International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee
Статьи журнала - International Journal of Cognitive Research in Science, Engineering and Education
Все статьи: 476
Censorship as a means of preserving national identity
Статья научная
In the current climate, preservation of identity and statesmanship depends on correct usage of censorship, which presents a guarding organism eliminating the consequences of “information war”. Over the past few decades cultural values have been replaced by quasivalues, which, in their turn, served as a basis for promulgation of new behavior patterns. Thus, society promotion, simplification of national culture, as well as attempts to control mass conscience in order to orient it towards strange and primitive norms and values, are a result of information war and lack of censorship as counterbalance.
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Characteristics of students’ burnout and perfectionism in China and Russia
Статья научная
The problems of studying the relationship between manifestations of perfectionism and emotional burnout are of considerable interest to modern psychology. Prospective participants in such a study are representatives of various professional communities and students as future specialists. The purpose of this work is to consider the manifestations and relationships of emotional burnout, self-esteem, mental states and perfectionism among Russian and Chinese students. A total of 80 people took part in the study (40 Russian and 40 Chinese students). Research Methods applied: 1) multidimensional scale of perfectionism by P. Hewitt and G. Flett, adapted by I.I. Grachev; 2) the burnout questionnaire by K. Maslach adapted by N.E. Vodopyanov; 3) a technique for diagnosing self-assessment of mental states by G. Eysenck. As a result of the use of comparative and correlation types of analysis, intercultural differences and interrelations between the characteristics of perfectionism, self-assessment of the emotional state and characteristics of emotional burnout were found. Respondents from China showed lower results on the “aggressiveness” scale compared to Russian respondents. Russian students showed higher scores on the “anxiety” scale than Chinese students. Meanwhile, Chinese students, compared to Russian respondents, showed higher results in self-confidence and their future. In the course of the study, both groups showed average indicators of rigidity, but the level of rigidity in Russian students was higher than in Chinese students. In conclusion of this scientific study, the main recommendations for the correction of emotional burnout and self-regulation of perfectionism and mental states among students are proposed.
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Child nominal derivation and parental input: evidence from morphology-rich Russian
Статья научная
The purpose of current article is to describe the early phases of first language acquisition of nominal derivatives in morphology-rich Russian approaching an ideal inflecting-fusional language type. The results are based on the naturalistic longitudinal observations of two typically developing monolingual children (1;5-3;0) growing up in middle socio-economic status families (33 hours of recorded spontaneous speech). It has been revealed that derivation morphology, viz. affixation, starts to develop early and precedes compounding. Within nouns, suffixation is the main method of word-formation. Prefixation and mixed methods are rare. Although nouns can be formed from almost any grammatical classes, they are mainly formed from nouns in child speech. Early compounds can be described as right-headed endocentric ones where their main component is a noun or a verb. The preference for certain patterns and models rarely differs in child speech corpora. Both children have similar development of semantic categories and only a few innovations. The morpheme and semantic (cognitive) complexity of nominal derivatives in child speech increase by the end of the observation period. The influence of parental input is significant for the mechanisms of derivation morphology acquisition. This is confirmed by the presence of a positive correlation for both lemmas and tokens of nominal derivatives. The most frequent patterns in parental input are acquired by a child earlier.
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Classical university crisis: new challenges and prospects of Russian higher education
Статья обзорная
The objective of the paper is to discuss the most crucial problem, related to “winding down” of the Russian Liberal Arts education due to its economic inefficiency. The methodology includes the descriptive scientific-research method, which involves the analysis of scientific sources, official provisions, mass-media publications and the students' questionnaire. The authors came to the following conclusions: 1. The model of education, which is guided by the logic of economic growth, and not by the logic of human development, leads to a general dehumanization of education and society. 2. The process of education “dehumanizing” is manifested in the following destructive trends: pragmatic utility and convenience of gaining knowledge; the dominance of technical knowledge and the transfer of humanitarian disciplines into optional courses; the advance of online education; the imperfection of university lecturers' ratings and their transformation into a bureaucratic evaluation system; new types of inequality in education. 3. In Russia, the above-mentioned trends are aggravated by the abnormal establishment of market economy; the verticalization of power and the lack of professionalism in university management; social sphere underfunding; the aggressive implementation of the Bologna system. 4. The current crisis in education is accompanied by the large-scale emigration of gifted students and lecturers. The authors recommend to consider the University as a classical “home” of formation, preservation and transfer of culture; online courses should be seen as a new format of teaching aids, as well as a technological tool for retraining and for people with disabilities.
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Cognition and suicide: effectiveness of cognitive behaviour therapy
Статья обзорная
The aim of this review paper is to show an overview of the empirical evidence of effectiveness of cognitive behavioral therapy (CBT) in reducing suicidal cognitions and suicidal behavior. The topic of suicidal cognition and suicidal behavior is of special importance to clinicians and practitioners. Analyses of empirical findings from the oldest, first systematic review and meta-analysis and the newest one shown that there not enough evidence from clinical trials to suggest that CBT focusing on mental illness reduces suicidal cognitions and behaviors. But, from the other hand, CBT focusing on suicidal cognitions and suicidal behaviors was found to be effective. Taking into consideration the effectiveness of this psychotherapy, we can conclude that it is preferable for clinicians to be trained in working with CBT techniques focused on suicidal cognition and behavior that are independent of treatment of mental disorders. In addition, it is necessary to initiate new research that will make it possible to create preventive and interventional programs dedicated to reducing the risk of suicide.
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Статья научная
Lifelong learning is one of the main trends in educational and social policy in Europe, aimed at ensuring professional realization and social integrity of an individual. The article describes cognitive and metacognitive aspects of the formation of learning competence, as well as predisposition of law students to lifelong learning. A survey of 218 students and masters was conducted, data on the most popular and effective forms of knowledge acquisition (experience of formal, nonformal and informal learning over the past year), plans for further education and career development were collected. The dynamics of learning at different years of study is described. A group of students with pronounced learning and focus on lifelong learning (45% of the sample) was identified. A comparative analysis of two samples was carried out and qualities that could be considered markers of the LLL orientation were identified: a high level of metacognitive knowledge and metacognitive activity, reflective competence (at the cognitive, metacognitive and personal level), internal involvement in learning, focus on achieving professionalism and personal development, general self-efficacy, the prevalence of progressive and creative motives over consumer ones. Conclusions are drawn about the predominant role of metacognitions and personality determinants in the formation of lifelong learning competency among students. Reflection aimed at recognizing one's own cognitive processes and understanding their contribution to personal development is the main mechanism for the formation of meta-cognitive abilities. The results obtained in the study determine the ways of pedagogical support and psychological intervention to ensure the development of lifelong learning competencies in different categories of students.
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Статья научная
Being the primary channel of incoming information in spoken communication, listening comprehension is one of the key skills of the second language acquisition to be mastered. Since it is a complex concept implying different types of knowledge, it is assumed nowadays that improving strategic behaviour of students would lead to a more efficient use of listening comprehension. Thus, the aim of the present study is to gain the insight into the strategic behaviour of the freshmen university students through testing cognitive and metacognitive strategy preferences. Moreover, the study included strategy utility rating by university lecturers. The study employed a questionnaire to draw data that were processed by means of mathematical statistics and utility value analysis, whereas the use of Pareto analysis pointed to the set of preferable strategies. The results obtained in the study testify to rather uniform preference ascribed to listening comprehension cognitive and metacognitive strategies by skilled and less skilled first-year university students. On the other hand, the results obtained by university lecturers are consistent with the current literature on the issue. Thus, the set of desirable strategies points to the cognitive strategies of linguistic inferencing, global prediction and academic and world elaboration, i.e. metacognitive strategies of monitoring, directed attention and evaluation as those contributing most to efficient listening comprehension.
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Cognitive and personality traits of social media users with eating disorders
Статья научная
This work aims to study the personality and cognitive characteristics of social media users with eating disorders. The work in-volved 209 people (84 women with anorexia nervosa, 82 women with bulimia nervosa, a control group of 43 healthy women). The Eating Behavior Rating Scale (EBRS), Cognitive-behavioral Patterns in Eating Disorders Questionnaire, 16-factor Personality Questionnaire, and the Dysfunctional Relations Scale (DRS) were used to assess cognitive and personal characteristics of people with eating disorders. It was found in the work that emotional instability, anxiety, and suspicion are characteristic personality traits for persons with eating disorders. It has been found that individuals with anorexia nervosa and bulimia nervosa have different cognitive characteristics. The cognitive characteristics of individuals with eating disorders are correlated with their per-sonality traits.
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Cognitive and style predictors of the students' psychological well-being
Статья научная
The article analyses the psychological well-being and basic beliefs of students from the point of view of various variables, but the particular attention is payed to cognitive style, which is studied as the way of information assessment, determining person's intellectual activity as well as own life activity in general. Theoretical and multivariate regression (stepwise method) analyses allowed us to define the models of psychological well-being and basic beliefs predictors at the significance levels from p≤0.000 to p≤0.043. The number of the students' basic beliefs and psychological well-being style models is 17 of hypothetical 18 models; this result reflects a high (94.4 percent) study subject matter coverage. The following groups of the models were pointed out in a process of categorization: “harmonic” (these cognitive styles are highly efficient and prove that the style criteria correlate with the basic beliefs and psychological well-being ones); “tending to harmonize” (characterized by the cognitive styles inclusiveness dominating, leading to activity efficiency, but including individual style pole-correctors); “ambivalent” (cognitive style poles inclusiveness dominates, while other poles domination decreases). The following conclusions are made on the basis of statistically significant results: the level and peculiarities of the style poles and students' psychological well-being and basic beliefs regression equations correlation is the determinant, defining the success of these poles and beliefs directly or indirectly. The results of the research enlarge scientific facts about cognitive styles being predictors of students' psychological well-being and basic beliefs and make their metacognitive regulation and evaluation possible.
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Cognitive constructivist way of teaching scientific and technical contents
Статья научная
For pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republic of Slovenia. We wanted to find out: how often class teachers included elements typical of cognitive constructivist approach; was the frequency of using elements of cognitive constructivist teaching model linked to the teacher’s concern for their own professional development, and was the frequency of using elements of cognitive constructivist teaching model linked to the factors, such as the teacher’s estimated importance, difficulty and necessity of Science and Technics, the assessment of their own competence and professional enthusiasm. Data were collected with three scales: ways of teaching scientific and technical contents; attitude to scientific and technical contents and teaching and components of professional development. Data were processed according to descriptive and inferential statistics. The research showed that the formulation and verification of hypotheses, two important elements in view of cognitive constructivist teaching model, were less often represented. With statistically significant higher frequency they were organized by teachers, who rated their competence higher, were more enthusiastic and cared more about their professional development.
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Статья научная
This study introduces a system design in a form of cognitive dialog game (DiaCog) to support pedagogical factors and student learning model ideas. The purpose of the study is to describe how such a design achieves tracking and adapting students’ knowledge and mastery learning levels as a cognitive assistant. Also, this study shows alternative ways for supporting intelligent personal learning, tutoring systems, and MOOCS. This paper explains method called DiaCog that uses structure for students` thinking in an online dialog by tracking student`s level of learning/knowledge status. The methodology of computing is the semantic that match between students` interactions in a dialog. By this way it informs DiaCog’s learner model to inform the pedagogical model. Semantic fingerprint matching method of DiaCog allows making comparisons with expert knowledge to detect students` mastery levels in learning. The paper concludes with the DiaCog tool and methodologies that used for intelligent cognitive assistant design to implement pedagogical and learner model to track and adapt students’ learning. Finally, this paper discusses future improvements and planned experimental set up to advance the techniques introduced in DiaCog design.
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Cognitive models in planimetric task text processing
Статья научная
A new cognitive approach is proposed for understanding the texts of planimetric tasks and for visualizing the task conditions to complement the syntactic-semantical sentence parsing. Two main difficulties in understanding texts of plane geometry tasks are observed: the ellipticity and vagueness of texts. To overcome the difficulties in understanding the task conditions it is proposed constructing cognitive models of objects and relations between them. The proposed cognitive approach is incorporated in an integrated system for automatic solving planimetric tasks with the natural language interface. The interactive visualization has been developed in the system. It depicts the syntactic and semantic structures as a result of natural language text analysis and searching for task solution. This visualization allows the users to obtain explanations associated with any elements of the images and to correct the tasks' texts in dialog with the system. The destiny of the system is to serve for training schoolchildren in the domain of Euclidean geometry. The cognitive approach proposed can be a first step to automated analyzing plane geometry texts, in perspective, as a cognitively controlled parsing.
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Статья обзорная
At present it is almost impossible to imagine formal and non-formal education without the use of computers and information and communication technology (ICT), and we can rightly say that modern education is increasingly taking place in a multimedia environment and relying on multimedia teaching and learning. In fact, multimedia with its existence and progress continually poses new challenges to educational technology, but also to the teaching process itself. As a result, classical traditional learning and teaching leaves classrooms, while parallel to that, multimedia becomes an unavoidable segment in the process of acquiring knowledge. The multimedia display provides a better understanding and understanding of teaching content that can be presented in many ways, and which gives a higher educational value. The focus of work is the importance and contribution of the theory of multimedia learning with a focus on activating cognition among students, as well as an analysis of the effectiveness of the use of media in teaching. Also, a special emphasis in the work is focused on the analysis of qualitative and quantitative research methods and techniques for examining the role, significance and efficiency of multimedia teaching and learning in the educational process.
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Статья научная
This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.
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Cognitive-emotional music listening paradigm in professional music education
Статья обзорная
Music education is an important factor of students’ development. The positive effect of music training is evident in all areas, from the intellectual, psychomotor to social and emotional ones, and therefore music classes in the music school should focus both on music making and on experience, understanding and evaluating music, as well as on expressing one’s own ideas, feelings and thoughts. In ear training classes it can be achieved through the area of music listening. Didactical initiatives of the 19th and 20th century contributed to the recognition of the advantages of the auditory approach, while technological innovations allowed the practical application of music listening. Although there are examples that point to fostering the emotional experience in music classes, music listening is still focused on giving assignments of cognitive type and learning about music components. Some exceptions pertain to the application of multimodality in music teaching using both musical and extra-musical areas. The paper is aimed at pointing to the value of the cognitive-emotional music listening and to the possibilities it opens in ear training classes. The cognitive-emotional music listening focuses on experiencing, understanding and appreciation of classical music aimed at shaping students’ worldview and improving their music competences. It can be achieved by the multimodal and interdisciplinary approach to a musical piece. Students learn about the musical-historical context of the emergence of a piece in a given time and circumstances, about the composing approach and the theoretical and harmony features of the work, they develop their musical and critical thinking, make music, and evaluate both music and their own achievements. Repeated listening to a musical piece or excerpts from it, observing and familiarizing with the piece from different perspectives and discussion about the piece and experience after listening make it possible to better understand the piece and its specifics, as well as to discover and improve one’s own self and accept others and the different.
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Comparison of Compulsory Education of the Republic of Croatia and the Republic of Slovenia
Статья научная
Compulsory education is the basis of formal education, and in countries around the world, it has a different duration and characteristics and most often is related to elementary school. This current study compares compulsory education of the Republic of Croatia and the Republic of Slovenia. In addition to a review of the literature, current applicable laws and regulations, a comparative analysis of national curricula for compulsory education of the Republic of Croatia and the Republic of Slovenia have been made. The study showed that there is a difference in the number of subjects taught in elementary schools in Croatia and Slovenia, as well as in the number of teaching hours of individual subjects. Furthermore, an analysis of six subject areas of primary education that are taught in both countries was made, with respect to content determinants. An analysis of the existing content determinants shows that the same or similar content is taught in both countries, while in only one subject area, further analysis is required. This study provided new insights that can be used to further develop Croatian compulsory education.
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Competences of physical education teachers in education supported by digital technology
Статья обзорная
The application of digital technology in teaching physical education provides a basis for its improvement in the direction of promoting physical activity and student development. As one of the most important subjects of the teaching process, teachers have a fundamental role in achieving the goals and tasks of physical education. Physical education teachers are required to develop competences based on which they would implement digital technology in physical education classes in compliance with the imperatives of modern digital education. Therefore, this research is focused on the competences of physical education teachers in education supported by digital technology. The aim of this research is to determine the competences of physical education teachers necessary to fulfil their role in education supported by digital technology. The method used in this theoretical research is the method of theoretical analysis. The technique of content analysis was used. The research instrument consists of the relevant literature on this topic. The theoretical analysis points to a need to expand and improve the digital competences of physical education teachers, which can be achieved by joint action of formal and informal education systems in developing programs that would provide a basis for the professional development and empowerment of physical education teachers to use digital technology with more certainty and purpose in teaching physical education.
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