voprosyistorii202103statyi29.

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Acute respiratory viral infections (ARVI) cause more than 80% of all acute respiratory diseases. Like most viral pathogens of SARS, coronaviruses are RNA viruses, but they have the largest genome in terms of size - about 29 thousand nucleotides. Live anti-coronavirus vaccines have been developed for dogs and domestic chickens, because their respective varieties cause severe chronic infection and high viral mortality.

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Burns, E., E. Silvennoinen, V. A. Kopnov, D. E. Shchipanova, N. Papić-Blagojević e S. Tomašević. "Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia". Education and science journal 22, n. 9 (10 novembre 2020): 174–203. http://dx.doi.org/10.17853/1994-5639-2020-9-174-203.

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Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

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Markov, D. O. "Social-Psychological Aspects of Professional Learning Motivation". Psychological-Educational Studies 8, n. 4 (2016): 50–61. http://dx.doi.org/10.17759/psyedu.2016080406.

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The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc.) and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc) approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc.) and inner personality settings (К. Dvak, А. Bandura) on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.

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Rad, MojtabaRezai, e Masoumeh Rezaei. "Psychological aspects effectiveness mobile learning in higher education". International Journal of Educational and Psychological Researches 1, n. 3 (2015): 199. http://dx.doi.org/10.4103/2395-2296.158326.

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ZINCHENKO, SVETLANA, e TAMARA KOTIRLO. "SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF ADULT DEVELOPMENT AND LEARNING". Main Issues Of Pedagogy And Psychology 13, n. 1 (12 aprile 2017): 103–10. http://dx.doi.org/10.24234/miopap.v13i1.239.

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The article investigates the problems of adult education, particularly social-psychological characteristics of adult development and learning are analyzed. The author gives the definition of the institutional peculiarities of adult education. As it is stated in the article, adult learning is a firm basis of his/her psychological development. Life-long education is a guarantee of the individual’s cognitive development.

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Zichenko, S., e T. Kotirlo. "SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF ADULT LEARNING AND DEVELOPMENT". Main Issues Of Pedagogy And Psychology 14, n. 2 (3 settembre 2017): 30–37. http://dx.doi.org/10.24234/miopap.v14i2.50.

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The authors consider the problem of the adult social and psychological development and education. It analyzes various directions of social and psychological development, the peculiarities of the institutional type of training, as well as the basis of forms oftraining of adult education.

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Kalinina, Larisa Yuryevna, e Dmitriy Victorovich Ivanov. "The identification method of 6-7 year-old-children’s «duovector» giftedness in the art-creativity process". Samara Journal of Science 7, n. 4 (30 novembre 2018): 326–35. http://dx.doi.org/10.17816/snv201874308.

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The paper deals with one of the aspects of early identification of giftedness: the establishment of the relationship between its types. The authors see a solution of the problem in the development and validation of the methodology based on the integrated modern scientific knowledge - psychological, pedagogical and art criticism, in the field of contemporary art. This technique is expected to meet the conditions of efficiency and accessibility in the application of teachers working with children. Clarifications have been made to the basic concept of giftedness for the paper. The authors propose a term describing the interrelated manifestation of two types of giftedness - duovector talent. The method is aimed at finding hidden signs of duovector giftedness: musical mathematics, in the field of fine art and sports, musical and linguistic. The basis of this approach is the idea of the dependence of the frequency and brightness of giftedness manifestations on the conditions, the most important of which is the aesthetic environment enriched with multi-modal material for creativity. At the same time, it is advisable to involve children in accessible and aesthetically valuable works of modern art, in the search for new knowledge in the same ways that adult authors of the XXI century use. Modeling directly perceived creative techniques and forms, the child masters the world, structures it non-linearly, on the principle of creating a rhizome. As a catalyst of creative activity, a set of tasks-subtests adapted to the age peculiarities of children is offered. The procedure of the experiment in a specially organized educational environment (an art workshop) is characterized. Plunging into the atmosphere of fruitful disorder, the child will act freely and directly, engaged in creativity as a game, creates an art product that has value as a marker of his talent. The content of creative tasks is presented, according to the results of work on which the diagnostic card is filled, in turn, which is the basis for the conclusions about the presence of the childs duovector talent. At this stage of the study, the authors have prepared a method for validation by comparing it with tests and subtests of other methods. The materials of the paper logically continue the research in the field of finding reference points for the development of individual educational routes of students, preparing them for lifelong learning.

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Hartley, J. R. "Some Psychological Aspects of Computer‐Assisted Learning and Teaching". PLET: Programmed Learning & Educational Technology 22, n. 2 (maggio 1985): 140–49. http://dx.doi.org/10.1080/1355800850220206.

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Lin, Lin, Patricia Cranton e Beatrice Bridglall. "Psychological Type and Asynchronous Written Dialogue in Adult Learning". Teachers College Record 107, n. 8 (agosto 2005): 1788–813. http://dx.doi.org/10.1111/j.1467-9620.2005.00542.x.

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40

Hoon, Stephanie, e Penny Wilkins. "Adult Learning and the Advantages of the Online Learning Experience". Westcliff International Journal of Applied Research 2, n. 2 (1 novembre 2018): 31–36. http://dx.doi.org/10.47670/wuwijar201822pwsh.

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Abstract (sommario):

This paper discusses several benefits of the online educational experience, specifically as it pertains to the adult learner. The paper focuses on the aspects of collaboration, flexibility, and cultural opportunities. The work concludes that online education is ideal for adult learners because of the aspects of collaboration, flexibility, and diversity it provides utilizing the constructivist approach.

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Winefield, Helen R., Anthony H. Winefield e Marika Tiggemann. "Psychological Attributes of Young Adult Smokers". Psychological Reports 70, n. 3 (giugno 1992): 675–81. http://dx.doi.org/10.2466/pr0.1992.70.3.675.

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To study the psychological aspects of cigarette-smoking in community adults, we examined longitudinal data from a sample of young people (from age 15 to 23 years). Questions on smoking behavior had been asked during the last five years of the study, and information on self-esteem, depressive affect, negative mood, hopelessness, psychological disturbance, locus of control, social alienation and health was also available. Current smokers in the last year of the study had differed from nonsmokers nine years previously by having more external locus of control and now were less likely to report their health as excellent. Most smokers also drank alcohol, but cigarette consumption did not differ for drinkers and nondrinkers. Contrary to expectations, current smokers showed no distinctive psychological attributes, and those who started of stopped smoking were similarly undistinctive in psychological terms. Results suggest that efforts to stress the self-destructive or antisocial nature of tobacco use have not been accepted by the smokers in this age group ( M = 23.6 yr.).

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Weisskirch, Robert S. "Aspects of Parenting and the Well-Being of Emerging Adult Language Brokers". Journal of Mental Health Counseling 40, n. 4 (1 ottobre 2018): 286–301. http://dx.doi.org/10.17744/mehc.40.4.02.

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The outcomes of language brokering may be shaped by parents and parent–child interactions for language brokers into emerging adulthood. For emerging adults, past parenting may differ by frequency of language brokering and contribute to brokers' well-being. In this study, 2,473 emerging adults (female = 1,719, male = 746, did not indicate = 8) with two foreign-born parents completed measures of language-brokering frequency, parenting, and well-being. Frequent language brokers reported lower levels of paternal nurturance, paternal connection, maternal nurturance, and maternal connection, and higher levels of maternal disrespect, in comparison to non-brokers. Infrequent language brokers reported lower levels of paternal connection, maternal nurturance, and maternal connection, and higher levels of paternal disrespect, paternal psychological control, maternal disrespect, and maternal psychological control, in comparison to non-brokers. Frequent language brokers indicated higher levels of depressive symptoms in comparison to non-brokers. The combination of frequent language brokering, paternal psychological control, and maternal psychological control were predictive of depressive symptoms. Frequent language brokering, female gender, paternal disrespect, paternal psychological control, and maternal psychological control were predictive of anxiety symptoms. Language brokering did not predict overall psychological well-being.

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Kakhkharov, Siddik Kakhkharovich, e Shukhratjon Farmonovich Turaev. "Pedagogical And Psychological Aspects Of Independent Education". American Journal of Social Science and Education Innovations 03, n. 05 (30 maggio 2021): 240–46. http://dx.doi.org/10.37547/tajssei/volume03issue05-45.

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BALADELI, Ana Paula Domingos. "A MULTIMODALIDADE DO VIDEOCLIPE MUSICAL: ASPECTOS METODOLÓGICOS PARA O ENSINO DE LÍNGUA INGLESA". Trama 16, n. 39 (1 ottobre 2020): 81–90. http://dx.doi.org/10.48075/rt.v16i39.23784.

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A Teoria dos Multiletramentos enfatiza que a sofisticação das mídias potencializa a variedade de recursos audiovisuais como discurso próprio da contemporaneidade. Em termos educacionais, a multimodalidade amplia o acesso do aluno a significados e, destaca a hibridização das linguagens na composição de textos. O objetivo deste artigo é apresentar os resultados de um projeto de extensão sobre os multiletramentos, com ênfase no uso pedagógico do videoclipe musical. Os resultados do projeto, realizado em uma universidade pública no Brasil indicaram; a necessidade de o professor definir critérios para a seleção de videoclipe musical, a definição de objetivos para o uso do videoclipe, a articulação do videoclipe a conteúdos para aprendizagem em Língua Inglesa. Em linhas gerais, concluímos a relevância do papel das narrativas audiovisuais na formação de leitores críticos e, sobretudo, na aprendizagem de Língua Inglesa.Recebido em: 16-12-2019Revisões requeridas em: 02-03-2020Aceito em: 13-03-2020REFERÊNCIAS:BAGULEY, Margaret; PULLEN, Darren L.; SHORT, Megan. Multiliteracies and the new world order. In: PULLEN, D.L.; COLE, D.R. Multiliteracies and technology enhanced education: social practice and the global classroom. Hershey: IGI Global, 2010. p. 01-17.BALADELI, Ana P.D. Cibercultura e ensino de línguas: um olhar sobre a Teoria dos Multiletramentos. In: COSTA, N. V. S. (org.). A Língua Inglesa e seus desdobramentos na ciência. Bonecker, 2019. p. 11-28.BARBOSA, Vânia S.; ARAÚJO, Antonia D. Multimodalidade e letramento visual: um estudo piloto de atividades de leitura disponíveis em sítio eletrônico. Revista da ANPOLL, Florianópolis, n.37, jul./dez.2014, p.17-36. Disponível em: https://revistadaanpoll.emnuvens.com.br/revista/article/view/824 acesso em 04 dez. 2019.BERK, Ronald A. Multimedia teaching with video clips: TV, Movies, YouTube, and motive in the college classroom. International Journal of Technology in Teaching and Learning, v. 5, n.1, 2009, p. 1-21.BOCHE, Benjamin. Multiliteracies in the classroom: emerging conceptions of first-year teachers. Journal of Language and Literacy Education, v.10, n.1, 2014.BRASIL. Base Nacional Comum Curricular: Ensino Médio. Brasília: MEC/Secretaria de Educação Básica, 2018.BULL, Geoff; ANSTEY, Michele. Elaborating multiliteracies through multimodal texts.London,New York: Routledge, 2019.COPE, Bill; KALANTZIS, Mary. A pedagogy of multiliteracies, learning by design.New York. Palgrave Macmilan, 2015.KRESS, Gunther; VAN LEEUWEN, Theo. Reading images. 2nd.London: Routledge, 2006.MARCHETTI, Lorena; CULLEN, Peter. A multimodal approach in the classroom for creative learning and teaching. Psychological and creative approaches, v.5, n.1, p. 39-51, 2016.McCLAIN, Jordan M. A framework for using popular music videos to teach media literacy. Dialogue: The interdisciplinary Journal of Popular Culture and Pedagogy, v.3, n.1, p.38-46, 2016. Disponível em: http://journaldialogue.org/issues/a-framework-for-using-popular-music-videos-to-teach-media-literacy/ acesso em 03 out. 2019.NEW LONDON GROUP. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review; 66, 1, Spring, 1996.NICOLESCU, Barasab. Um novo tipo de conhecimento: transdisciplinaridade. In: NICOLESCU, B. et al (org.). Educação e transdisciplinaridade. Brasília: UNESCO, 2000. p. 13-29.ROJO, Roxane; MOURA, Eduardo (orgs.). Multiletramentos na escola. São Paulo: Parábola, 2012.SERAFINI, Frank. Reading multimodal texts: perceptual, structural and ideological perspectives. Children’s Literature in Education, v. 42, 2010, p. 85-104.SERAFINI, Frank. Expanding perspectives for comprehending visual images in multimodal texts. Journal Adolescent and Adult Literacy, v. 54, n.5, p. 342-350, 2011.STREET, Brian V. Eventos de letramento e práticas de letramento: teoria e prática nos novos estudos do letramento. In: MAGALHÃES, I. (org.). Discursos e práticas de letramento. Campinas, SP: Mercado de Letras, 2012. p. 69-92.WARNER, Chantelle; DUPUY, Beatrice. Moving toward multiliteracies in foreign language teaching: past and present perspectives... and beyond. Foreign Language Annals, v. 51, 2017, p. 116-128. Disponível em: https://onlinelibrary.wiley.com/doi/full/10.1111/flan.12316 acesso em 15 nov. 2019.

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Rottenberg, Shelley, e Allison Williams. "Web-Based Delivery of the Caregiving Essentials Course for Informal Caregivers of Older Adults in Ontario: Mixed Methods Evaluation Study". JMIR Aging 4, n. 2 (15 giugno 2021): e25671. http://dx.doi.org/10.2196/25671.

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Background Many informal caregivers of older adults have limited time because of the number of responsibilities that their caregiving role entails. This population often experiences high levels of burden due to the stressful nature of their work and are vulnerable to developing negative psychological health outcomes. Easily accessible and flexible knowledge interventions are needed to alleviate the burden and stress experienced by this group. Objective This study aims to evaluate the acceptability of the web-based delivery of the Caregiving Essentials course for informal caregivers of older adults. Both the strengths and limitations of using a web-based platform to provide information and resources were explored to see whether the method of delivery enhanced or hindered the overall course experience for participants. Methods A mixed methodology of web-based pre- (n=111) and postcourse surveys (n=39) and telephone interviews (n=26) was used to collect both qualitative and quantitative data from participants. Individual interviews were also conducted with key stakeholders (n=6), and a focus group was conducted with nursing students (n=5) who were involved in the project. Results The web-based delivery of the course provided participants with greater accessibility to the course because it allowed them to work independently through the modules at their own pace wherever and whenever. The discussion boards were also identified as a major strength because of the opportunity for social interaction and the sense of community that many felt through sharing their experiences. Some barriers to participation included age-related factors, issues with navigating aspects of the course, and concerns about privacy and anonymity. Some key suggestions included more engaging methods of web-based communication and the reorganization of the module content to reduce the amount of text and streamline information. Conclusions The web-based delivery of Caregiving Essentials appeared to enhance the overall course experience by increasing accessibility and allowing participants to interact with the learning materials and other caregivers. The findings from this evaluation can be used to create and improve the web-based delivery of both the current and emerging interventions for caregivers.

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Grabovska, I. V. "Psychological aspects of foreign language learning at an early age". Humanitarian studios: pedagogics, psychology, philosophy 10, n. 4 (26 novembre 2019): 79–83. http://dx.doi.org/10.31548/hspedagog2019.04.079.

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Salikhova, Nailya R., Martin F. Lynch e Albina B. Salikhova. "Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective". Contemporary Educational Technology 12, n. 2 (8 ottobre 2020): ep280. http://dx.doi.org/10.30935/cedtech/8584.

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Dashkina, Alexandra I., e Victoria M. Yakovleva. "Psychological aspects of collaborative learning in the shared information environment". World of academia: Culture, Education, n. 7 (30 settembre 2020): 63–70. http://dx.doi.org/10.18522/2658-6983-2020-07-63-70.

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Готцева, Маріана. "A Neurocognitive Perspective on Language Acquisition in Ullman’s DP Model". East European Journal of Psycholinguistics 4, n. 2 (28 dicembre 2017): 24–33. http://dx.doi.org/10.29038/eejpl.2017.4.2.got.

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In the last few decades, the studies in second language acquisition have not answered the question what mechanisms a human’s brain uses to make acquisition of language(s) possible. A neurocognitive model which tries to address SLA from such a perspective was suggested by Ullman (2005; 2015), according to which, “both first and second languages are acquired and processed by well-studied brain systems that are known to subserve particular nonlanguage functions” (Ullman, 2005: 141). The brain systems in question have analogous roles in their language and nonlanguage functions. This article is meant to critically analyse the suggested DP model within the context of neurocognitive studies of L2; and evaluate its contribution to the field of SLA studies. References Aboitiz, F. (1995). Working memory networks and the origin of language areas in the human brain. Medical Hypothesis, 25, 504-506. Aboitiz, F. & Garcia, R. (1977). The anatomy of language revisited. Biological Research, 30, 171-183. Aboitiz, F., Garcia, R., Brunetti, E. & Bosman, C. (2006). The origin of Broca’s area and its connections from an ancestral working memory network. In: Broca’s Region, (pp. 3-16). Y.Grodzinsky and K. Amunts, (Eds.). Oxford: Oxford University Press. Alexander, M. P. (1997). Aphasia: clinical and anatomic aspects. In: Behavioral Neurology and Neuropsychology, (pp. 133–150). T. E. Feinberg, & M. J. Farah, (Eds.). New York: McGraw-Hill. Alexander, G.E., DeLong, M.R. & Strick, P.L. (1986). Parallel organisation of functionally segregated circuits linking basal ganglia and cortex. Annual Review of Neuroscience, 9, 357-381. Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111, 1036–1060. Birdsong, D., ed. (1999). Second Language Acquisition and the Critical Period Hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. Buckner, R. L., & Wheeler, M. E. (2001). The cognitive neuroscience of remembering. Nature Review Neuroscience, 2(9), pp. 624–634. Calabresi, P., Centonze, D., Gubellini, P., Pisani, A. & Bernardi, G. (2000). Acetyl-chlorine-ediated modulation of striatal function. Trends in Neurosciences, 23(3), 120-126. Cepeda, N.J., Vul. E., Rohrer, D., Wixted, J. T., Pashler, H. (2008) Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19, 1095-1102. Chun, M.M. (2000). Contextual cueing of visual attention. Trends in Cognitive Science, 4(5), 170-178.Crosson, B., Benefield, H., Cato, M. A., Sadek, R. J., Moore, A. B., Auerbach, E. J., Gokcay, D., Leonard, C.M. & Briggs, R.W. (2003). Left and right basal ganglia activity during language generation: contributions to lexical, semantic and phonological processes. Journal of the International Neuropsychological Society, 9, 1061-1077. Devescovi, A., Caselli, M. C., Marchione, D., Pasqualetti, P., Reilly, J., & Bates, E. (2005). A crosslinguistic study of relationship between grammar and lexical development. Journal of Child Language, 32, 759–786. Di Giulio, D.V., Seidenberg, M., O’Leary, D. S. & Raz, N. (1994). Procedural and declarative memory: a developmental study. Brain and Cognition, 25(1), 79-91. Dionne, G., Dale, P., Boivin, M., & Plomin, R. (2003). Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74, 394–412. Eichenbaum, H. & Cohen, N.J. (2001). From Conditioning to Conscious Recollection: Memory Systems of the Brain. Oxford: Oxford University Press. Ellis, N.C. (1994). Implicit and Explicit Learning of Languages. New York: Academic Press. Ellis, N.C. (2002). Reflections on frequency effects in language processing. Studies in Second language acquisition, 24, 297-339. Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters. Embick, D., Marantz, A., Miyashita, Y., O’Neil, W., & Sakai, K. L. (2000). A syntactic specialization for Broca’s area. Proceedings of the National Academy of Sciences USA, 97, (6150–6154). Fabbro, F., Clarici, A., Bava, A. (1996). Effects of left basal ganglia lesions on language production. Perceptual and Motor Skills, 82(3), 1291–1298. Ferman, S., Olshtain, E., Schechtman, E. & Karni, A. (2009). The acquisition of a linguistic skill by adults: procedural and declarative memory interact in the learning of an artificial morphological rule. Journal of Neurolinguistics, 22, 384-412. Retrieved from: http://www.elsevier.com/locate/jneuroling. Fredriksson, A. (2000). Maze learning and motor activity deficits in adult mice induced by iron exposure during a critical postnatal period. Developmental Brain Research, 119(1), 65-74. Friederici, A. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6(2), 78–84. Friederici, A., von Cramon, D., Kotz, S. (1999). Language related brain potentials in patients with cortical and subcortical left hemisphere lesions. Brain, 122, 1033-1047. Goodale, M. A. (2000). Perception and action in the human visual system. In: The New Cognitive Neurosciences, (pp. 365-378). M. S. Gazzaniga, (ed.). Cambridge, MA: MIT Press, Hahne, A., Friederichi, D. (2003). Processing a second language: late learners’ comprehension strategies as revealed by event-related brain potentials. Bilingualism: Language and Cognition, 4, 1-42. Henke, K (2010) A model for memory systems based on processing modes rather than consciousness. Nature Reviews Neuroscience, 11, 523–532. Hikosaka, O., Sakai, K., Nakahara, H., Lu, X., Miyachi, S., Nakamura, K., Rand, M. K. (2000). Neural mechanisms for learning of sequential procedures. In: The New Cognitive Neurosciences, (pp. 553-572). M. S. Gazzaniga, (ed.). Cambridge, MA: MIT Press. Joanisse, M.F., Seidenberg, M.S. (1999). Impairments in verb morphology after brain injury: a connectionist model. Proceedings of the National Academy of Science USA. 96, (7592 –7597). Middleton, F.A., Strick, P.L. (2000). Basal ganglia and cerebral loops: motor and cognitive circuits. Brain research reviews, 31, 236-250. Moro, A., Tettamanti, M., Perani, D., Donati, C., Cappa, S. F., & Fazio, F. (2003). Syntax and the brain: disentangling grammar by selective anomalies. Neuroimage, 13(1), 110–118. Neurolinguistic and Psycholinguistic Perspectives on SLA. (2010). Arabski, J. & Wojtaszek, A. (Eds.), Bristol: Multilingual Matters. Newport, E. (1993). Maturational constraints on language learning. Cognitive Science, 14(1), 11-28. Opitz, B. & Friederichi, A.D. (2003). Interactions of the hippocampal system and the prefrontal cortex in learning language-like rules. Neuroimage, 19(4), 1730-1737. Packard, M.& Knowlton, B. (2002). Learning and memory functions of the basal ganglia. Annual Review of Neuroscience, 25, 563–593. Park, D., Lautenschlager, G., Hedden, T., Davidson, N., Smith, A. & Smith, P. (2002). Models of visuospatial and verbal memory across the adult life span. Psychology and Aging, 16, 299-320. Peelle, J.E., McMillan, C., Moore, P., Grossman, M. & Wingfield, A. (2004). Dissociable patterns of brain activity during comprehension of rapid and syntactically complex speech: evidence from fMRI. Brain and Language, 91, 315-325. Pinker, S. (1994). The Language Instinct. New York: William Morrow. Poldrack, R., Packard, M. G. (2003). Competition among multiple memory systems: converging evidence from animal and human brain studies. Neuropsychologia, 41(3), 245–251. Roediger, H.L., Butler, A.C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Science, 15, 20-27. Schlaug, G. (2001). The brain of musicians: a model for functional and structural adaptation. Annals of the New York Academy of Sciences, 930(1), 281-299. Squire, L.R., Knowlton, B.J. (2000). The medial temporal lobe, the hippocampus, and the memory systems of the brain. In: The New Cognitive Neurosciences. (pp. 765-780). M. S. Gazzaniga, Ed. Cambridge, MA: MIT Press, Squire, L. R., Zola, S. M. (1996). Structure and function of declarative and nondeclarative memory systems. Proceedings of the National Academy of Sciences USA, 93. (13515–13522). Sun, R., Zhang, X. (2004). Top-down versus bottom-up learning in cognitive skill acquisition. Cognitive Systems Research, 5, 63–89. Ullman, M.T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition, 92(1-2), 231-70. Ullman, M.T. (2005). A cognitive neuroscience perspective on second language acquisition: the declarative/procedural model. In: Adult Second Language Acquisition, (pp. 141-178). C. Sanz, (ed.). Washington, DC: Georgetown University Press. Ullman, M.T. & Pieport, E.I. (2005). Specific language impairment is not specific to language: the procedural deficit hypothesis. Cortex, 41, 399-433. Ullman, M. (2006). Is Broca’s area part of a basal ganglia thalamocortical circuit? In: The Cortex: Integrative Models of Broca’s Area and the Ventral Premotor Cortex. (pp. 480-485). R. Schubotz & C. Fiebach, (Eds.). Milan: Masson. Ullman, M. (2015) The declarative / procedural model: A neurobiologically motivated theory of first and second language. In: Theories in Second Language Acquisition: An Introduction, (pp. 135-158.) VanPatten, B. and J. Williams, (Eds.). 2nd ed. New York: Routledge. Ullman, M. and Lovelett, J. (2016). Implications of the declarative / procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, Special issue, 1-27. Zurowski, B., Gostomzyk, J., Gron, G., Weller, R., Schirrmeister, H., Neumeier, B., Spitzer, M., Reske, S.N. & Walter, H. (2002). Dissociating a common working memory network from different neural substrates of phonological and spatial stimulus processing. Neuroimage, 15, 45-57.

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Dobiala, Ewa, Renata Stefańska-Klar, Aleksandra Rumińska, Paulina Golaska-Ciesielska, Maciej Duras e Weronika Janiak. "Challenges of Psychological Therapy Work With Autistic Adult". Global Psychotherapist 1, n. 2 (7 luglio 2021): 45–56. http://dx.doi.org/10.52982/lkj151.

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Autism spectrum disorder (ASD), as a neurodiverse developmental pattern, affects between one and two individuals in every 100 people. Autistic individuals experience different challenges in every decade of their lives. The difficulties in sensorimotor functioning, emotional codes, communication and cognition, albeit causing emotional distress, form a basis for developing a unique culture. Knowledge, understanding, respect and openness to neurodiversity are the fundamental prerequisites for Transcultural and Positive Psychotherapists and any professional who intends to deliver psychological therapy to autistic individuals. In this paper, we discuss the medical, psychological and sociocultural aspects of the autistic spectrum and present the basic goals of therapeutic work with autistic adults.

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