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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.
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Walker, N. William. "What Ever Happened to the Norms for the Matching Familiar Figures Test?" Perceptual and Motor Skills 63, nr 3 (grudzień 1986): 1235–42. http://dx.doi.org/10.2466/pms.1986.63.3.1235.
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The Matching Familiar Figures Test is used almost exclusively to assess cognitive tempo, e.g., impulsive-reflective, etc., in subjects. Although norms for this test were published by Salkind in 1978, a comprehensive review of the literature on cognitive tempo covering 1979 through 1984 showed only 8% of the reviewed studies used the norms. The problems associated with the failure to use norms, most notably, the inability to generalize findings from one sample to another, are covered.
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Mahoney, Annette. "The Science of Children’s Religious and Spiritual Development". Perspectives on Science and Christian Faith 74, nr 3 (wrzesień 2022): 187–88. http://dx.doi.org/10.56315/pscf9-22mahoney.
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THE SCIENCE OF CHILDREN'S RELIGIOUS AND SPIRITUAL DEVELOPMENT by Annette Mahoney. Cambridge, UK: Cambridge University Press, 2021. 86 pages. Paperback; $20.00. ISBN: 9781108812771. *The Science of Children's Religious and Spiritual Development by Annette Mahoney is a recent addition to the Cambridge Elements Child Development series. Between an introduction and conclusion, Mahoney has five sections to guide her summary. Overall, her approach is well conceived, approachable, and highly informative. Having taught undergraduate courses on child development for fifteen years at Christian liberal arts institutions, I found Mahoney's volume to be a thorough yet concise resource on religious and spiritual development from which I can draw resources as well as enrich discourse with engaged students. *In her introduction, Mahoney quickly sets the stage for the importance of religious and spiritual development in children. She notes how parents around the world desire to raise "good" (prosocial) children. Religion is frequently cited as influencing their parenting practices. The emphasis in research is on adolescence and adulthood for the specific study of religious and spiritual development, leaving a large gap when it comes to how these issues pertain to children's development. *Mahoney draws from Harold Koenig, Michael McCullough, and David Larson to define Religious/Religion (R) and Spiritual/Spirituality (S).1 She acknowledges that this is not an agreed upon straightforward process, and that often R and S are not substantively different in the social science literature. With children, perceptions of God are commonly examined, though this only begins to scratch the surface of what's beneath their RS development. *After a quick historical look at RS, Mahoney offers a brief overview of Fowler's faith development theory, citing his 1981 book, Stages of Faith: The Psychology of Human Development and the Quest for Meaning.2 She concludes that his "assumptions perhaps helped to dampen interest by mainstream developmental scientists in investigating children's RS" (p. 6). Here I wanted to better understand her conclusion and felt that more explanation would be beneficial for her argument. *Mahoney frequently reminds the reader that most of the research, both historically and currently, occurs in Western societies. There have been a handful of measures developed, which she presents in a table with the name, authors, definitions of R and S, subscales, and example items (pp. 11-19). This is followed by a helpful narrative of each measure and a comparison of four models that emerge. The reader quickly observes the murky state of measuring RS. Prosocial behaviors and positive psychology concepts are intertwined with RS, and Mahoney calls for clearer communication and increased transparency. *Due to the lack of studies with children, Mahoney reviews adolescents' RS and related psychosocial adjustment. RS appears to influence the views and choices of adolescents in areas such as risk taking, self-esteem, and depression. Mahoney presents a well-articulated description of the "muddled middle" (p. 28). Adolescents with either a high or a low state of RS are best adjusted. It appears that RS ambivalence places adolescents at greatest risk. Factors such as cognitive dissonance and moral inconsistencies appear to be at play. *The few studies on children's psychosocial adjustment and RS seem to suggest that children with significant life stressors (e.g., family conflict) may benefit from RS. The reciprocal nature of the parent-child relationship has relevance, as greater parental RS shows both positive and negative outcomes. On the upside, parents with higher levels of RS are more efficacious and warm, which in turn increases children's social and academic functioning. On the downside, greater parental RS predicts greater parental behavioral control and less autonomy in children. This in turn can be linked to more emotional problems in children, both internalizing (e.g., depression, anxiety) and externalizing (e.g., acting out, delinquency). It is important to note that these levels of problems are typically subclinical. *Mahoney also reviews the relationship between corporal punishment and parental RS. The research is clear on physical punishment (e.g., spanking) being ineffective, resulting in greater negative outcomes. The findings are mixed with regard to RS. Parents with higher RS, particularly those with lower education, implement harsher parenting strategies; however, greater attendance of religious services has been linked to less use of such strategies. Furthermore, higher religious attendance has been found to be a protective factor when it comes to child maltreatment (i.e., abuse and neglect). *When parents are asked specifically about their parenting goals, it becomes evident that not many place fostering a high level of RS to their children at the top of the list. Goals that surpass it include nurturing high self-esteem and interpersonal skills, contributing to the larger society, carrying on family and cultural traditions, and providing the necessary education for a good future. Again, these are primarily Western reports and Mahoney reminds the reader that other countries' perspectives are needed. Like non-Western studies, studies of nontraditional parenting units, such as single parents, same-sex parents, and economically disadvantaged parents, are underrepresented. Furthermore, the type of theistic schema provides another area of diversity that is lacking, as children can be reared in polytheistic, nontheistic, atheist, or agnostic environments. *Mahoney's final section looks at social and cognitive-developmental research. Concepts such as theory of mind and attachment enter the scene. The primary area that has been studied in children's RS development is their concept of God. Preliminary findings suggest that children's perceptions of God mirror how they are being parented (e.g., punishing parents → punishing God, nurturing parents → nurturing God, powerful parents → powerful God, etc.). Examining children's prayers also sheds some light on RS development, though again findings are mixed and limited. There is more work to be done. *Mahoney calls on social scientists to take the lead in providing guidance to parents to uphold the United Nations' 1989 Convention on the Rights of the Child Article 14, 1-2 that states: "States Parties shall respect the right of the child to freedom of thought, conscience and religion; States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child."3 More intentional investigation of children around the globe can help parents directly but also inform policy makers. Mahoney states that "one central observation is that this literature is in its infancy stage" (p. 62). *Overall, Mahoney's review of children's RS development in this volume is thorough yet concise, troubling yet hopeful, vague yet nuanced. She concludes with six key areas and related findings to recap how the scientific study of children's RS development can be improved in the years to come. Thankfully, RS has begun to attract significant attention in the field, including from the Templeton Foundation's attempt to build a more global community of social scientists.4 After reading this book, I feel much better equipped to elucidate what is known and what is yet to be discovered. This is important, not only in academic communities of colleagues and students, but also in the broader communities of church and society and in our personal communities. *Notes *1Harold G. Koenig, Michael E. McCullough, and David B. Larson, Handbook of Religion and Health (New York: Oxford University Press, 2001). *2James W. Fowler, Stages of Faith: The Psychology of Human Development and the Quest for Meaning (New York: HarperSanFrancisco, 1981). *3United Nations Human Rights, "Convention on the Rights of the Child," Treaty Series 1577, no. 3 (1989): 1-23, https://www.ohchr.org/en/professionalinterest/pages/crc.aspx. *4J. D. Warren, "$10 Million Grant Will Study Children's Religious Views," University of California, Riverside, February 19, 2020, https://news.ucr.edu/articles/2020/02/19/10-million-grant-will-study-childrens-religious-views. *Reviewed by Erin Mueller, Professor of Psychology, Northwestern College, Orange City, IA 51041.
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Porter, Bárbara, Cristian Oyanadel, Fabiola Sáez-Delgado, Ana Andaur i Wenceslao Peñate. "Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective". European Journal of Investigation in Health, Psychology and Education 12, nr 8 (22.08.2022): 1220–43. http://dx.doi.org/10.3390/ejihpe12080085.
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Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents.
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Holubnycha, Lyudmyla. "Experience of Intensification of Students’ Cognitive Activity in the USSR (Postwar Period the Middle of the 20th Century)". International Letters of Social and Humanistic Sciences 73 (wrzesień 2016): 1–6. http://dx.doi.org/10.18052/www.scipress.com/ilshs.73.1.
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The article reflects the experience of Kharkiv higher educational institutions’ leading teachers who were looking for and using ways to enhance cognitive activity of students in the difficult recovery time of higher school after the Second World War. Teachers’ attempts to develop students’ cognitive activity were conditioned by the need to perform complex tasks (to increase constantly the level and to improve the quality of graduates; to strengthen links between theory and practice; to attract students to scientific researches and introduction of teaching staff’s inventions in production; to improve qualifications of teaching staff of higher educational institutions (HEIs); to develop initiative of universities’ and institutes’ teachers and professors; to develop and intensify independent work of students in the learning process), which were put forward the higher education institutions by the state leadership. Kharkiv University’ and institutes’ progressive professors tried to intensify students’ cognitive activity at lectures, workshops, seminars, consultations, laboratory workshops. They used a variety of unusual for that time teaching methods: search, problem, research, etc. The article presents examples of various tasks (situation-exercises, group games, situations-problems) and approaches to the educational process (using problematic approach while giving lectures, case reports of students at lectures, exchange of best lecturers and others), describes the characteristics of using of them at lectures, seminars and workshops.
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Petrenko, Viktor F. "Marlborough has left for the war: An excursion of psychosemantics to linguistics". Journal of Psycholinguistic, nr 3 (29.09.2022): 11–31. http://dx.doi.org/10.30982/2077-5911-2022-53-3-11-31.
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The article is intended to familiarize linguists with the insights and practices of Russian psychology related to the issues of meaning and language. Psychology has not yet become a fundamental science integrating general theoretical knowledge [Wilber 2016]; it represents rather disparate fields of study (personality psychology, social psychology, neuropsychology, consulting psychology, psychotherapy, psychological group training, developmental psychology, organizational psychology, psychology of art, family psychology, sports psychology, etc.) and rather heterogeneous schools, differing in methods and reasoning (psychoanalysis, behaviorism, gestalt psychology, cognitive psychology, activity theory, humanistic and transpersonal psychology, etc.). Psycholinguists (e.g., A.A. Leontiev, I.A. Zimnya, E.F. Tarasov, T.N. Ushakova) studies, above all, generation of a speech statement and communication problems, whereas the works in the field of psychosemantics are focused on studying consciousness and the unconscious, as well as contents of social mentality. The emphasis of this article is primarily placed on the psychosemantic approach in psychology.
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Fonseca, Eduardo Diniz, Francisco P. A. Lima i Francisco Duarte. "Cognitive Processes of the Construction Engineer: Planning and Decision Making in Production and Safety". Journal of Cognitive Engineering and Decision Making 13, nr 1 (4.01.2019): 30–46. http://dx.doi.org/10.1177/1555343418819646.
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In recent years, in the construction industry, facing the limitations of behavioral approaches, the approach to cognitive aspects has been considered an alternative to improve production and safety. The goal of this article is to understand the cognitive processes of the construction engineer that allow them to anticipate problems in several Levels of Anticipation of the construction process, planning, and decision making in production and safety. To achieve this goal we use, interacting with the ethnographic study, the methodology of activity analysis and, in particular, what is called approach of the course of action. Thus, the cases presented make it possible to understand how the construction engineer, using information available in the Levels of Anticipation of the construction process, manipulates resources—personal (tacit and explicit knowledge, skills, etc.), material (designs), and social (relationship with his team)—when he perceives problems. By understanding their fortes, we can better foment their cognitive process. Thus, the theory is relevant and contributes to describe and explain the processes of human problem solving, decision making, and planning.
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Shubina, Ivanna. "Importance of Cognitive-Behavioral Therapy During the COVID-19 Pandemic: A Bibliometric Analysis". Iranian Journal of Psychiatry and Clinical Psychology 28, nr 4 (1.01.2023): 524–29. http://dx.doi.org/10.32598/ijpcp.28.4.4183.2.
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The impact of coronavirus disease 2019 (COVID-19) on people’s life was high, influencing almost all aspects of human functioning, causing sleeping disorders, eating disorders, stress, anxiety, depression, and other mental health problems due to the increasing levels of sickness, fear of death, and imposing various restrictions such as travel ban, social distancing, and quarantine which increased the need for mental health support for people and health workers. Cognitive-behavioral therapy (CBT) is a promising method to treat patients with psychological disorders such depression, anxiety, etc.
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Hrydzhuk, Oksana. "NUMERALS TO EXPRESS TIME АAS AN OBJECT OF STUDY IN A FOREIGN LANGUAGE AUDIENCE". Theory and Practice of Teaching Ukrainian as a Foreign Language, nr 15 (1.05.2021): 83–96. http://dx.doi.org/10.30970/ufl.2021.15.3285.
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The time and ways of its expressing in the Ukrainian language are quite difficult for overseas students, taking into account the parallel use of several syntactic constructions and a significant number of colloquial options. The article analyzes the specific features of using numerals to express time and subordinate grammatical meanings of gender, number, case within the context of linguodidactic problems of teaching foreigners the Ukrainian language. The exercise is seen as a repetitive performance of actions to acquire knowledge and develop strong language and speech skills and abilities. A system of exercises and training tasks are proposed for developing skills of normatively expessing the time. The key point in the preparation of exercises is to determine the volume of educational grammar material, the criteria for its selection and the sequence of its delivery, as well as the ways and means of its most effective presentation. The developed exercises are based on the principles of communicative orientation, interdependence, consistency, comprehensibility, repetition of language material and speech actions in the learning process, a gradual increase in the complexity of the educational material. In particular, these are exercises and tasks for expressing the time, using parallel structures, establishing a compliance between numerical and verbal ways of expressing time, exercises of the question-answer type, etc. The exercises are designed in such a way that to combine, as much as possible, in each lesson all types of educational activities of an overseas student: listening, reading, speaking, and writing. Emphasis is placed on numerous variants of colloquial clichés to express a certain hour or time interval, which creates additional difficulties in learning the way of telling time in Ukrainian in a foreign language audience. The practical use of the proposed exercises will help teachers of the Ukrainian language to improve the effectiveness of training and to reach the desired competence level of students, to contribute to an increase in the effectiveness of organizing educational and cognitive activities of overseas students. Subsequent research materials will be aimed at improving and testing the developed set of exercises and training tasks to shape the skills of correct time expressing in the Ukrainian language at the Center for Distance Learning and Postgraduate Education of the Ukrainian National Forestry University. Key words: time, hour, minute, ordinal numbers, grammatical meaning, grammatical form, Ukrainian as a foreign language.
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Zhumanbayeva, Zarina, Larissa Shkutina, Kuralay Kulmukanova, Kazyna Zhunussova i Bakhyt Rysbekova. "Peculiarities and causes of difficulties in learning educational material among schoolchildren and ways to overcome them". Journal of Education and e-Learning Research 10, nr 4 (11.10.2023): 637–44. http://dx.doi.org/10.20448/jeelr.v10i4.5042.
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The aim of the study is to evaluate the efficiency of using the neuropsychological approach to solve the learning difficulties of schoolchildren. An empirical study summarized the evaluation of the correction program carried out using neuropsychological games and exercises with one hundred students in the second grade of the elementary school. The following evaluation strategies were used to assess the effectiveness of the programme: Schulte tables, the fourth extra technique and "memorization of two sets of words. The results obtained can be presented as follows: (1) The studied indicators of attention such as work efficiency and mental stability improved among students, only the criterion of the degree of workability remained without significant improvements but at the same time within the normative values. (2) Analyzing the mental processes of students, we can see a significant increase in the number of children who have improved such indicators of thinking as generalization and synthesis due to corrective exercises. (3) The study of memory processes showed that the number of students who experienced special correctional exercises was higher than words at the very beginning without special psychological support. This study concludes that the general solution to learning problems and the compensation of deficiencies in the development of various cognitive processes are the objective advantages of organised corrective neuropsychological sessions with students. This experiment may provide a plan for further research and adoption of the help for schoolchildren in practice.
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Shevelova-Harkusha, Natalia. "The use of communicative activities for developing speaking skills of students at english lessons". ScienceRise: Pedagogical Education, nr 2 (53) (31.03.2023): 20–25. http://dx.doi.org/10.15587/2519-4984.2023.279581.
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This article is devoted to the issue of the use of communicative activities for the development of speaking skills of students in the university. It was established, that the intensification of the educational process requires the search and use of new forms, methods and technologies of teaching and learning, means of supporting students' interest in the material and activation of their cognitive activity. Thus, one of the urgent problems of modern methods of teaching foreign languages is the organization of the teaching process for students of different age groups with the help of a communicative approach. The article mentions various types and subtypes of conditionally communicative and fully communicative activities, which are most commonly used to teach students speaking foreign language. The article also defines the features and the means of using certain types of speech activities, in particular, reproductive exercises, which include: 1) retelling, 2) abbreviated and selective retelling, 3) retelling-translation, 4) dramatization, 5) creative retelling. As for responsive activities, they include: 1) question-and-answer exercises, 2) replica exercises, 3) free conversation. Among the productive activities, we highlight the following: situational activities that combine 1) solving problem situations, 2) imaginary situations, 3) role-playing. Descriptive activities include various types of descriptions. The article also talks about the advantages of discussion activities, mainly 1) educational discussion, 2) commenting, 3) situational discussions, as well as compositional activities and press conferences. The article states that during the performance of communicative activities, the work should be aimed at involving students into communicatively oriented activities regarding the observation of the phenomena being studied, at revealing the connections and relationships between the means of expressing information, at finding language units for expressing one's own opinion, etc. It was established, that it is also necessary to develop communicative exercises and activities based on real-life material or a model text, which are relevant for students of a certain age, which are interesting, close and understandable for students, which have educational and socio-cultural potential
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Lavrentiev, O. M., S. V. Krupenya, V. O. Kovalov, O. V. Derkach i Y. A. Kryvorotko. "Recreation of the military and other vulnerable segments of the population by means of exercise". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), nr 6(179) (21.06.2024): 138–43. http://dx.doi.org/10.31392/udu-nc.series15.2024.6(179).26.
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Based on the conditions of the present, questions arise regarding the return of various categories of the population (military, victims, children) to the reproduction and preservation of professional abilities and skills, using physical exercises or applied sports, depending on the degree of injury to injuries (wounds). Thus, thanks to applied sports, it is possible to form a recreational component, which should be easily accessible and conducted in the form of a game or entertainment aimed at developing cognitive abilities and sensorimotor functions. Also perform physical activities in the bosom of nature and have several areas of work is: the usual Hiking or Hiking on difficult routes, cross-country running (highway, forest and forest parks), jumping, walking, lighting a fire, breaking tents, terrain orientation, etc.. The load is adjusted according to the instructions and recommendations of the exercise therapy instructor, adapting the patient to a full life. The author's team [2] proposed a model for the formation of recreational exercises of a sports and applied nature. They successfully combine physical and mental stress against the background of positive emotions in constantly changing external conditions. The development of a course of rehabilitation or recreation can be adapted to different groups of the population, according to the level of their damage, psychological problems or other abnormal everyday situations. Since recreation is the restoration or reproduction of physical and spiritual forces spent by a person in the process of life, which includes a variety of activities in his spare time, aimed at restoring strength and satisfying a wide range of personal and social needs and needs. Therefore, we have expanded the concept of recreational components, which, according to the authors, have a wider range of goals that, according to the specifics, reveal the concepts of both active and passive leisure. Each type of recreation can be applied to a different category of people. What can be regulated by the load mode, applied value, therapeutic orientation, etc. Each type of recreation reveals a wide aspect of the meaning of the direction of activity.
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Sushchin, Mikhail Aleksandrovich. "What Can Philosophy and the Cognitive Sciences Give Each Other?" Философская мысль, nr 10 (październik 2023): 40–50. http://dx.doi.org/10.25136/2409-8728.2023.10.68745.
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The article explores some possible ways of interaction between philosophy and the specific cognitive scientific disciplines: psychology, neurosciences, artificial intelligence, linguistics, and anthropology. The author draws on V.A. Lektorsky’s idea of the dialogue between philosophy and the cognitive sciences. Philosophy and the cognitive sciences engage in a productive dialogue in which their mutual enrichment, the strengthening or weakening of certain scientific or philosophical theories, and theoretical progress can occur. On the one hand, it is asserted that philosophy can have the greatest impact on the development of the cognitive sciences in the way of clarifying problems of the philosophy of science. These problems encompass the problem of the theoretical progress of cognitive studies, the problem of the nature of individual cognitivist theories (as well as the nature of groups of individual theories such as connectionism, predictive processing, etc.), the problem of the relationship of cognitive disciplines to each other, and more. In addition, philosophers can contribute to discussions concerning the foundations of the cognitive sciences and their key concepts of representation and computation. They can also play a significant role in assessing the ethical implications of the emergence of new cognitive technologies and neurotechnologies. On the other hand, the specific cognitive disciplines can provide new insights into traditional philosophical issues, like the problem of consciousness and the brain, the problem of free will, and enrich the philosophy of science with novel empirical data.
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Velikanov, Arseniy A., Yulia L. Levashkevich, Anna A. Stoljarova i Elena A. Demchenko. "Age and sex determined differences in cognitive distortions and psychological traits in patients with coronary heart disease before coronary artery bypass surgery". Sibirskiy Psikhologicheskiy Zhurnal, nr 83 (2022): 184–203. http://dx.doi.org/10.17223/17267080/83/10.
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In patients with cardiovascular diseases, including CHD, the prevalence of anxiety and depression is considerable. Cognitive behavioral therapy is believed to be an effective tool for treating anxiety and depression. In the theory underlying cognitive behavioral psychotherapy, cognitive distortions play an important role. Cognitive distortions are misperception and misprocessing of information. Cognitive distortions are not a sign of mental disorders, however, their presence when assessing any situations (for example, while waiting for cardiac surgery) can lead to a range of psychological problems, in particular, to the development of anxiety and depression. Thus, the study of cognitive distortions in patients with cardiovascular diseases is of great importance in the view of the possibility of their negative impact on the mental state. Besides, according to the theoretical foundations of cognitive behavioral therapy, the presence of cognitive distortions also affects the interpersonal interaction (distorted perception of information, incorrect interpretation of behavior in the process of communication, etc.). Accordingly, the presence of cognitive distortions can also negatively affect patientdoctor interaction and adherence to treatment. The research aims to study the cognitive distortions and psychological characteristics of patients with CHD before CABG taking into consideration sex and age. The present study involved 60 patients with CHD, including 32 men (53%) and 28 women (47%). The average age of patients was 63 ± 8 years. Two groups of subjects were identified by age criterion: up to 65 years old and over 65 years old. To study cognitive distortions, the interview, and psychological testing (SCL-90-R and BIG 5 questionnaires) were carried out. All patients had different types of cognitive distortions. Men were more likely to spontaneous conclusions (37.5%), women were more likely to have overgeneralization (35%). In patients of the older age group (65<), the prevalence of dichotomous thinking was more frequent (25.92%). According to the results of the SCL-90-R questionnaire, women before CABG have higher indices of somatization, interpersonal sensitivity, and anxiety; men have higher indices of hostility. Patients over 65 years old have a higher level of somatization and depression. According to the results of the BIG 5 test, the majority of patients demonstrated a "below average" level in terms of "conscientiousness", "agreeableness", "openness to experience". For men, in terms of extraversion, the "above average" level was more common, while for women it was "level below average". When planning psychological testing and psychotherapy before CABG and during the rehabilitation, the identified psychological characteristics of patients and the specificity of cognitive distortions should be taken into account.
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Siddik, Riesa, Williya Novianti, Maya Masyita Suherman i Reza Pahlevi. "Kajian Filsafiah dan Ilmiah Bimbingan Spiritual untuk Mengembangkan Welas Asih Mahasiswa Broken Home". Indonesian Journal of Educational Counseling 8, nr 1 (31.01.2024): 47–54. http://dx.doi.org/10.30653/001.202481.332.
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This article contains a study of spiritual guidance to develop compassion in Broken Home students. Having an incomplete family makes some children become victims so they have bad experiences and cause problems both physically and psychologically, such as blaming themselves, trauma, blaming their parents, etc. The highest cognitive experience that has a major impact on individual psychology is meaning. Through meaning (spirituality), individuals find and believe in their life purpose, which has an impact on the way they live their lives, including the way they solve problems. Spiritual experiences can help individuals understand problems and make the best decisions to solve them, related to transcendent experiences and related to awareness of sacred and eternal things, thereby increasing feelings of compassion, love and affection towards oneself and others. The methodological procedure used is understanding literature from various sources. It is hoped that the results of this paper will contribute to research and development of spiritual guidance models to develop students' compassion.
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Linden, M. "Training Workshop: Cognitive Psychotherapy and Wisdom Strategies in the Treatment of Adjustment Disorders". European Psychiatry 24, S1 (styczeń 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70234-2.
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The goal of this training workshop is to give an introduction in recent developments of wisdom psychology and their bearing for cognitive psychotherapy of adjustment disorders.Negative life events like divorce, dead of a beloved one, job loss etc. require enhanced coping. If this is not sufficient it can result in adjustment or other mental disorders. One factor which often contributes to pathological developments in the context of negative life events is embitterment because of the feeling of having been treated unfair, been let down or been humiliated. If embitterment is present then there is a tendency not to recover spontaneously but rather to take a chronic course.There is a new approach in the treatment for such adjustment disorders which is based on recent developments in wisdom psychology. Wisdom has been defined as the capacity to cope with unsolvable and serious problems and questions in life. It has been shown:a.that persons who are not successful in coping with negaive life events lack wisdom capacities,b.that wisdom capacities can be trained, andc.that cognitive treatment which uses wisdom strategies is helpful in the treatment of adjustment disorders and especially those with prolonged embitterment reactions.This training workshop will:•inform about the clincial features of adjustment disorders and especially posttraumatic embitterment disorders;•give an introduction in recent developments of wisdom psychology;•teach the esentials of wisdom psychotherapy.
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Murphy, Yolanda E., Anna Luke, Elle Brennan, Sarah Francazio, Isabella Christopher i Christopher A. Flessner. "An Investigation of Executive Functioning in Pediatric Anxiety". Behavior Modification 42, nr 6 (10.01.2018): 885–913. http://dx.doi.org/10.1177/0145445517749448.
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Although science’s understanding (e.g., etiology, maintaining factors, etc.) of pediatric anxiety and related problems has grown substantially over recent years, several aspects to anxiety in youths remain elusive, particularly with relation to executive functioning. To this end, the current study sought to examine several facets to executive functioning (i.e., cognitive flexibility, inhibition, planning, working memory) within a transdiagnostic sample of youths exhibiting varying degrees of anxiety symptoms. One hundred six youths completed a comprehensive battery, including several self-report measures (e.g., Multidimensional Anxiety Scale for Children [MASC] or MASC-2) and an automated neurocognitive battery of several executive functioning tasks (Intradimensional/Extradimensional [IDED], Stop Signal [SST], Spatial Span [SSP], Stockings of Cambridge [SOC] tasks). Regression analyses indicated that youths exhibiting marked anxiety symptoms demonstrated increased planning time and probability of inhibition compared with youths with minimal or no anxiety symptoms. Youths with marked anxiety symptoms similarly demonstrated better cognitive flexibility (i.e., set shifting) compared with youths with minimal anxiety. In addition, analyses indicated a trend such that youths exhibiting marked anxiety symptoms demonstrated poorer working memory compared with youths with no anxiety symptoms. Group classification did not predict remaining outcomes. Limitations and future areas of research are discussed.
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Selivanov, V. V. "The theory of thinking as a process: an experimental confirmation". Experimental Psychology (Russia) 12, nr 1 (2019): 40–52. http://dx.doi.org/10.17759/exppsy.2019120104.
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The paper deals with the main provisions of the theory of thinking A.V. Brushlinsky, its development in modern psychology. Thinking in this theory is presented as a continuous process of human interaction with the object. Psychological content of thinking includes eight levels — from structural to subject. The cognitive plan of thinking is significantly expanded due to the allocation of not only forms (studied mainly by formal logic, epistemology), mental actions (operations), but also mental processes. The introduction of process components have been theoretically and experimentally substantiated. The paper presents experimental studies of changes in personal parameters (in particular, cognitive style) in the course of the thought process, the dynamics of intellectual conscious and unconscious components in solving problems by the subject, the influence of thinking on the intellect, the effects of critical thinking, etc. The main provisions of the «process» theory of thinking and the action of thought processes are included in the system of various contexts: the functioning of cognitive styles, the use of “subsensory” tips by the subject, the work of the individual with training programs in virtual reality ... It is shown that mental processes (thinking as a process) are interconnected and, as a rule, determine the functioning of mental operations (mental actions), lead to micro-changes in the personality plan of thinking, functioning components of intelligence, provide formation of new elements of thinking in the course of solving problems. The structure of psychological content of thinking from the perspective of subject-activity and systemic approaches in psychology, including 8 levels. It is shown that the theory of thinking as process of A.V. Brushlinsky provides reflection of the differentiated content of mental activity in which cognitive plan along with formal (level of forms) and operational (level of operations) it is expedient to allocate process components.
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Shukla, Vandana, i Sangita Srivastava. "Social Media (SM) Effects on Self-Esteem (SE) and Body Image (BI) of Teenage Girls Using Artificial Intelligence (AI)". International Journal of Cyber Behavior, Psychology and Learning 13, nr 1 (9.06.2023): 1–17. http://dx.doi.org/10.4018/ijcbpl.324090.
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In the modern era social media (SM) plays a vital role in everyone's life; there are many challenging issues and problems in social media (SM). Among them, self-esteem (SE) and body image (BI) analysis of behavior are major concerns in this area. Therefore, in this article a data-driven model is proposed to analyze social networking sites affect the different attributes of teenage girls. In the current era, the key source of information is social media (SM) which targets different features such as body image (BI), self-esteem (SE), etc., among individuals. For this purpose, the authors perform data collection, cleaning, and data processing; then they apply an artificial intelligence technique to investigate the effect of social media (SM) among teenage girls.
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Noskova, Olga G. "HISTORY OF APPLIED PSYCHOLOGY: SUBJECT-ACTIVITY APPROACH". Moscow University Psychology Bulletin, nr 2 (2021): 58–73. http://dx.doi.org/10.11621/vsp.2021.02.04.
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Relevance. History of science is a necessary component of its progressive development; however, the history of Russian applied psychology has not been sufficiently studied. Purpose of the work: to present the results of the author’s historical and psychological works carried out on the basis of the subject-activity approach. Research method. The study uses systemic methodology and the subject-activity approach based on the provisions of Marxist philosophy, theory of science and traditions of Russian psychology and its history (A.A. Bogdanov, E.A. Budilova, E.A. Klimov and others). It also uses analogies for a better understanding of the unity of consciousness principle and the activity of its subject (an individual scientist, a group of researchers and practitioners, society as a whole, as a collective subject). The study demonstrates the advantages of the methodology chosen in comparison with the one adopted by scientists who are limited by the cognitive resources of one-sided approaches (for example, the traditions of internalism or externalism) in historical and psychological research. Sample. The article provides an overview of the author’s most important publications on historical and psychological topics over the past 35 years. Results. The study presents the author’s research of the formation, development and transformation of applied psychology on the example of psychological sciences on labor and working people carried out in Russia from the end of the 19th to the beginning of the 21st century, in correlation with the events of the country’s civil history. The author analyzes the development of certain scientific problems (problems of social psychology of labor, problems of working capacity and fatigue, the prehistory of competence-based approach in psychology, problems of safety psychology in ergatic systems, etc.). It also presents the analysis of the work done by a number of leading Russian psychologists in this field. The results of the research are included in the program of the special course “History of Applied Psychology”. Conclusions. The study formulates the main provisions of the subject-activity approach in historical and psychological research and the possibilities of its application in order to understand the past of psychology and predict the trends of its future development.
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Thompson, Clarissa A., Jennifer M. Taber, Charles J. Fitzsimmons i Pooja G. Sidney. "Math predictors of numeric health and non-health decision-making problems". Journal of Numerical Cognition 7, nr 2 (23.07.2021): 221–39. http://dx.doi.org/10.5964/jnc.6545.
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People frequently encounter numeric information in medical and health contexts. In this paper, we investigated the math factors that are associated with decision-making accuracy in health and non-health contexts. This is an important endeavor given that there is relatively little cross-talk between math cognition researchers and those studying health decision making. Ninety adults (M = 37 years; 86% White; 51% male) answered hypothetical health decision-making problems, and 93 adults (M = 36 years; 75% White; 42% males) answered a non-health decision-making problem. All participants were recruited from an online panel. Each participant completed a battery of tasks involving objective math skills (e.g., whole number and fraction estimation, comparison, arithmetic fluency, objective numeracy, etc.) and subjective ratings of their math attitudes, anxiety, and subjective numeracy. In separate regression models, we identified which objective and subjective math measures were associated with health and non-health decision-making accuracy. Magnitude comparison accuracy, multi-step arithmetic accuracy, and math anxiety accounted for significant variance in health decision-making accuracy, whereas attention to math, as illustrated in open-ended strategy reports, was the only significant predictor of non-health decision-making accuracy. Importantly, reliable and valid measures from the math cognition literature were more strongly related to health decision-making accuracy than were commonly used subjective and objective measures of numeracy. These results have a practical implication: Understanding the math factors that are associated with health decision-making performance could inform future interventions to enhance comprehension of numeric health information.
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SHULHA, Olha. "NEUROMARKETING IN THE SYSTEM OF ENTERPRISE MARKETING INNOVATION". HERALD OF KHMELNYTSKYI NATIONAL UNIVERSITY 300, nr 6 Part 2 (grudzień 2021): 256–60. http://dx.doi.org/10.31891/2307-5740-2021-300-6/2-42.
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The technologies of neuromarketing research and the results of practical use of psychology to study consumer behavior are considered. The directions and problems of neuromarketing use are determined. The expediency of using the results of consumer behavior research with the help of neuromarketing tools is substantiated. The subject of neuromarketing is the study of unconscious sensorimotor, cognitive and emotional reactions of a person to certain external stimuli (combinations of colors, sounds, smells, etc.). For their registration special equipment is used – electroencephalographs, magnetic resonance imaging, pupil monitoring systems, etc. Marketers focus on such spontaneous reactions of the body as heart rate, respiration, pupil movement, sweating. The main methods of neuromarketing research are instrumental and socio-psychological. Instrumental methods such as electroencephalography, magnetoencephalography and others are used to measure changes in the nervous and metabolic activity of consumers brains. The most common socio-psychological methods are the concept of ZMET, as well as the concept of kansei-engineering. Proper use of tools to influence consumers through visual, audio and aroma channels allows companies to increase sales, create and maintain customer loyalty.
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Chen, Yalin, i Jamie I. D. Campbell. "Transfer of training in simple addition". Quarterly Journal of Experimental Psychology 71, nr 6 (1.01.2018): 1312–23. http://dx.doi.org/10.1080/17470218.2017.1318295.
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In recent years, several researchers have proposed that skilled adults may solve single-digit addition problems (e.g., 3 + 1 = 4, 4 + 3 = 7) using a fast counting procedure. Practicing a procedure often leads to transfer of learning and faster performance of unpracticed items. Such transfer has been demonstrated using a counting-based alphabet arithmetic task (e.g., B + 4 = C D E F) that indicated robust generalization of practice (i.e., response time [RT] gains) when untrained transfer problems at test had been implicitly practiced (e.g., practice B + 3, test B + 2 or B + 1). Here, we constructed analogous simple addition problems (practice 4 + 3, test 4 + 2 or 4 + 1). In each of three experiments (total n = 108), participants received six practice blocks followed by two test blocks of new problems to examine generalization effects. Practice of addition identity rule problems (i.e., 0 + N = N) showed complete transfer of RT gains made during practice to unpracticed items at test. In contrast, the addition ties (2 + 2, 3 + 3, etc.) presented large RT costs for unpracticed problems at test, but sped up substantially in the second test block. This pattern is consistent with item-specific strengthening of associative memory. The critical items were small non-tie additions (sum ≤ 10) for which the test problems would be implicitly practiced if counting was employed during practice. In all three experiments (and collectively), there was no evidence of generalization for these items in the first test block, but there was robust speed up when the items were repeated in the second test block. Thus, there was no evidence of the generalization of practice that would be expected if counting procedures mediated our participants’ performance on small non-tie addition problems.
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Neu, E., M. Michailov, U. Welscher, M. Schratz i G. Weber. "On psychiatry and psychology". European Psychiatry 64, S1 (kwiecień 2021): S487. http://dx.doi.org/10.1192/j.eurpsy.2021.1302.
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IntroductionPsychiatry is fundamental interdisciplinary medical science with essential importance for enormous health-problems of humanity. Creation of integrative-psychiary in context of multidimensional&holistic medicine, founded by HIPPOCRATES-GALENUS-HUA T’UA-AVICENA-PARACELSUS is necessary to counteract disastrous human health-situation. Psychiatry needs new integrative therapy-models considering application of psychopharmacotherapy as well as practices of psycho-somatic (Th.v.UEXKÜLL) and somato-psychic theories (Y.IKEMI). Emperor AKIHITO during Opening-Ceremony of ICPM-2005-Kobe appointed to consider “total symptoms of mind-body, seeking ways of holistic care”.ObjectivesREFERENCES. PSYCHIATRY: EPA-2020-virtual/Madrid, Eur.Psychiatry 63S, EPP0834/5+EPV0581/1470; EPA-2019-Warsaw, Eur. Psychiatry 56S,S689; EPA-2018-Nice, Eur.Psychiatry 48/S1, S623&567&662. WPA-2019-Lisbon, E-Poster WCP19-2137, -1822, -1839; 2018-Mexico-City, Abs.-Book WCP18-0584/-0625/-0643/-0654. 2011-Buenos-Aires,AB:PO1.200. PSYCHOLOGY: EFPA-2019-Moscow, Abs.-Book 1529,1530,1549. IUPsyS-2012-Cape-Town, IntJPsychol 47:407; -2008-Berlin, 43/3-4:154, 248,615,799; -2004-Beijing, AB:49,587. PSYCHOSOMATICS: ICPM-2017-Beijing, AB:ID: 648493,648895,648749,648878; -2005-Kobe, J.Psychosom.Res. 58:85-86.MethodsEvaluation of psychic-“polar-attitude-list”/physiological-parameters: heart-rate, blood-pressure,etc. from patients/probands after training by occidental/oriental practices (Music-/Yogatherapy/others) (ref.).ResultsObservations demonstrate strong positive influence after music[1], respiratory[2], hatha-yoga[3] therapies. Items of psycho-physiological (relaxed), emotional (tranquil/happy), cognitive (few/ordered thoughts), voluntary (active/spontaneous), social (open/assertive), consciousness (clear/sleepy) categories are significantly positive changed 25-50%. The 3-therapies have specific psychic-effects,e.g. items “relaxed/tranquil” after respiratory- (+45/50%) and music- (+20/5%), also item “open” after music-therapy (+25%) are positive, but negative after respiratory-therapy (-20%). Psychic-effects are correlated with positive physiological-ones,e.g. heart/respiratory-frequency decreased 25-30%, voluntary-apnoea prolonged 55%. Mountain-altitude (>2000-3000m), hypothermia (<20 to 0°C) influenced positively psychic/physiological-parameters,e.g. heart-rate/blood-pressure decrease (n=125,P<0.05-0.01).ConclusionsDifferent methods of integrative psychiatric therapy are with preference,e.g. for depression is suitable respiratory/physical-training, also hypothermia&high-mountain therapy (activation-euphoria), for mania:music-therapy (inhibitory-effect). Systematically research about single/combined therapies is necessary,e.g. for epilepsy: Respiratory-therapy/hypothermia,etc. could help patients (hypo-/hypercapnia: inhibitory/excitatory effects on CNS-structures).
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Buzhynetska, Kseniia. "THE PROBLEM OF MOTIVATING EDUCATIONAL ACTIVITIES OF SENIOR PRESCHOOL STUDENTS WITH COGNITIVE DISORDERS OF DEVELOPMENT". PSYCHOLOGICAL JOURNAL 9, nr 6 (30.06.2023): 7–15. http://dx.doi.org/10.31108/1.2023.9.6.1.
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The article reveals the issue of psychological readiness of children to study at school. The aim of the article is to reveal the issue of psychological readiness of preschoolers with cognitive development disorders to study at school. In the research, in order to achieve the set goal and reveal the topic, methods of search, analysis, systematization and generalization of the researched material were used. The psychology of motivation of the IX and XX centuries is investigated. It is proved that in the middle of the IX century the subject, limits and specifics of the psychology of motivation were studied in the context of behavioral psychology, and in the XX century the field of motivation studies acquires wider boundaries and is actually distributed between socio-cognitive psychology. The leading role of motivational readiness is determined, which is decisive in the successful learning and adaptation of the child to school. Psychological and pedagogical researches on the specified problems are analyzed. The motives (external -getting a good grade, increasing their prestige, avoiding trouble, etc. and internal -educational and cognitive), which determine the educational activities of preschoolers. It was found that the child's readiness for learning is characterized by its weak focus on a positive attitude to school, low interest in the content and learning process. It has been determined that due to the immaturity of the cortical parts of the brain, which are often combined with local lesions of the brain structures and are characterized by heterogeneity and polymorphism of disorders of the emotional-volitional and cognitive spheres. It has been identified generalized classification features, which are characteristic of one or another group of children with impaired cognitive development: a combination of a low level of intellectual productivity with a low level of cognitive activity, delayed mental development, autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD). Tasks aimed at further study of motivational readiness for learning of preschoolers with cognitive impairments are outlined. Thus, the study shows that the motivation to learn in children with cognitive impairment is not formed. Readiness for educational activities is characterized by a weak orientation of the child to a positive attitude to school, low interest in the content and learning process. Due to the violation of the development of cognitive processes in preschoolers there are difficulties in the process of cognitive and educational activities.
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Sineokova, Tatiana. "Current Aspects of Speech Disfluency Research: Scientific Review of the International Workshop DiSS 19 (Budapest) Issues". Nizhny Novgorod Linguistics University Bulletin, nr 50 (30.06.2020): 56–74. http://dx.doi.org/10.47388/2072-3490/lunn2020-50-2-56-74.
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Disfluency in spontaneous speech is currently a subject of study of specialists working in different fields of knowledge. Different external manifestations of disfluency (hesitation pauses, sound prolongations, pause fillers, articulatory perseverations and lexico-grammatical repetitions, self-corrections, breaks, nonverbal means of information transfer, etc.) are being investigated. They turn out to be a convenient tool for revealing and monitoring the peculiarities of cognitive processes with the help of explicit clearly registered signals occurring in speech under the influence of a number of extralinguistic factors such as the communicative situation, the type of speech (monologic or dialogic), the language of communication (L1 or L2), the emotional state of the speaker, the age, the social status, the diseases impairing speech and mental activity, and others. Further investigation of disfluency makes it possible to solve both a number of fundamental problems connected with modeling of cognitive coding and decoding speech processes and applied tasks connected with adoption of research findings in such fields as developmental pedagogy, psychology, medicine, foreign language training, translation, automatic recognition of speech signal, etc. Up to now, a sufficient number of empirical investigations have been carried out providing a basis for working out particular models which will make it possible, in the long run, to create the overall model of disfluency in spontaneous speech. Conferences and workshops undoubtedly play an important role in uniting the efforts of specialists in this sphere. One of them is the international workshop “Disfluency in Spontaneous Speech (DiSS)” that was first held in 1999. The current problems that were discussed by the participants of the workshop (production and perception speech models, age and clinical factors of disfluency, special difficulties in foreign speech production, including translation, speech technology) may be a useful reference point for researchers working on the issue.
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Gnedykh, D. S. "Trends and Prospects of Using Brain-Computer Interfaces in Education". Sibirskiy Psikhologicheskiy Zhurnal, nr 79 (2021): 108–29. http://dx.doi.org/10.17223/17267080/79/7.
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The relevance of the brain-computer interfaces (BCI) implementation in the field of edu-cation is conditioned by the realization of long-life and individualized learning concepts, as well as the requirement of effective and affordable automated learning systems. The article presents the analysis of studies on BCI usage in the educational process, in order to systema-tize the evidence, identify emerging trends and determine the difficulties and prospects of their applications in education. Nowadays, two main directions of BCI application for the purpose of training quality im-provement are revealed. In the first direction, the researchers’ attention is focused on psycho-physiology, meaning the identification of student’s current state characteristics and its timely correction with the teacher’s help (or self-correction). The second one emphasizes the peda-gogical aspect of BCI usage, such as monitoring the student’s cognitive activity in the process of course content perception to determine the most optimal parameters and conditions of its presentation. In the first case, the change of a student’s state or activity is emphasized, in the second one the changes relate to correction of learning content and its delivery. Among the main difficulties of using BCI in education are the following: problems with the equipment of modern BCI systems, the lack of clear classifications of neurophysiological correlates of various mental phenomena, the difficulty of consideration and differentiation of all the factors affecting a user during his interaction with BCI in natural environment. The prospects of BCI usage in learning are proposed: 1. Prediction of learning activity productivity; 2. Development of students’ self-control in the educational process; 3. Real-time identification of cognitive and affective students’ states in learning certain subjects (mathematics, physics, computer science, etc.); 4. Assessment of the impact of electronic learning tools on the process of information acquisition; 5. Monitoring the dynamics of cognitive activity intensity in students while solving dif-ferent learning tasks; 6. Identification of the available amount of information for its successful processing at the neurophysiological level to optimize the delivery of learning materials.
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Kövecses, Zoltán. "Levels of metaphor". Cognitive Linguistics 28, nr 2 (1.05.2017): 321–47. http://dx.doi.org/10.1515/cog-2016-0052.
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AbstractWhat is the appropriate conceptual structure involved in conceptual metaphors? Various authors offer a large number of terms to discuss the issue. While domain is the most common term, many others are also used, including frame, image schema, cognitive model, idealized cognitive model, scene, schema, scenario, etc. The problem is compounded by the fact that the terms mean different things to different researchers. The main goal of the paper is to create some clarity in this terminological and theoretical confusion. I propose that conceptual metaphors simultaneously involve conceptual structures, or units, on four levels of schematicity: the level of image schemas, the level of domains, the level of frames, and the level of mental spaces. I call the resulting framework the “multi-level view of conceptual metaphor.” The multi-level view of metaphor can provide us with insights into a number of problems that have been raised and debated in the CMT literature. I show that the study of metaphor within such a framework can legitimately be pursued on the four levels of schematicity and that no level can be singled out as the only appropriate level of analysis.
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Mizin, Kostiantyn, i Maryna Shemuda. "INTERACTIVE TECHNOLOGIES OF SITUATION MODELING AND PROCESSING OF DISCUSSION QUESTIONS IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE". Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, nr 843 (lipiec 2023): 84–92. http://dx.doi.org/10.31861/gph2023.843.84-92.
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The theoretical foundations of interactive learning, in particular, the peculiarities of the definition of the concepts “interactive learning” and “interactive technology” are examined in the article, the classification of interactive learning technologies is carried out, the stages of development of interactive learning technologies and the criteria for the effectiveness of their application in the educational process are determined. It was found that interactive learning is an organized interaction of education seekers among themselves and the teacher with the learners, which ensures immersion in the work with a certain level of activity of all its participants and contributes to the intensification of communication in the educational process. The author emphasizes that the leading principles of this type of education are: the principle of dialogical interaction, the principle of cooperation and cooperation, the principle of game or training organization of the educational process. The article analyzes such interactive technologies of situational modeling as: role play, language games, dramatization, song-exercises or song-games, the use of which in the process of learning a foreign language improves attention, creativity, memorization processes of learners, increases interest in language learning, stimulates exciting atmosphere of the educational process, activates speech activity, etc. The article also provides examples of the use of role-playing games, puzzle games, lexical, phonetic, spelling and grammar games, game situations for the development of skills and communication skills in a foreign language. Among the interactive technologies, the technology for working out debatable issues, such as the press method, was determined to be effective; change of position; taking a position for or against, the application of which contributes to the search and cognitive activity of the applicants, the development of their self-realization, the disclosure of their creative potential, etc. Examples of the use in foreign language lessons of such interactive technologies for processing debatable issues as verbal duels and discussions in mini-groups are given, the use of which can vary from a simple discussion of a problem to a press conference on specific problems, from role-playing and group games to defending projects.
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Boikivska, Galyna, Roksolana Vynnychuk, Oksana Povstyn, Halyna Yurkevich i Zoriana Gontar. "Cognitive Aspects in the Process of Human Capital Management in Conditions of Post-Pandemic Social Constructivism". Postmodern Openings 12, nr 1 (19.03.2021): 296–307. http://dx.doi.org/10.18662/po/12.1/261.
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In today's post-pandemic reality, human capital plays one of the leading roles in ensuring economic growth. The intensification of innovative processes in the context of post-pandemic social constructivism, the widespread use of information technology, intellectualization of labor, etc. In the context of post-pandemic social constructivism, transformations of the content and structure of human capital take place, make adjustments to the process of its formation, accumulation, use and change the nature of the impact of human capital on economic development. In today's post-pandemic reality, there are many problems both in the field of the formation of innovatively oriented human capital and in the sphere of its use, which necessitates the search for ways to effectively manage these processes in order to ensure the balanced development of production factors in the context of the formation of an innovative economy in the country. The article analyzes the main methods and aspects of cognitive psychology that can be useful in the development of human capital. In particular, special attention was paid to the development of emotional intelligence and emotional competence. The reason for choosing precisely such elements of cognitive psychology as the level of emotional intelligence and emotional competence is that they are a prerequisite for successful self-realization of a person and, as a result, an important prerequisite for successful management of human capital in the conditions of post-pandemic social constructivism.
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Ernst, Abigail M., Blake A. Gimbel, Mary E. Anthony, Donovan J. Roediger, Erik de Water, Bryon A. Mueller, Sarah N. Mattson, Kelvin O. Lim i Jeffrey R. Wozniak. "1 Sluggish Cognitive Tempo in Children and Adolescents with Fetal Alcohol Spectrum Disorders: Associations with Executive Function and Subcortical Volumes". Journal of the International Neuropsychological Society 29, s1 (listopad 2023): 612–13. http://dx.doi.org/10.1017/s1355617723007762.
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Objective:Fetal alcohol spectrum disorder (FASD) is a common neurodevelopmental condition associated with deficits in cognitive functioning (executive functioning [EF], attention, working memory, etc.), behavioral impairments, and abnormalities in brain structure including cortical and subcortical volumes. Rates of comorbid attention-deficit/hyperactivity disorder (ADHD) are high in children with FASD and contribute to significant functional impairments. Sluggish cognitive tempo (SCT) includes a cluster of symptoms (e.g. underactive/slow-moving, confusion, fogginess, daydreaming) found to be related to but distinct from ADHD, and previous research suggests that it may be common in FASD. We explored SCT by examining the relationship between SCT and both brain volumes (corpus callosum, caudate, and hippocampus) and objective EF measures in children with FASD vs. typically developing controls.Participants and Methods:This is a secondary analysis of a larger longitudinal CIFASD study that consisted of 35 children with prenatal alcohol exposure (PAE) and 30 controls between the ages of 9 to 18 at follow-up. Children completed a set of cognitive assessments (WISC-IV, DKEFS, & NIH Toolbox) and an MRI scan, while parents completed the Child Behavior Checklist (CBCL), which includes a SCT scale. We examined group differences between PAE and controls in relation to SCT symptoms, EF scores, and subcortical volumes. Then, we performed within-and between-group comparisons with and without controlling for total intracranial volume, age, attention problems, and ADHD problems between SCT and subcortical brain volumes. Finally, we performed correlations between SCT and EF measures for both groups.Results:Compared to controls, participants with PAE showed significantly more SCT symptoms on the CBCL (t [57] = 3.66, p = 0.0006), more parent-rated attention problems and ADHD symptoms, lower scores across several EF measures (DKEFS Trail-Making and Verbal Fluency; WISC-IV Digit Span, Symbol Search, and Coding; effect sizes ranging from 0.44 to 1.16), and smaller regional volumes in the caudate, hippocampus, and posterior areas of the corpus callosum. In the PAE group, a smaller hippocampus was associated with more SCT symptoms (controlling for parent-rated attention problems and ADHD problems, age, and intracranial volume). However, in the control group, a larger mid posterior and posterior corpus callosum were significantly associated with more SCT symptoms (controlling for parent-rated attention problems, intracranial volume, and age; r [24] = 0.499, p = 0.009; r [24] = 0.517, p = 0.007). In terms of executive functioning, children in the PAE group with more SCT symptoms performed worse on letter sequencing of the Trail-Making subtest (controlling attention problems & ADHD symptoms). In comparison, those in the control group with more SCT symptoms performed better on letter sequencing and combined number letter sequencing of the Trail-Making subtest (controlling attention problems).Conclusions:Findings suggest that children with FASD experience elevated SCT symptoms compared to typically developing controls, which may be associated with worse performance on EF tasks and smaller subcortical volumes (hippocampus) when taking attention difficulties and ADHD symptoms into account. Additional research into the underlying causes and correlates of SCT in FASD could result in improved tailoring of interventions for this population.
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Mіroshnychenko, Oksana, Natalia Svitlychna i Inna Tabachnyk. "PSYCHOLOGICAL AND PEDAGOGICAL MEANS OF POSITIVE AND EFFECTIVE ATTITUDE FORMATION OF STUDENTS TO THEIR OWN HEALTH". Science and Education 2019, nr 3 (marzec 2019): 40–46. http://dx.doi.org/10.24195/2414-4665-2019-3-7.
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The article is devoted to the peculiarities of the use of psychological and pedagogical means for realization of the most effective steps of positive and effective attitude formation of students to their own health. The purpose of the article was to carry out the theoretical analysis of the basic psychological and pedagogical means of prevention and correction students' addictive behavior. A set of theoretical (reflexive analysis and generalization of scientific literature) and empirical (mathematical statistics tools) methods were applied, the choice and combinations of which were determined by the purpose and tasks of the research. An important psychological and pedagogical condition for the students' addictive behavior prevention is the implementation of prophylactic monitoring, that is, the tracking of indicators of possible conditions and factors of tobacco and alcohologenic risk, which implies the creation of an appropriate scientific basis. The necessary conditions for solving the problems of forming an interest of one's own health in the system of students` perception of the world is the formation of a motivational component, a positive attitude to educational activity and psychological well-being. Mindset training as a means of reprogramming the model of behavior and activity management that humans already have, in this case adolescents and youth is of particular importance in the context of these issues. A step-by-step model of addictive behavior is used in the training program. The forms of social and psychological assistance in working with students are the prevention and correction of cognitive disorders using exercises and games based on a combination of cognitive and suggestive components, correction of emotional and abnormal personality etc. The possibilities of correction of students' addictive behavior during the period of study in higher education institutions by means of psychological training of integrative type remain insufficiently investigated. Therefore, the practical importance, namely, of this complex of psychotherapeutic techniques expands the idea of ways to correct addictions in adolescence through the use of psychological means of developing a positive and effective attitude to health in the system of basic personality relationships.
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Ivashkevych, Eduard, i Oleksandr Hudyma. "The Correlation between Definitions of General and Social Intelligence in the Empirical Study on Teachers of Preschool Educational Institutions". Collection of Research Papers "Problems of Modern Psychology" 63 (25.04.2024): 48–68. http://dx.doi.org/10.32626/2227-6246.2024-63.48-68.
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The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study. The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence. Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.
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Granik, G. G., i N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation". Психологическая наука и образование 26, nr 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.
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The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.
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Obukh, Liudmyla. "PSYCHOTECHNICS OF SINGING AS A MODERN DIRECTION OF VOCAL PEDAGOGY". Academic Notes Series Pedagogical Science 1, nr 195 (2021): 106–10. http://dx.doi.org/10.36550/2415-7988-2021-1-195-106-110.
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The aim of the study is to solve the problem of development of vocal abilities and vocal qualities through the development of stress resistance during singing of students of artistic specialties from a psychophysiological point of view, which is still relevant and appropriate in terms of finding and implementing innovative teaching aids. Whereas singing must first and foremost be physiologically correct, a person's voice is a consequence of his or her physical and mental health. The key to the singer's success in the modern hyper-stressful world will be the ability to liberate the body and soul from certain psychophysiological overloads through certain exercises, trainings, etc. Certainly, for each organism of the singer it is necessary to select a separate set of special exercises, look for appropriate methods for educating psychophysiological freedom during singing, as well as to establish an individual singing regime. The article considers certain theoretical and methodological developments in the field of education and upbringing of a music artist, which allow to form an idea of traditions and innovations for effective work with students in the process of learning to sing. The described views of both vocal teachers and psychophysiologists resonate with each other, complementing each other and forming a new modern direction of vocal pedagogy – the psychotechnics of singing. In particular, the use in practice of publicly available trainings by D. Burns, A. Ellis and S. Genyk help to solve certain psychophysiological problems in vocal pedagogy, and the methods and techniques of R. Berkeley and A. Kalabin contribute to the release of psychophysiological feelings of the vocalist, expanding his professional opportunities. Therefore, research and implementation of interesting methods and practices of leading specialists not only in the field of vocal pedagogy, but also psychology, physiology and medicine in the educational process will help not only to expand singing potential and improve the work of the vocal apparatus. The study of such innovations is the prospect of further research to substantiate the psychotechnics of singing as a new direction of vocal pedagogy.
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Krasnoryadtseva, Olga M., i Azamat B. Najman. "Psychosemantic Markers of Deficiency in Self-Regulation Components during Situations of Increasing Uncertainty". Sibirskiy Psikhologicheskiy Zhurnal, nr 85 (2022): 190–204. http://dx.doi.org/10.17223/17267080/85/10.
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The aim of the study is to develop and test an express diagnostic method for determining psychosemantic markers of self-regulation components deficiency in clients during an online counseling situation. The article describes the specifics of the population's appeals to psychological services from universities for psychological help since the beginning of the COVID-19 pandemic. It shows that people's requests have a different focus: problems with behavior, problems with cognitive functions, problems with emotions, will, motivation, etc. However, a common component in all requests is a pronounced lack of self-regulatory resources in solving problems that arise in situations of increasing uncertainty. The study results of psychosemantic markers of components deficiency in human selfregulation during situations of increasing uncertainty are presented. The relevance of the results of the components deficiency in human self-regulation is determined by the fact that self-regulation is an important resource of an individual, which contributes to successful adaptation to various life difficulties and situations, including situations of forced increasing uncertainty such as the COVID-19 pandemic. Using the analysis of various theoretical works and empirical studies, 4 main groups of deficits (deficiencies) of self-regulation, characteristic of people in a situation of increasing uncertainty, were identified: deficiency of the operational component of self-regulation, deficiency of the emotional-volitional component of selfregulation, deficiency of the motivational component of self-regulation and deficiency in the individual-personal component of self-regulation. This empirical study of psychosemantic markers of deficiency in self-regulation components was carried out using the method of content analysis of requests from people who applied for help to the TSU psychological service during the COVID-19 pandemic. It was noted that the number of deficiencies in different people are both minimal (only 1 type of deficiency occurs) and maximum (all 4 identified types of deficiency occur). Thus, the predominant type of deficiency among people who applied for help to the psychological service of TSU was the deficit of the emotional-volitional component of self-regulation, namely, problems with the regulation of fear, anxiety and aggression. This fact indicates that the situation of uncertainty to a greater extent affected the emotional component of the psyche. In addition, it is the selfregulation of emotions that is one of the most complex types of self-regulation, and this is probably why there are more related requests to it. The deficit of the operational component of self-regulation was the least common. The novelty of the study is the indications psycho-semantic tools, which allows collecting diagnostic information in the course of working with a client on an online consultative platform.
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Дренёва, А. А., i А. А. Девятерикова. "Cognitive Disorders and Correction Options in Children, Who Survived Posterior Fossa Tumors: Analytical Review". Психиатрия, психотерапия и клиническая психология, nr 3 (8.11.2021): 495–511. http://dx.doi.org/10.34883/pi.2021.12.3.012.
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Данная работа носит обзорно-аналитический характер и систематизирует исследования по проблемам детской нейроонкологии, когнитивных нарушений и возможностей реабилитации когнитивных функций детей, переживших злокачественные опухоли головного мозга. Онкологические заболевания являются одной из ведущих причин детской смертности в мире. Наиболее распространенными онкологическими диагнозами среди детей являются злокачественные новообразования головного мозга, в частности опухоль задней черепной ямки медуллобластома. Современные методы лечения онкологических заболеваний привели к существенному повышению выживаемости, однако у пациентов часто наблюдаются отсроченные негативные последствия в когнитивной, моторной, личностной и социальной сферах. Негативные последствия могут быть вызваны как самой опухолью, так и методами терапии. Наиболее важным и дезадаптирующим следствием болезни является снижение когнитивных функций: внимания, рабочей памяти, речи, управляющих функций. В частности, наблюдаются такие нарушения, как снижение объема рабочей памяти и скорости переработки информации; нарушения зрительно-пространственных функций, метакогнитивных функций, речи, планирования и контроля. Вследствие когнитивной дефицитарности у детей, переживших онкологическое заболевание, снижается уровень академической успеваемости, социальной адаптации и качества жизни в целом. Учитывая потенциальное влияние перечисленных нарушений на повседневную жизнь детей, актуальной задачей нейроонкологии и клинической психологии является разработка программ реабилитации дефицитарных функций. Данные литературы демонстрируют эффективность тренировки когнитивных функций рабочей памяти, кратковременной памяти, внимания, скорости обработки информации, когнитивной гибкости. Реабилитационные программы, направленные на когнитивные функции, могут использовать цифровые технологии, физические упражнения, биологическую обратную связь, междисциплинарный подход, формирование позитивной академической среды. Результаты исследований показывают эффективность отдельных реабилитационных программ для восстановления и развития когнитивных функций, нарушенных вследствие опухоли и ее лечения. Вместе с тем необходимы дальнейшие исследования по разработке комплексных реабилитационных программ и оценке их применимости для детей, перенесших опухоли задней черепной ямки. This work presents the analytical review, which systematizes literature on the problems of pediatricneuro-oncology, cognitive deficits, and rehabilitation possibilities of cognitive functions in children,who survived brain tumors.Oncology remains one of the leading causes of child mortality all over the world. The most commononcological diagnoses among children are malignant tumors of the brain, in particular the tumorappearing in the posterior fossa, which is called medulloblastoma. Treatment of medulloblastomaincludes surgery, as well as radiation therapy (craniospinal irradiation) and polychemotherapy.Current methods of treating oncological diseases led to significant increase of survival rates.However, patients often have negative consequences and late side-effects in cognitive,motor, personality and social spheres. Negative effects can be caused both by the tumoritself and the treatment. The most important and maladaptive consequence of the diseaseis the decrease of cognitive functions: attention, working memory, speech, executive controlfunctions. In particular, there are observed such impairments as the decrease of the volume ofworking memory and information processing speed; deficiency in the visuospatial function,metacognitive functions, speech, planning and executive control. Due to the obvious cognitivedeficiency in children, who survived posterior fossa tumors, the level of academic performance,social adaptation and quality of life in general are influenced negatively and remain impairedfor a long period of time.Taking into account the potential impact of these disorders on the children’s everydayperformance, the urgent issue in the fields of neuro-oncology and clinical psychology is todevelop programs for rehabilitation of the impaired functions. The literature demonstrates theeffectiveness and feasibility of training of such cognitive functions as working memory, shorttermmemory, attention, information processing speed, cognitive flexibility. Rehabilitationprograms aimed at cognitive functions can use digital technologies, physical exercises, biologicalfeedback, an interdisciplinary approach, providing positive academic environment. The resultsreported in the papers show the effectiveness of individual rehabilitation programs for therecovery and development of cognitive functions. However, further studies are necessary todevelop comprehensive rehabilitation programs and evaluate their applicability in children, whosurvived posterior fossa tumors.
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Geisler, Paul R., Chris Hummel i Sarah Piebes. "Evaluating Evidence-Informed Clinical Reasoning Proficiency in Oral Practical Examinations". Athletic Training Education Journal 9, nr 1 (1.05.2014): 43–48. http://dx.doi.org/10.4085/090143.
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Clinical reasoning is the specific cognitive process used by health care practitioners to formulate accurate diagnoses for complex patient problems and to set up and carry out effective care. Athletic training students and practitioners need to develop and display effective clinical reasoning skills in the assessment of injury and illness as a first step towards evidence-based functional outcomes. In addition to the proper storage of and access to appropriate biomedical knowledge, an equally important component of effective clinical reasoning is the ability to select and interpret various conclusions from the mounting quantity of evidence-based medicine (EBM) sources. In assessing injury and illness, this competency is particularly reliant upon experience, skill execution, and available evidence pertaining to the diagnostic accuracy and utility of various special tests and physical examination procedures. In order to both develop and assess the ability of our students to integrate EBM into their clinical reasoning processes, we have designed exercises and evaluations that pertain to evidence-based clinical decision making during oral practical examinations in our assessment of athletic injury labs. These integrated oral practical examinations are designed to challenge our students' thinking and clinical performance by providing select key features of orthopaedic case pattern presentations and asking students to pick the most fitting diagnostic tests to fit that particular case. Students must not only match the appropriate special/functional tests, etc, to the case's key features, but also choose and explain how useful the chosen tests are for the differential diagnosis process, relative to the best diagnostic evidence. This manuscript will present a brief theoretical framework for our model and will discuss the process we use to evaluate our students' ability to properly select, perform, and explain various orthopaedic examination skills and the relevant evidence available. Specific examples of oral practical exam modules are also provided for elucidation.
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Kornienko, N. A. "Development of psychology of research behavior of the individual". Professional education in the modern world 12, nr 2 (13.07.2022): 327–36. http://dx.doi.org/10.20913/2618-7515-2022-2-16.
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Introduction. Today, many values have lost their inherent polarity of good and evil, moral consciousness has turned out to be the leading determinant, the effectiveness of which is manifested precisely in psychology, consciousness and behavior of the individual. Purpose setting. The starting point of our study is the information theory of emotions by P. V. Simonov. But if P. V. Simonov studied in detail the emotional effect of the information situation, then for us it is more important and interesting to solve the inverse problem – the emotional stimulation of the functions of the intellect, directly forming consciousness, which became the subject and result of our study, the specificity of which was the convergence of cognition and experience, cognitive, emotional and behavioral. Methodology of the study. To analyze the research behavior of adolescent students and undergraduates general scientific research methods were used (i.e. experiment, modeling method, a program for finding patterns for legal, moral, social, terminal and instrumental values – PolyAnalyst, etc.), as well as diagnostic methods and specially organized directed training, correlation and factor analyzes of the entire volume of obtained data in dynamics. Results. A new experimental direction in the development of the psychology of exploratory behavior, the study of patterns and mechanisms of emotional reactions of a person, the influence of actualized emotions on the effectiveness of the moral development of a person is presented. A longitudinal study of the values of the personality structure was carried out in terms of its dynamics, stability, connection with meaningful life orientations and interrelations with the general personal and specific emotional properties of the respondents. Conclusion. Personality is considered not only as a product of formation and learning by adults, but also as an autonomous sociocultural reality, which allows us to get out of the old model of "becoming" and outline a new range of problems and issues in the theory and practice of the moral development of the students. In this article we have taken a systematic study of the specificity and relationship of the emotional-sensory, intellectual and cognitive, behavioral spheres, their relationship with individual and personal qualities, which is its value and scientific novelty. The unity of the position of all social factors in the process of emotional and moral development of the individual and the humane focus of the entire spectrum of influence, in the center of which is the individuality as an active creative principle, are necessary.
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Mazilov, V. A., i Iu N. Slepko. "Psychological Research of Giftedness: the Problem of Theory and Method". Sibirskiy Psikhologicheskiy Zhurnal, nr 79 (2021): 30–47. http://dx.doi.org/10.17223/17267080/79/3.
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This article analyzes the current research state on the problem of giftedness in psychology. The authors draw attention to the fact that the leading indicator of giftedness, confirming its phenomenological reality, is a person’s high achievements in various fields of life, such as educational and extracurricular activities, professional activities, etc. This indicator is considered in most modern studies as the basis to understand the sources of giftedness, the possibilities of managing the processes of its development and formation. In view of this prevailing approach to giftedness, three groups of studies currently dominate in psychology, and three fundamen-tally different positions on giftedness exist. In the first approach, giftedness comes down to the phenomenon of creativity or the creative abilities of a person; in the second, to the phenomenon of intelligence and the establishment of the IQ level and the development of individual intellectual abilities. The third approach is aimed at overcoming the reduction of the problem of giftedness to any one indicator and involves the inclusion of many variables (cognitive, personal, social, etc.) in the research plan. The authors argue that the applied approach to giftedness understanding is not constructive, since it does not answer the key questions about the sources of development and the formation of giftedness, its structure, its developing dynamics in the process of school and vocational training, and professional activi-ty. The idea is formulated that the weakness of modern approaches to the study of giftedness, models of its diagnosis is explained by the absence of the theory of giftedness, in which the connection between aptitudes and giftedness of a person is consistently revealed. It is argued that the theory of aptitude and giftedness by V.D. Shadrikov allows one to solve a number of methodological, theoretical and experimental problems in the study of giftedness. This is primarily ensured by establishing of a methodological connection between the theory of aptitude, which distinguishes different types of aptitude (individual aptitude, aptitude of the subject of activity, personality aptitude), and understanding of their systemic relationship, which ensures high and ultrahigh achievements of a person in different areas of life.
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Galvez-Sánchez, Carmen M., i Casandra I. Montoro. "Psychoeducation for Fibromyalgia Syndrome: A Systematic Review of Emotional, Clinical and Functional Related-Outcomes". Behavioral Sciences 13, nr 5 (15.05.2023): 415. http://dx.doi.org/10.3390/bs13050415.
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Fibromyalgia Syndrome (FMS) is a chronic condition of widespread pain accompanied by several symptoms such as stiffness, fatigue, sleep problems, depression, anxiety, and cognitive deficits. To date, there is no specific treatment for FMS. The European League Against Rheumatism, and the majority of the international recommendations for managing FMS, has claimed psychoeducational intervention as the first step in FMS treatment for adequate symptoms management. However, scientific studies in this regard are scarce, diverse, and with contradictory findings. Results integration from analogous studies could provide a clear presentation of the real clinical value of psychoeducation in FMS. Therefore, the current systematic review aims at exploring the effect of psychoeducation on emotional, clinical, and functional symptoms of FMS patients and encourages researchers towards psychoeducation’s procedure optimization and systematization. The systematic review was conducted according to the guidelines of the Cochrane Collaboration and PRISMA statements. The selected articles were evaluated using the Cochrane risk of bias (ROB) assessment tool. The selected articles were extracted from PubMed, Scopus, and Web of Science databases. The literature search identified 11 studies eligible for the systematic review. The ROB evaluation revealed that 2 of the 11 studies showed a low quality, the other 2 had a moderate quality, and the remaining 7 studies exhibited a high quality. Results showed that psychoeducation is generally included as an important first therapeutic step in multicomponent treatments for FMS. Moreover, psychoeducation generally seems to be quite beneficial in reducing emotional (i.e., number of days feeling emotionally well, general anxiety, depression levels, etc.) and clinical symptoms (levels of fatigue, morning stiffness, pain intensity, etc.), as well as increasing functional status (i.e., general physical function, morning fatigue, stiffness, etc.). Despite that psychoeducation´s clinical benefits are highlighted, there is scarce amount of research on psychoeducation beyond its usefulness as part of multicomponent treatments.