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Artykuły w czasopismach na temat "Cognitive psychology – problems, exercises, etc"
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Naumenko, Liudmyla, i Yana Bilyk. "TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS: COGNITIVE APPROACH". АRS LINGUODIDACTICAE, nr 3 (2019): 21–30. http://dx.doi.org/10.17721/2663-0303.2019.3.03.
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Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.
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Tsur, Reuven. "Sound affects of poetry". Pragmatics and Cognition 5, nr 2 (1.01.1997): 283–304. http://dx.doi.org/10.1075/pc.5.2.05tsu.
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This paper assumes that the literary work of art is a "stratified system of norms", and that the description of each stratum may require a different kind of logic. One of the main problems is the meaningful integration of these descriptions. A speech sound may be described on an acoustic, a phonetic and a phonemic level; normally, its acoustic description is irrelevant to its linguistic or poetic significance. However, in certain circumstances, the acoustic description may account for the emotional quality of the speech sound, may yield insight into the rhythmic structure of a poem (or just of a performance thereof), etc. Furthermore, pieces of poetry may be used to illustrate psychological theories about the aesthetic event; or psychological theories may be used to yield insight into the aesthetic nature of pieces of poetry. The paper focuses on the methodological issues involved in foregrounding the possible aesthetic significance of the transitions from one level of description to another. In doing this, it attempts to carefully navigate between two theoretical extremes: a reductionist view of literary theory according to which all the "special sciences " can be reduced to "more basic sciences" and, eventually, to physics; and the one formulated by Wellek and Warren (1956:135) as follows: "The psychology of the reader, however interesting in itself and useful for pedagogical purposes, will always remain outside the object of literary study [...] it must be unrelated either to the structure or the quality of a poem ". The middle course here proposed relies on "the principle of marginal control", that is, "the control exercised by the organizational principle of a higher level on the particulars forming its lower level" (Polânyi, 1967: 40). Paraphrasing Polânyi, the principles of literature may be said to govern the boundary conditions of a cognitive system—a set of conditions that is explicitly left undetermined by the laws of lower processes — physical, cognitive, and linguistic. If one knows more about these "lower" processes, one may get a better understanding of the principles of literature that govern those boundary conditions. It is claimed that in this way Cognitive Poetics is capable of discerning and explaining significant literary phenomena which present insurmountable difficulties to other approaches.
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Volkova, Nataliia, i Viktoriia Bykova. "INDIVIDUAL STYLE OF PROFESSIONAL ACTIVITY OF FUTURE PSYCHOLOGISTS: ESSENCE AND WAYS OF FORMATION IN THE EDUCATIONAL PROCESS OF A HIGHER EDUCATION INSTITUTIONv". Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 2, nr 26 (grudzień 2023): 32–43. http://dx.doi.org/10.32342/2522-4115-2023-2-26-4.
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The article examines the problem of the individual style of professional activity of future psychologists. The purpose of the article is to substantiate the essence, the component composition of the individual style of professional activity of future psychologists, the ways of its formation in terms of the educational environment of a higher education institution. It has been shown that an individual style is a factor of professional success, and therefore the specificity of its formation depends on the type of professional activity. The stages of formation of an individual style of activity have been specified. It covers, firstly, the development of professional activity with already worked out schemes and procedures, and secondly, the deviation from normatively approved work samples. The individual style of professional activity of future psychologists is presented as an integral personal formation that determines the individual strategy and tactics of organizing psychological activity and ensures productivity and optimal solution of professional tasks. The components of the individual style of professional activity of future psychologists have been defined. The content of the individual style of future psychologists’ professional activity includes motivational-value (a system of motives, and value attitudes); cognitive (a set of knowledge about the essence and structure of the individual style of professional activity of future psychologists, ways of its formation); personal-active (methods, techniques, procedures, productive technologies, and tools of implementing psychological knowledge in work by specialities); reflective-evaluative components (an ability to professional and personal reflective). It has been emphasized that the individual style of professional activity is not formed by itself, but requires painstaking and systematic work on oneself, performing the function of adaptation to the requirements of professional activity and is a system of individually unique methods that ensure successful performance of the work of a practical psychologist. The methodological aspects of the formation of the individual style of professional activity of future psychologists have been identified. It is a set of systemic, functional, synergistic, axiological, and personally oriented approaches. It has been substantiated that the formation of the individual style of professional activity of future psychologists requires the modelling of the content of each educational component of the educational program in the specialty 053 Psychology according to the logic of the tasks of future professional activity; the use of practically oriented learning technologies (dialogic-discussion, game, training, project, and case ones, as well as training, exercises, web quests, webinars, workshops, etc.). Emphasis is placed on the need to involve students in various practical activities for the implementation of professional initiatives in cooperation with partners of higher education institutions and employers. An interesting experience of acquiring personal professional experience by future psychologists through involvement in end-to-end practice, in particular the practice of the “Supervision Studio”, has been revealed. The prospect of further research is found in the study of the problems of organizing the self-educational activities of future psychologists for the development of the individual style of professional activity.
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Navarro, Jose I., Manuel Aguilar, Concha Alcalde i Richard Howell. "Relationship of Arithmetic Problem Solving and Reflective—Impulsive Cognitive Styles in Third-Grade Students". Psychological Reports 85, nr 1 (sierpień 1999): 179–86. http://dx.doi.org/10.2466/pr0.1999.85.1.179.
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Different individuals approach mathematical problems in a variety of ways, with these different approaches also reflected in over-all cognitive styles. This investigation had two purposes, first, to determine whether good and poor arithmetic problem solvers differ substantially in cognitive style, and second, to determine whether the students, after training in techniques of solving arithmetic problems, improve their performance with no significant change in cognitive style. A total of 98 third graders participated (mean age 8.1 yr.; 50 boys, 48 girls). The Matching Familiar Figure Test was used to classify the students by cognitive style as either Reflective or Impulsive. Students also were given training with different problem-solving exercises for different arithmetic problems. The training program in problem-solving strategies did not improve performance on arithmetic problems for Reflective students; however, Impulsive students' performance did improve after training.
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Lackner, Ksenija A., Gail Moloney, Helen Stain, Ruth C. Ward i Jay S. Birnbrauer. "Case Studies in Self-management: Valuable Learning Experiences". Behaviour Change 15, nr 3 (wrzesień 1998): 178–86. http://dx.doi.org/10.1017/s0813483900003065.
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Four self-management exercises completed by advanced psychology students as part of their course of instruction are summarised. The cases illustrate the level of sophistication of clinical replications that can be attempted in a semester unit. These cases were chosen because they targeted long-standing serious problems which none of the students thought would be responsive to behavioural-cognitive techniques applied by themselves. The problems were nocturnal bruxism, excessive urinary frequency, unassertiveness, and dog phobia. All were successful in meeting the initial therapeutic objectives that had been set, but gains were not maintained in the cases of bruxism and excessive urinary frequency. The value and problems associated with self-management exercises as a teaching tool are discussed.
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Andersson, Gerhard, i Lucy Yardley. "COMBINED COGNITIVE-BEHAVIOURAL AND PHYSIOTHERAPY TREATMENT OF DIZZINESS: A CASE REPORT". Behavioural and Cognitive Psychotherapy 26, nr 4 (listopad 1998): 365–69. http://dx.doi.org/10.1017/s1352465898264083.
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Dizziness is a distressing symptom that is often associated with fear and anxiety, as well as organic balance system dysfunction. We report here on the successful treatment of a 68-year-old woman with dizziness and balance problems. Treatment was given within a cognitive behavioural framework, but also included physiotherapy in the form of head movement exercises. Results were evaluated by a balance platform test, a behavioural provocation test and questionnaire data. Positive results were found in each of these three assessment domains.
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Byl, Nancy N., Frederick M. Byl i Joseph H. Rosenthal. "Interaction of Spatial Perception, Vestibular Function, and Exercise in Young School Age Boys with Learning Disabilities". Perceptual and Motor Skills 68, nr 3 (czerwiec 1989): 727–38. http://dx.doi.org/10.2466/pms.1989.68.3.727.
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Form rotation, figure directionality, and figure-ground discrimination were evaluated before and after 10 days of vestibular or aerobic exercises for 30 boys (7 to 12 yr.) who showed problems in learning, reading, and inattention. Eight subjects had normal vestibulo-ocular reflex (VOR) responses as determined by caloric and rotational testing. They were assigned to a vestibular program (Control Group I). The 22 subjects with abnormal VOR test responses were randomly assigned to either aerobic exercises (Experimental Group II) or a vestibular program (Experimental Group III). Spatial perceptual test scores varied widely, with the majority performing below age-expected norms but no significant differences on vestibular status appeared. Postexercise, only subjects completing the vestibular program made significant gains: Experimental Group III (abnormal VOR) made significant gains in accuracy and normal test responses compared to the other groups, and Control Group I made significantly greater gains in speed of spatial perceptual processing. For boys with problems in learning, reading, inattention, and vestibular function, a vestibular exercise program complementing a traditional or special educational program may enhance the spatial perceptual skills needed for reading.
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Bereczkei, Tamas. "Evolutionary Psychology". European Psychologist 5, nr 3 (wrzesień 2000): 175–90. http://dx.doi.org/10.1027//1016-9040.5.3.175.
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Evolutionary psychology (EP) presents a new, integrated approach to human behavior, by explaining how the mental programs, designed by evolutionary selection, guide our social behavior. It claims that cognitive and emotional processes—that is domain-specific algorithms—have been selected in our evolutionary environment as devices of solving particular adaptive problems faced by the Pleistocene hunter-gatherers. Evolutionary psychologists can develop testable explanations that focus on aspects and mechanisms of behavior that cannot readily be explained with current psychological theories. An adaptationist approach provides a powerful explanatory framework that helps us to eliminate the old dichotomies from our thinking, such as innate and learned, universality and diversity, etc. At the same time, however, evolutionary psychology implies several problems and difficulties that should be solved in the future in order to avoid useless confrontations with psychologists. The message of Darwinism to psychology is that the analysis of the evolution of mental capacities and the explanation of the adaptive mechanisms of behavior are crucial contributions to forming an integrated view of ourselves.
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М. М. Mombekova i Zh. D. Rapisheva. "DEVELOPMENT OF RESEARCH SKILLS OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH READING ACADEMIC TEXTS". Bulletin of Toraighyrov University. Pedagogics series, nr 3,2023 (29.09.2023): 51–65. http://dx.doi.org/10.48081/pzrh2503.
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The relevance of the survey in the article is stipulated with the fact that research skills formed by reading scientific literature conduce to the enhancement of cognitive activity, independence and research personality of students, aimed at studying and cognition of new knowledge in the research process. The analysis of scientific literature and the collection of the necessary material is an essential part of any research; therefore, determining the ways of developing research skills through reading academic texts is an urgent problem. Nowadays the competitiveness of an advanced pro is defined not just by his tall capabilities within the proficient field, but also by the acquisition of research skills that are necessary for a graduate of the digital century. Searching for new strategies contributes to ensuring the quality of professional training of future foreign language teachers. Mastering research skills is a factor in refining the quality of professional training of future foreign language teachers and it is an essential condition for the current stage of development of higher pedagogical education. At the initial stage, any investigation commences with the scrutiny of the literature that contains a numerous quantity of academic texts on the topic of the research. However, students feel difficulties during working with specific and academic information. For instance: misconception of the general meaning of the scientific text, storage of vocabulary, incapability to analyze and summarize information, etc. In order to overcome these problems, we should teach students how to work with academic literature using a set of exercises for developing research skills. Research skills are considered as the acquisition of new knowledge, the selection of new material, analysis, generalization, and acquiring of any information on the research topic. The purpose of the survey in this article is to develop students’ research skills using a set of exercises based on reading academic texts. Keywords: research skills, components of research skills, informational component, the cognitive component, theoretical-cognitive component, academic texts, intensive reading, scanning reading, skimming reading, extensive reading, a set of exercises.
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Volkova, Nataliia P., i Lidiia S. Verchenko. "РОЗВИТОК СОЦІАЛЬНО-КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ВИШУ ЗАСОБАМИ ВЕБ-ОРІЄНТОВАНИХ ТЕХНОЛОГІЙ". Information Technologies and Learning Tools 70, nr 2 (27.04.2019): 194. http://dx.doi.org/10.33407/itlt.v70i2.2374.
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The article discusses the issues of social-communicative competency development of higher institutions’ future instructors by means of web-oriented technologies. It presents the analysis of different scientific approaches to the organization of social-communicative training of higher institutions’ future instructors. The authors state that among the means of the above-mentioned competency development scientists distinguish information and communication technologies, particularly web-oriented, as carrying a significant didactic and communicative potential. Special focus is put on the essence of the social-communicative competency of higher institutions’ future instructors and on its structure (motivational and axiological component, cognitive, operational-pragmatist, personal components). The experience of LearningApps.org service, e-mail, and social networks’ application to the process of higher institutions future instructors’ social-communicative competency development is explained. The article gives examples of the LearningApps.org service’s implementation into real learning scenarios as a constructor for creating interactive multimedia exercises based on a variety of templates. The application of interactive exercises provides an opportunity to intensify cognitive motivation of master students, involve them in solving the discussed problems, develop communicative skills and reflection; gives a more flexible control of the acquired knowledge and skills. The example of the e-mail usage as a tool to implement a long-term project aimed at establishing professionally directed contacts with future teachers of higher educational institutions and psychologists who study at universities in Poland is provided. The peculiarities of the project work organization in social network environment, aimed at developing teamwork skills, information and communication skills for solving professional and social problems are revealed. The article underlines the expediency of extra-curricular activities (Skype workshops, webinars, etc.) for the development of spoken and interactive skills, as well as social intelligence of master students.
Rozprawy doktorskie na temat "Cognitive psychology – problems, exercises, etc"
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Ogle, Zimbini. "The coping orientation and self-esteem of black learners enrolled in under-resourced schools in the Nelson Mandela Metropole". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012591.
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It is common knowledge that the delivery of a high quality, well-resourced educational service to learners enrolled in state schools in the Eastern Cape has ground to a halt and this lack of service delivery has now become a pervasive problem. South African education has to a large extent failed to meet the needs of Black learners. Schools, like other contexts of childhood and adolescence are intimate places where youths construct identities, build a sense of self, read how society views them, develop the capacity to sustain relations and forge the skills to initiate change. These are the contexts where youth grow or shrink. Buildings in disrepair are not, therefore, merely a distraction; they are identity producing and selfdefining. There has been much debate on the topic of self-esteem and its relationship to school performance and academic achievement. Previous studies have highlighted that selfesteem and resilience do play a role in academic achievement. Despite the many challenges facing learners in under-resourced schools, many learners have overcome such challenges and achieved academic success. This study aimed to explore and describe the coping orientation and self-esteem of Black learners enrolled in under-resourced state schools in the Nelson Mandela Metropole. An exploratory, descriptive survey design was employed and eighty-five research participants completed the Orientation to Life Questionnaire 29 Item (OLQ 29 Item), Battle‟s Culture Free Self-Esteem Inventory Form AD (CFSEI Form AD) and a biographical questionnaire. Key findings revealed fairly high mean scores on the OLQ 29 Item and low total self-esteem scores. The General, Social and Personal self-esteem of the learners were found to be average. The results also revealed that learners with a high sense of coherence are likely to have high self-esteem; hence high sense of coherence is better explained by high self-esteem and low sense of coherence is better explained by low selfesteem.
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Annandale, Tia. "'n Opvoedkundig-sielkundige benadering vir hulpverlening aan adolessente met emosionele- en gedragsprobleme". Thesis, 2012. http://hdl.handle.net/10210/6380.
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D.Ed.The overall objective of this research is the description of an educational psychological therapeutic approach for the use of educational psychologists in private practice in the treatment of adolescents with emotional and behavioral problems.Two research questions arose out of the need for the development of an integrated educational psychological therapeutic approach, namely: In what way can the educational psychological perspective, existentialphenomenological psychology, transpersonal psychology and Medical Hypnoanalitical approach be integrated in order to develop a holistic view of humanity through which conscious and subconscious meanings in a person's experience world (psychodynamic, perinatal and transpersonal experiences) could be described to reflect the personal, unique, unrepeatable and original qualities of the individual? Based on the description of a holistic view of human nature which serves as the foundation for the development of a therapeutic approach through which the client with emotional and behavioral problems could be understood within the referential framework of his own experiences, the researcher poses the question: What constitutes the therapeutic approach through which the therapist could gain insight into the conscious and subconscious meanings in the experience world (psychodynamic, perinatal and transpersonal experiences) of a person in order to address the true causes underlying the pro lematic symptoms?
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Spies, Nicoline. "Exploring and storying Protestants Christian women's experiences living in sexually unhappy marriages". Thesis, 2011. http://hdl.handle.net/10500/4823.
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This research project arose from my journeys with Protestant Christian women who were living in
sexually unhappy marriages. In South African Protestant faith communities there is the expectation
that Christian marriages will experience sexual fulfilment. For many Christian women however,
sexual unhappiness becomes their reality. Sexuality is cocooned in silence not only within the
church, but also in many Christian marriages. This leaves many Christian women (and men) with
little or no recourse to address sexually unhappy marriages.
My research journey briefly explored the social construction of sexuality within the history of
Christianity to see which discourses underpin current constructions of White Christian female
sexuality. This participatory feminist action research journey centralised the voices of present-day
contexts: Protestant Christian women, as well as clergy, were invited to share their understandings
and interpretations of matrimony and sexual practices in relation to their faith. With the help of
narrative therapeutic practices, some of the dominant social and religious discourses that constitute
White Christian female sexuality were explored, deconstructed and challenged.
This research journey aimed to penetrate this silence and to invite Christian women, who are living
in sexually unhappy marriages, to share their experiences. This exploration included the faith
predicaments and relational complexities, challenges and dilemmas Protestant Christian women
experience when living in sexually unhappy marriages. This feminist-grounded action research
explored the effects and consequences which living in sexually unhappy marriages held for the cosearchers.Practical Theology
D.Th. (Specialisation in Pastoral Therapy)
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Awuah, Francis Kwadwo. "Grade 12 learner's problem-solving skills in probability". Thesis, 2018. http://hdl.handle.net/10500/25585.
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This study investigated the problem-solving skills of Grade 12 learners in probability. A total of 490 Grade 12 learners from seven schools, categorised under four quintiles (socioeconomic factors) were purposefully selected for the study. The mixed method research methodology was employed in the study. Bloom’s taxonomy and the aspects of probability enshrined in the Mathematics Curriculum and Assessment Policy Statement (CAPS) document of 2011 were used as a framework of analysis. A cognitive test developed by the researcher was used as an instrument to collect data from learners. The instrument used for data collection passed the test of validity and reliability. Quantitative data collected was analysed using descriptive and inferential statistics and qualitative data collected from learners was analysed by performing a content analysis of learners’ scripts. The study found that the learners in this study were more proficient in the use of Venn diagrams as an aid in solving probability problems than in using tree diagrams and contingency tables as aids in solving these problems. Results of the study also showed that with the exception of Bloom's taxonomy synthesis level, learners in Quintile 4 (fee-paying schools) had statistically significant (P-value < 0.05) higher achievement scores than learners in Quintiles 1 to 3, (i.e. non-fee-paying schools) at the levels of knowledge, comprehension, application, analysis and evaluation of Bloom’s taxonomy.
Contrary to expectations, it was revealed that the achievement of the learners in probability in this study decreased from Quintile 1 to Quintile 3 in all but the synthesis level of Bloom's taxonomy. Based on these findings, the study argued that the quintile ranking of schools in South Africa may be a useful but not a perfect means of categorisation to help improve learner achievement. Furthermore, learners in the study demonstrated three main error types, namely computational error, procedural error and structural error. Based on the findings of the study it was recommended that regular content-specific professional development be given to all teachers, especially on newly introduced topics, to enhance effective teaching and learning.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
Książki na temat "Cognitive psychology – problems, exercises, etc"
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1944-, Lochhead Jack, red. Problem solving and comprehension. Wyd. 5. Hillsdale, N.J: Lawrence Erlbaum Associates, 1991.
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1944-, Lochhead Jack, red. Problem solving and comprehension. Wyd. 6. Mahwah, N.J: Lawrence Erlbaum Associates, 1999.
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Chesla, Elizabeth L. Reasoning skills success in 20 minutes a day. New York: LearningExpress, 2002.
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J, Sternberg Robert, red. Cognitive psychology: CogLab : Wadsworth online laboratory - student manual. Wyd. 2. Australia: Thomson/Wadsworth, 2002.
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Lemaire, Patrick. Abrégé de psychologie cognitive. Bruxelles: De Boeck, 2006.
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Gray, Peter (Peter O.)., red. Focus on psychology: A guide to mastering Peter Gray's Psychology. Wyd. 4. New York, N.Y: Worth Publishers, 2002.
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1963-, Hollis-Sawyer Lisa A., i Condon Margaret E, red. Exercises in psychological testing. Wyd. 2. Boston: Allyn and Bacon, 2009.
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Levi, Vladimir Lʹvovich. Ne tolʹko depressii︠a︡: Okhota za nastroeniem. Moskva: Izd-vo "Toroboan", 2007.
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Sternberg, Robert J. MSG thinking styles inventory: Manual. [Tallahassee, Fla: Star Mountain Projects], 1991.
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Schab, Lisa M. The divorce workbook for children: Activities to help kids cope with their parents' divorce. Oakland, CA: New Harbinger Publications, Inc., 2008.
Znajdź pełny tekst źródłaCzęści książek na temat "Cognitive psychology – problems, exercises, etc"
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Karabatak, Orkun. "Cognitive Behavioral Therapy (CBT) for Criminal Behaviors". W Criminal Behavior - The Underlyings, and Contemporary Applications [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1002039.
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Criminal behavior, theft, fraud, violence, manslaughter, etc. It is defined as illegal behaviors that cause problems at the social level. Roughly 3 elements are functional in the emergence of criminal behavior. These concepts which are within the scope of the elements of the crime are individual motivation, the appropriate circumstances, and the meaning for the individual. and crime ground of the individual. These 3 concepts are also taken into account in the prevention of crime, which is one of the most important elements of healthy conduct of social functioning. In this chapter, information will be given about Cognitive Behavioral Therapy (CBT) applied in the improvement of criminal behaviors and therapeutic methods derived from this therapy approach. First, the definition of Cognitive Behavioral Therapy, how it emerged, and then the techniques of Schema Therapy, Acceptance, and Commitment Therapy, and Meta-Cognitive Therapy, which are the 3rd generation therapy approaches derived from the CBT approach, will be discussed. In addition to these, it has been accepted by field professionals today that the content of thought constitutes the basic step in the formation of criminal behaviors. For this reason, information about techniques such as identifying thought errors, distraction, social skills training, and breathing and relaxation exercises, which are effectively used in the rehabilitation of criminal behaviors, will also be given. Studies dealing with the effectiveness of cognitive therapy techniques in the neutralization of criminal behaviors including anger management, sexual crimes, and partner violence will be mentioned from the relevant literature. The literature findings and suggestions will be given to accelerate future studies in this field.
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Oberlander, Jon, i Peter Dayan. "Altered States and Virtual Beliefs". W Connectionism, Concepts, and Folk Psychology, 101–14. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198235941.003.0006.
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Abstract Functionalism derives its explanatory force from its firm grounding in the certainties of Turing machines (TMs) and their practical approximations, the von Neumann machines (vNMs). One branch of cognitive psychology, and its philosophical stablemate, has taken this doctrine seriously, and coupled it with some of the basic notions of folk psychology such as beliefs, desires, hopes, etc. Most of the theories are wedded rather firmly to these architectures, with all their connotations of logicality. They therefore face problems explaining the apparent illogicality and obvious tractability of human cognition. In desperation, some functionalists, whilst naturally retaining the Turing metaphor at the heart of their theories, have been forced to abandon these folk psychological constructs. The switch is either to instrumentalism, proposing that these constructs are not causal in producing behaviour but are still useful for explaining or predicting it [4], or else to a more radical position, holding that they are not even satisfactory for that [23]. Connectionism, for all its many faults, gives the first hint that something may be wrong with this retreat. It demonstrates that, despite essential computational equivalence, the strict analogy with TMs that has survived into vNMs is not the only way of conceiving of the functional mechanisms of thought. Furthermore, on broadening the range of possible mechanisms, it becomes apparent that too simplistic a notion of human competence is potentially dangerous. Unfortunately, connectionism seems rather remote architecturally and representationally from high-level psychological entities, so some independent motivation behind alternative functional mechanisms is required.
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Litvin, Valentina. "РЕАЛІЗАЦІЯ СТРУКТУРНО-ЛОГІЧНОЇ МОДЕЛІ СИСТЕМИ ВИХОВАННЯ У МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ОСВІТИ ВІДПОВІДАЛЬНОГО СТАВЛЕННЯ ДО ВЗАЄМОДІЇ З СІМ’ЄЮ МОЛОДШОГО ШКОЛЯРА". W CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY, 931–63. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-32.
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The article is devoted to the problem of implementing a structural-logical model of the education system in future teachers of primary education of a responsible attitude to interaction with the family of primary school student. The peculiarities of the phased implementation of the author's structural-logical model according to the components: motivational (value-motivational criterion), cognitive (knowledge-creative criterion), activity (communicative-activity criterion) and reflective (analytical-evaluative criterion) are highlighted. It is noted that in order to achieve the goal, the necessary pedagogical conditions must be created (creating a developmental 932 environment; using a complex of various forms, methods and means of educational influence on future specialists in the aspect of implementing the research problem; improving practical training, filling various types of pedagogical practice with tasks). Activities, methods, forms, and means that contribute to the effective achievement of the research goal have been developed and highlighted, including lectures, seminar-training, storytelling, flash mob book crossing, solving pedagogical problems, training exercises, etc. The perspective of the research is defined by the author as an experimental verification of the structural-logical model of the education system in future teachers of primary education of a responsible attitude to interaction with families of primary school students
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Helleringer, Geneviève. "Conflict of Interest and Decision Making". W Theories of Choice, 265–82. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863175.003.0013.
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This chapter looks at conflicts of interest (COI). It first considers tools of analytic philosophy to highlight the notion of COI, and in particular, the connection between COIs, choice and judgment, emphasising why decision making is a central element in the characterisation of COIs. Drawing on these elements, it is clear that any question of regulation and institutional design requires a sophisticated understanding of the capacity of individuals to recognise and resist bias in themselves and others when making judgments and decisions. The chapter then studies two specific mechanisms—bounded rationality and cognitive biases—that affect the behaviour of people in COI situations. It starts by analysing how rationalisation can reframe questionable behaviour as appearing acceptable, and how a sense of invulnerability encourages people to downplay the impact of COIs. The chapter then looks at techniques (policies, procedures, incentives, etc.) used to address COI situations in the light of insights from psychological studies. It concludes that both fiduciary duties and procedural requirements reflect an erroneous understanding of psychology and have led institutions and policies to deal ineffectively—if not indeed counterproductively—with the problems caused by COIs. Finally, the chapter assesses how alternative mechanisms may overcome the highlighted deficiencies. It specifically focuses on the key role that professional norms can play in dealing with unavoidable COIs while preserving trust between the affected parties, and the potential for self-regulation to provide worthwhile tools in combatting the harmful effects of COIs.
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Hoffmann, Roald, i Saundra Y. McGuire. "Specific Learning and Teaching Strategies That Work, and Why They Do So". W Roald Hoffmann on the Philosophy, Art, and Science of Chemistry. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199755905.003.0031.
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The two of us have been teaching and helping others to teach chemistry at every level—from high school teachers to undergraduate and graduate students to university faculty—for over four decades. From that experience have come a number of teaching and learning tactics that we find effective in facilitating student learning. Initially improvised, these strategies are more than gimmicks, for they have proven themselves in practice. Here we share some of them. Since we are inclined to be reflective as well as pragmatic, we’ve also sought out in recent advances in cognitive psychology, and in the scholarship of teaching and learning, insight into why these approaches work. We think through why they are of use in those most magical and mystical processes of learning and teaching any subject, not just chemistry. And we also spell out potential problems. Caring deeply for student learning entails keeping an eye out for what works for others. Perforce, this means borrowing and adapting. Thus a potential injustice in our account is that credit may not be given to the real innovators. Frankly, we do not know where some of the strategies we suggest originated—in examples by others, or out of our own improvisations as we struggled to become better teachers. Many people have independently come to similar practices. Some of what we write is addressed to teachers, some to students. This is deliberate. Cognizance of learning strategies benefits teachers, and awareness of teaching strategies can help learners understand the motives of teachers. Teaching and learning are a double flame. Take notes by hand, even if the class notes are being provided by the instructor or a for-profit service. Even if they are web-cast. Preferably not later than the evening of the class day, rewrite your notes, by hand, amplifying their content. Notice that this process involves two stages—taking the original notes and then rewriting/reworking them. There are various note-taking systems, including the Cornell Note Taking System, the mapping method, the outline method, etc., that students can learn.
Streszczenia konferencji na temat "Cognitive psychology – problems, exercises, etc"
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Pedret, K., i L. H. Shu. "Informing Design Defixation Using Interventions for Psychiatric Disorders". W ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98277.
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Abstract Design fixation has been extensively studied in the context of engineering design, leading to several interventions to reduce its negative effects. The concept of mental fixation has roots in diverse psychological contexts from Freudian psychoanalysis to Gestaltism and eating disorders. Although the underlying concepts are similar, the phenomenon has different names, including mental set, rumination, functional fixedness, obsession, etc. Mental fixation in its various forms is always a barrier to problem solving, whether the problem is a psychological disorder or an engineering-design task. The present paper explores the applicability to design fixation of cognitive therapy, a form of psychotherapy that relies on questioning to identify and modify inaccurate perceptions. Originally developed to treat depression, it is now used to treat a variety of psychiatric disorders. Specific interventions used in cognitive therapy are described in detail towards developing new means of overcoming design fixation. These interventions include cognitive restructuring and exposure response prevention. Also explored are links to other research results from psychology and cognitive science, including focused distraction, and the effects of music and physical exercise. In addition to developing new interventions, existing design-fixation interventions can also be supplemented using insights from these research results.
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Jursova zacharova, Zlatica, Lenka Sokolova i Miroslava Lemesova. "INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE". W eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.
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In many European countries psychology is taught as an optional secondary school subject and as an introductory course in variety of university programmes for "non-psychologists" (e.g. teachers, social workers etc.). It might be challenging to teach psychology in an innovative way (using digital content within technology-rich learning environment) and to reach the objectives of developing student?s personality and psychological literacy at the same time. We applied the design-based research to design an innovative course of psychology for the secondary education. In the first phase quasi-experiment design was used (n=33). Eight lessons of psychology were taught in an experimental group in the technology-rich learning environment (using variety of online exercises, experiments, presentations and tests) and in a control group using traditional materials. Based on the students? feedback (didactic tests (n=73) and individual semi-structured interviews (n=11) we got an image of students? perception of the implementation of technology into psychology teaching and learning. Secondarily we analysed written narratives on the outcomes and the pitfalls of an introductory psychology course in the university teacher training (n=46). Content analyses revealed that both groups of students find psychology rather abstract and they need visualisations, practical interconnections, and learning in the context to enhance understanding psychology. On the other hand students prefer experiential social learning, social interactions, discussions and group work within psychology courses. Based on these data we designed an interactive course combining both digital and traditional materials and recommended methods of instructions. Such a course design allows teachers to implement various teaching scenarios with interactions among students, teacher, technology and visually attractive digital content. The course covers four areas included in general psychology curriculum in the secondary education and in the most of introductory psychology courses for non-psychologists in Slovakia: history of psychology, cognitive processes, personality and inter-individual differences, and social psychology. The study is a part of project KEGA 021UK-4/2013 "Teaching of psychology and the subjects of personal and social development - set of teaching materials".
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Smirnova, Yana, Aleksandr Mudruk i Anna Makashova. "Lack of joint attention in preschoolers with different forms of atypical development". W Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-29.
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The article analyzes the problem of the deficit of the mechanism of joint attention, which affects the formation of the child's ability to separate intentions as a social foundation for the processes of mastering cognitive functions, using speech and learning. The study is devoted to a comparative analysis of the picture of atypical joint attention in a sample of children with different forms of developmental disabilities. To understand the normative and deficient manifestations of joint attention, a comparative study of a sample of typically developing preschool children with groups of children with atypical development was carried out. The aim of the study was to highlight the manifestation of a deficit in joint attention, which prevents involvement in dyadic (bilateral) interactions with an adult, which are necessary for the comprehensive development and learning of a child. Methodology. In an experimental situation of real interaction of a child with an adult and with the help of an eye tracker, it was possible to fix eye movements as a marker of joint attention in real time. The specificity of the functional organization of oculomotor activity as an indicator of the child's participation in joint attention is highlighted. Results and its discussion. Methods of tracking eye movements made it possible to analyze critical shifts of attention, changes in focus of attention, gaze shifting, eye recognition as an informative sign and perception of the partner's gaze direction as a necessary condition for the effective establishment of an episode of joint attention. Conclusions. The following were recorded as diagnostic markers of joint attention disorders in preschoolers with different forms of atypical development: difficulties in following the direction of an adult's gaze; anticipatory actions of the child or decision-making by the method of "guessing" / "trial and error"; the predominance of the orientation of the child's attention to the object, and not to the adult; dispersion of fixations of visual attention; the use of additional multimodal means of establishing joint attention (head turn, gestures, speech, etc.); decrease in the accuracy of fixing visual attention.
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Svence, Guna, Ilze Briška i Vineta Apse. "Indicators of Social Emotional Health (SEHS-T) and Resilience in the Latvian Teachers’ Sample". W ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.63.
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In crisis situations, on the one hand, teachers must be resilient, know not only how the didactic of the subject works, but also technologies, the psychology of pupils, classroom management, self- regulation, time management, self-compassion etc. Research on teachers’ social emotional health and resilience is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. The following paper provides a description of the study that was carried out in Latvia on the problems of teachers’ social and emotional health distance learning during the COVID-19 pandemic, and in the context of an international study in the Erasmus + project research “Teacher resilience: problems and solutions. Supporting teachers to face the challenge of distance teaching’’. Therefore, the samples are denoted by N1 = 23, N2 = 635, N3 = 380, N4 = 245. The main question of the paper is: Which of the variables (burnout, work engagement strategies) most significantly predict teachers’ social-emotional health indicators? The results showed that there were statistically significant positive correlations between teachers’ SEHS-T, teacher engagement, and emotional burnout rates. The other results show low scores from SEHS-T which could indicate that teachers’ self-confidence could be problematic, which could be explained by their uncertainty about their work during distance learning in a stressful COVID-19 crisis and that they need support for developing their strengths. The other results show that Resilience are moderate medium, but about 18% of the sample demonstrates the lowest Resilience scores. Results from SEHS-T: the subscale of teacher work engagement Cognitive engagement (p< 0.001) is significant in predicting SEH-T indicators.
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Liu, Dongliang, Kimi Ueda, Hirotake Ishii, Hiroshi Shimoda i Fumiaki Obayashi. "Effects of speaker’s voice pitch variation on listener’s intellectual concentration during online lecture". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002413.
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Background & PurposeUnder the Covid-19 pandemic, most schools all over the world had to suspend their face-to-face lectures and adopted online courses instead. Some surveys have revealed that while this new educational format has advantages of convenience and flexibility, there also exist some problems, such as students' increased fatigue and lower intellectual concentration. However, it's difficult to find any effective solutions that can directly improve the intellectual concentration from the students' side currently.To solve this problem, we have focused on the online course system. From the viewpoint of cognitive psychology, sound is one of the essential factors that can influence people's intellectual concentration, and the speakers' voice is one of the most important parts of the sound source in online courses.The purpose of this study is, therefore, to explore the influence of speakers' vocal parameters, specifically pitch variation, on listeners' intellectual concentration during online lectures.Outline of this study(Step1) Selection of the optimal vocal pitch level This step is aiming to select the optimal vocal pitch level that does no harm in keeping intellectual concentration nor increasing the cognitive fatigue among the listeners during the online course system. (Step 2) Exploration of the optimal pitch variation on listeners' intellectual concentrationIn this step, the optimal pitch variation of different patterns on listeners' intellectual concentration will be explored by experiments. For example, Normal Pitch→High Pitch→Normal Pitch (NHN pattern), or Normal Pitch→Low Pitch→Normal Pitch (NLN pattern) etc.(Step 3) Development of feedback control to recover listeners’ intellectual concentrationAfter finding optimal pitch variation for refreshing listeners’ intellectual concentration in step 2, then in this step, feedback-control will be developed to recover listeners’ intellectual concentration during the online course system.In this presentation, we will report the method and result of Step 1.MethodAn experiment was conducted with 6 students at Kyoto University (3 males and 3 females), and all of them are native Chinese speakers.The stimulus given to the participants were lecture videos in which audios in 3 pitch levels (Low, High and Normal) and 2 types of timbre (Male and Female) were prepared.Since this study is focusing on the auditory factors, to simulate the online course system, the audio stimuli using the content of passages of the Reading part in the TOEFL iBT exam were used because they are similar to university-level online course content. Furthermore, to alleviate the influence of different English levels between each participant, all the contents have been translated into Chinese.After listening to each audio, each participant was asked to answer a problem related to the content, and the correct answer rate would be used as a scale of their intellectual concentration level.In addition, their brain waves were measured by a single-channel device, NeuroSky MindWave Mobile 2 headset while they were listening to the audio. The index ‘Attention’ calculated by NeuroSky software has been also used as a reference of listeners’ intellectual concentration level.As a result of the experiment, female voice under normal pitch has been verified as the optimal pitch level to proceed to the next step of this study.
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Pervak, V. E. "ТРАНСФОРМАЦИОННЫЙ ПУТЬ ОТ УДАЧИ К УСПЕХУ ЧЕРЕЗ ПСИХОЛОГИЧЕСКИЙ ИГРОТРЕНИНГ". W ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.46.22.001.
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Today the practice of play therapy is used increasingly in psychological activities. In addition, the specialist includes a transformational game (t-game) in the training form of work or individual counseling more often. The game practice involves the use of a t-game to immerse its participants in a streaming state easily, which allows them to comprehend quickly their internal experiences in a difficult or desirable situation. Game activity allows the participant of the process to actualize and understand his/her condition in the specific life circumstances quickly and to work out his problems at a deep unconscious level with the help of psychological tools and the host of the t-game. In the context of the game а person can more easily comprehend his/her limiting beliefs, resources of inner strength and go through necessary transformation. Psychological game training "From Luck to Success" created in 2019 is a t-game and author's methodology that helps the client to deal with the request and to get closer to the goal achieving. The scientific basis of the methodology was the stages of effective communications of M. Forverg; R. Dilts' pyramid of logical levels; positive psychology; exercises and practice from coaching, gestalt approach, mindfulness meditation, autogenic training. In three years, more than 150 transformational games of this training were held where more than 600 people took part. As a result of this work the following areas were identified to develop the request: Through the provided psychological technique you can consider a difficult life situation (relationships, marriage, health, work, money, etc.) and understand the way to solve it; reconsider your attitude to the problem and take responsibility for actions to change your life for the better; find new and non-standard ways to achieve your goals; see a difficult situation from the other side and change attitudes towards it; determine your internal resources and strength to achieve the desired thing; make a wish, a dream; see what blocks prevent to manifest it in the life and make an action plan to implement it. Gaming activity allows a person to achieve a state of mind harmony and go through their transformational path from luck to success. Сегодня практика игровой терапии все чаще применяется в психологической деятельности. И все чаще в тренинговую форму работы или индивидуальное консультирование специалист включает трансформационную игру (т-игру). Игропрактика предусматривает использование т-игры для легкого погружения ее участников в потоковое состояние, которое позволяет быстрее осмыслить свои внутренние переживания в сложной или желаемой ситуации. Игровая деятельность дает возможность участнику процесса актуализировать и понять свое состояние в конкретных жизненных обстоятельствах и, с помощью психологических инструментов и ведущего т-игры, проработать свои проблемы на глубинном бессознательном уровне. В условиях игры человек может легче осмыслить свои ограничивающие убеждения, ресурсы внутренней силы и пройти необходимую трансформацию. Психологический игротренинг «От Удачи к Успеху», созданный в 2019 году, является т-игрой и авторской методикой, помогающей клиенту разобраться с запросом, и приблизится к достижению цели. Научную основу методики составили известные и авторские концепции и техники: этапы эффективных коммуникаций М. Форверга; пирамида логических уровней Р. Дилтса; позитивная психология; упражнения и практика из коучинга, гештатльт-подхода, осознанных медитаций, аутогенной тренировки. За три года было проведено больше 150 трансформационных игр данного игротренинга, в которых приняли участие более 600 человек. Благодаря проделанной работе были выявлены следующие направления для проработки запроса. Через предоставленную психологическую методику можно: рассмотреть сложную жизненную ситуацию (отношения, замужество, здоровье, работу, деньги и т.д.) и понять путь для ее решения; пересмотреть своё отношение к проблеме и взять ответственность на себя за действия для изменения своей жизни к лучшему; найти новые и нестандартные пути достижения своих целей; увидеть сложную ситуацию с другой стороны и изменить отношения к ней; определить свои внутренние ресурсы и силы для достижения желаемого; загадать желание, мечту; посмотреть, какие блоки мешают проявиться этому в жизнь и составить план действий для реализации задуманного. Игровая деятельность позволяет человеку достичь душевное состояние гармонии и пройти свой трансформационный путь от удачи к успеху.