![Individuálno-psychologické charakteristiky konšpiračného teoretika](/api/image/getissuecoverimage?id=picture_2015_21556.jpg)
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Books and articles that propose to apply a "cognitivist" approach to cinema seem to constitute a somewhat ghettoized autonomous territory in academic research. Unlike his opponent psychoanalysis, psychology (cognitive or not, for that matter) is never used by other disciplines as a complementary element to their own approach. Everything happens as if it were a closed discipline, practiced only in the laboratory... Here we take the opposite of this opinion, and the effort is to prove that many cognitivist tools serve, as well as history, aesthetics, cultural studies, sociology, etc., to engage in the most basic and fundamental exercise of Film Studies: film analysis. Various examples will be taken in various genres in the world academic field.
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In this article, the author would like to refer to the possibility of increasing the level of happiness and reduce suffering through proactive attitude, outlook on life and a system of cognitive constructs that bear out the name of positivity. In the article the author continues to present proposals and clarify the precise definition of the term. The issue of positivity was discussed in the book by Barbara Frederickson “Positivity” and requires further development of theoretical and empirical research. This is not a new subject in psychology, as is in fact the central sphere of research undertaken in the fast-growing direction of positive psychology and therapeutic concepts and practices in the field of cognitive psychotherapy.
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The paper discusses the transformation of the educational environment issues of university pedagogical subjects. The ideas of constructivism and connectivity, of moral philosophy and social psychology, are fundamental. By defining the content parameters of the educational environment in their dichotomous condition: reproducibility – proactivity; customization – dialogue; individualization – differentiation, this research highlights the specific characteristics of the learning process, which determine the qualitative cognitive exchange in the academic training of pedagogical subjects. A compound research is conducted of the learning by registering the self-assessment and the parallel-reflecting assessment of the students in the pedagogical specialties. The analysis of the results emphasizes the urgent need to change the traditionally established patterns in the organization of the teaching process in the higher pedagogical education, the application of student-oriented practices to stimulate self-organization in learning, the development of proactive technology incorporating the characteristics of formal and nonformal education in a networked and technological environment.
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This study aims to investigate teachers’ perceptions of strategies they adopt to help their learners develop their critical thinking skills and how coherent their classroom practices are with their perceptions. The study was conducted with teachers in secondary schools in Saudi Arabia. Primary data in the form of questionnaire results, classroom observation notes and interviews was gathered to attain this goal. A total of three all-male schools participated in the study with 82 teachers completing the questionnaire, and 12 teachers (four from each school) being interviewed and observed during their classroom work. The findings suggest that positing open-ended questions to the class, focusing on performance tasks, and comparing and contrasting different perspectives were the most beneficial teaching strategies to foster students’ critical thinking skills. The findings also highlight that these capabilities are affected not only by the teaching practices, but also by other factors related to the broader academic environment, such as school resources. The results of the present study may help secondary teachers to select and implement teaching strategies and consider factors that may lead to an improvement in students’ critical thinking skills. While this study focuses exclusively on teachers working in the secondary schools in Saudi Arabia, some of the findings can be potentially transferable to other similar educational contexts.
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In this study, after cognitive evolution has been explained theories in general meaning, it has been tried to put forward persons in different groups of age who has variety of activities are which cognitive evolution stages in Natural Science teaching. When performed activites has been put into practice in different groups of age, the reaction has been seen tangibly.
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Introduction. The article is devoted to solving the research problem of realizing the potential of gamification digital resources to support personal cognitive development. The purpose of the study is to identify possibilities for the effective use of gamification digital resources to support cognitive development of individuals. Materials and Methods. The methodology of the research includes the analysis of psychological, educational, methodological and technical literature by Russian and foreign authors on using digital resources in cognition and learning. The author also relied on the methods of systematization and generalization of facts and concepts. The educational experiment consisted of the following empirical methods: observation, questionnaires, tests, analysis of students’ cognitive activities. Results. Firstly, the author investigated the potential of modern digital technologies for developing all types of thought processes (formation of concepts, problem-solving, logic, etc.). Secondly, the study reveals the problems limiting the active use of digital resources in teaching cognitive modeling. Thirdly, the factors of effective use of gamification services for the purposes of enhancing cognitive activities are identified. Finally, an approach to planning cognitive modeling in the game educational environment is proposed. Conclusions. The possibilities of effective using gamification digital resources to support cognitive development of individuals are summarized.
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In learning we often appeal to interpretation, defining our own identity by activating certain cognitive and affective strategies. We achieve a kind of apprenticeship in our scientific knowledge by raising “the scaffolding of knowledge”. From the perspective of the teacher, the stimulation of communication and the acceptance of all types of questions from students is the way we can help them think freely, build and positively value themselves in relation with the others. The possibility of having quick access to information, the need to find things out without an effort or with a minimum effort has advantages and limitations. There is the danger that technology facilities might question the man's ability to think critically, to question, to reflect, to interpret, to find and give meaning to the complex world where he lives. Technology itself, although it does not guarantee results, is useful, but matters more how we relate to technology, our ability to use it and to develop our own resources. There are a number of learning models, but we focused our attention on those concerning our ability to question, to interpret situations and problems specific to our world. We were interested in the circular approach, which we consider to be superior due to its resuming the initial stages and to valorizing previous experience of the learners. From a teaching perspective, we consider important the methodological suggestions on the art of asking questions, of using different types of questions (depending on different variables), of answering and interpreting.
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In the psychometric instruments that measure cognitive aptitudes like general intelligence, logical thinking, or formal reasoning, there are included, sometimes, some few categorical syllogisms, but why those particular syllogisms are selected is not very clear. On the other hand, in the empirical studies in which the theoretical models of the categorical syllogistic reasoning are tested, there are used syllogistic tasks in which tens of categorical syllogisms are included, as many as possible from the total number of 64 possible syllogisms (for the case in which only the two premises of a syllogism are taken into consideration). From pragmatic reasons (for example, administration time of a psychometric instrument), it would be desirable that, from those syllogistic tasks with a high number of categorical syllogisms to be selected for a psychometric purpose a small number of categorical syllogisms that have the highest potential to discriminate between the persons with a high ability for categorical syllogistic reasoning and the ones with a low ability in this respect, providing a more solid empirical base for the choice of the categorical syllogisms included in the cognitive tests. The present research is intended to be a contribution in that direction, an undertaking that, to my knowledge, lacks from the psychological literature. The research was based on the data obtained by me in a yet unpublished series of empirical studies, on a total number of 323 participants, having the same experimental design, through which there were investigated the cognitive processes involved in the syllogistic reasoning. In those studies, a syllogistic task with 24 categorical syllogisms with an abstract symbolic content, with two versions with a different linguistic format was used. In this research, from these 24 categorical syllogisms, there were selected a small number of syllogisms (five) as having the highest discriminative potential, based on the way they were solved by two groups of participants taken out from the entire sample as having the highest, and, respectively, the lowest stable performance at this syllogistic task in its two versions. The majority of the selected syllogisms (three) were invalid ones, with two negative premises. Future studies are needed in order to investigate the measure in which the selected categorical syllogisms have indeed a predictive value for the ability to reason syllogistically, in particular, or even for the formal thinking, or for intelligence, in general.
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D questionnaire contains 18 items grouped in three scales. Each scale evaluates an Openness dimension: Openness towards learning (7 items), Openness towards aesthetics (5 items) and Openness towards intellect (6 items). The validation of the questionnaire was performed using various methods: • The linear correlation coefficients were computed between each scale and a behaviorally anchored rating scale that aimed to measure the same dimension of Openness. • All questionnaire items were processed using the cluster analysis. • The linear correlation coefficients were calculated between the scales of the D questionnaire and scales belonging to AP questionnaire (personal autonomy evaluation questionnaire) and, respectively, to CP5F (factors of Five Factor Model evaluation questionnaire). • The average scores for the scales of the D questionnaire were compared among professional groups. • Two samples of participants were used, containing 314 and, respectively, 81 persons. The obtained results prove that the scales of the D questionnaire are valid. The internal consistency of the scales is a good one: ɑ coefficients varied between .763 and .860.
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The experimental research performed by us with the purpose of exploring the possibilities of development of strategic learning competences and improvement of school performance of 11th grade students, pedagogical profile, specialization in primary school-kindergarten teacher, falls in the category of researches aiming to make efficient certain didactical strategies by testing new action methods. In this proposed subject, which is of great interest, we tried to offer the teaching staff support in performing student-focused activities, which would stimulate them and raise awareness, as well as shape them as self-sufficient persons, capable of setting goals and of reflecting, individually, as well as collectively, upon strategies chosen to reach those aims. The data achieved and processed with the SPSS programme have revealed that the educational programme created by us, systemic and focused on independent activities, which valorise the individual, collective, cognitive and meta-cognitive reflection, inputs to shaping the strategic learning competence and facilitates the improvement of their school performance.
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Das Konzept des Chemiegleichgewichts ist ein Konzept mit starkem interdisziplinärem Charakter und ziemlich abstrakt für das Niveau der XII. Klasse. Deshalb erscheinen in der Konzeptualisation des Konzeptes Chemiegleichgewicht eine Menge Fehler oder Ungenauheiten, die wegen der Hindernisse während der Konzeptualisation bei den Schülern auftreten. Vorliegende Studie analysiert, durch Beispiele und entsprechende Einzelheiten, die Aspekte, die sich an diese Konzeptualisation knüpfen, sowie auch die Stützelemente wie zum Beispiel: Informationsdarstellung, Vorbegriffe, Fehler, Konzeptualisationskarte und die Entwicklung der Konzeptualisation für verscheidene psychogenetische Entwicklungsniveaus. Aufgrund dieser erwähnten Aspekte werden einige Verhaltungsweisen für die Vorbeugung/Überbrückung der Hindernisse vorgeschlagen.
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Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179034: From Encouraging Initiative, Cooperation and Creativity in Education to New Roles and Identities in Society and Grant no. 47008: Improving the Quality and Accessibility of Education in Modernization Processes in Serbia]
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The primary aim of this research has been to investigate whether the suffix ambiguity affects the lexical processing of derived nouns in Serbian. Consequently, in the Experiment 1, the derived nouns were presented isolated to participants in the visual lexical decision task. Bearing in mind that the sentence context was important for the lexical processing, the Experiment 2 was designed as an eye-movement study with the sentences (with derived nouns from the Experiment 1) as stimuli. To the best of our knowledge, the similar experimental study was not performed before in the Serbian language, and therefore this study represents the first attempt to investigate this phenomenon in Serbian. An identical statistical analysis was used to analyze the data collected in both experiments, the Generalized Additive Mixed Models (GAMMs). The final results of all GAMMs analyses suggested that the suffixal ambiguity did not affect the lexical processing of derived nouns in Serbian, regardless of whether they were displayed isolated or in the sentence context. The observed results supported the a-morphous perspective in the morpho-lexical processing, as well as the distributed morphology insights from the theoretical linguistics.
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This study is a review of some cognitive biases that occur in our everyday social thinking. Their influence on the way we process social information often goes unnoticed. Although the literature makes no distinction between cognitive biases from the perspective of motivational influences on them, this article addresses this issue. A section of the article focuses on the influence of the affective state on cognitive biases. It is our belief that a minimal knowledge of the cognitive biases we make about ourselves and others can be a real help in the effort to correct these distorsions of information.
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Attachment is a universal principle in nature from mere cohabiting plants to animals breeding their babies together and living in social groups. The capacity for building up attachment between teacher and students and also among students generates a better school adaptation. We are certainly able to have classes where students can learn from their careful, compassionate and unconditionally respectful teachers who, through their attitude and behavior, support the cognitive development, therefore the social and emotional development of their students. The students' capacity of learning is deeply influenced by the quality of the attachment relationship which they establish both with their teachers and mates. Could we also speak about "teacher sensitivity", a sensitivity which enables a teacher to perceive all the signals coming from students more properly and promptly? Neuroscience shows that adrenaline released in moments of fear or panic inhibits the hippocampus and thus the learning process, just like cortisol, the stress hormone. Stress, panic, anxiety and sometimes depression are thus the fearsome enemies of learning. The students may be attached to their teachers, they learn much better in a warm, enjoyable, hospitable, stimulating and protective environment where together they function as a small learning community. As teachers become emotionally connected with their students, they foster the development of each student's prefrontal brain and enable them to think logically. This integrated operation of the brain leads to the capacity to quickly and effectively solve problems. Little by little, students get autonomy, figuring things out for themselves at school and they start thinking creatively, particularly developing a positive attitude towards knowledge and learning. We believe that a securing attachment not only guarantees a sense of well-being in the classroom, but also optimizes the entire learning process, by enhancing motivation and facilitating neuroplasticity.
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Purpose: This exploratory study examined the barriers to participation to social life amongst children with disabilities from the mothers’ perspective. Objectives: The objectives of this study were to understand how mothers of children with physical and cognitive disabilities who engaged their children in community-based rehabilitation (CBR) services, perceived and described (1) the level of support they received and the barriers they encountered in terms of their child’s meaningful social participation; (2) the use and awareness of these barriers to identify and pursue advocacy strategies; and (3) hopes for their child’s future. Methods: Data were collected through semi-structured interviews with each mother in her home. Results: Findings revealed both support and barriers to the child’s social participation in relationship to their family, friends and community. Support also came from the CBR programme and mothers’ personal resourcefulness. Mothers identified their child’s school, their immediate environment and financial burdens as barriers to participation as well as their own personal insecurities and fears. Strategies to overcome barriers included internal and external actions. The mothers involved in the study hope their child’s abilities will improve with continued CBR services. Some mothers described a bleak future for their child due to a lack of acceptance and access to education. Conclusion: The findings of this study suggest the significant role the mother of a child with a disability plays in her child’s social participation. Recommendations include enhancing CBR programming for families, especially for mothers, and advocating on behalf of children with disabilities and their families to attract the attention of policy makers.
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The purpose of this study is to present the efficacy of psychotherapy in the treatment and recovery of personality disorders. Personality disorders are considered a result of the combination of biological, psychological and social factors. An effective treatment of personality disorders should include: solid theoretical background; multidimensional planning; individualized needs assessment; precise approach to problem behavior; the use of active and structured behavioral and active learning techniques; modeling prosocial attitudes; learning cognitive abilities (cognitive-behavioral accent); emphasis on the development of a functional therapeutic relationship. The results have shown that cognitive-behavioral treatments are effective in personality disorders. Through the psycho-educational approach, the patient gained better control capacity and better crisis management. In conclusion, the issues for which A.V. appeared in therapy were improved cognitive and behavioral long-term.
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The book is an attempt to investigate what psychology has to say on the subject of intuition, gathering various discoveries and applying them in everyday life
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