Original research. Рубрика в журнале - International Journal of Cognitive Research in Science, Engineering and Education
Breaking down barriers to effective EFL communication: a look at sense-making techniques
Статья научная
The present “new wave” investigation tackles cutting-edge perspectives of one of the most pressing problems - breaking down the barriers to effective fluent English communication. The publication reflects a broad array of studies in the area of methodology of teaching English. The investigation distills the research about sense-making techniques in the language awareness. The paper reveals obstacles and reasons for language barriers to fluent English communication. The author demonstrates an alternative way of approaching the problem of English as a foreign language acquisition. We undertake the empirical investigation of how foreign languages are learnt and taught using sense-making techniques. A foreign language should become a personal need for students allowing them to set goals, choose language improvement strategies, and exercise self-esteem and self-control. Against the backdrops of research, the experiment was carried out. Those tested were 85 students of Southern Federal University, Russia. They were split into two groups: a control group of tertiary participants who were given an instruction using traditional methods of teaching English; and a second group -experimental one implementing sense-making techniques in learning a target language.
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Case report: the use of WISC-IV in assessing intellectual functioning
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The purpose of this paper is to provide detailed description of clinical assessment of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) that can be used by clinicians to assess the level of intelligence of children and adolescents. The WISC-IV is a standardized intelligence test provides essential information and critical clinical insights into a child’s cognitive functioning. Literature review and analysis of how to interpret the WISC-IV are described. A psychological report of a 15 year African girl with the use of WISC-IV is reported and clinical impression is given. Information from several sources including interviews with parents, test scores and behavioral observations were used to develop a hypothesis about the child’s skills. Her Full Scale IQ of 125 is classified in the superior or higher range of intelligence. Recommendations about how to address problem areas are discussed.
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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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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 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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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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Comprehensive analysis of the activities of Russian federal universities
Статья научная
This article aims to fully investigate the activities of the Federal Universities of Russia in the context of various aspects of development and to find appropriate comprehensive assessment methods that can be applied to modern universities that meet the best global standards. The main methods of research are comparative analysis and the formation of qualimetric models based on synthetically selected evaluation criteria. Structural changes in the activities of Russian federal universities have been analyzed. Authors analyze scientific, educational and social activities and other parameters. Particular attention is paid to the development of the ecosystem of innovations in Russian federal universities, its constituent elements and the peculiarities of their functioning. The study provides an opportunity to combine various aspects in the model of university activities. The article presents a comparative analysis of the development of federal universities and their ranking by integrated assessment. The development of communication channels between the academic community and mass audiences was analyzed, also the publication activity of federal universities was evaluated. The authors propose the main methods and sources of collection, processing and verification of disparate information on the state of innovation ecosystems in Russian federal universities. The proposed methodology, unlike existing approaches, allows a comprehensive assessment of the successful and underdeveloped activities of modern universities in both statistics and dynamics. The conclusion of the work is the need for a comprehensive analysis of federal universities by building a qualification parametric model on a regular basis.
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Статья научная
The aim of this research is to study the state, dynamics and factors affecting the interethnic relations of young people in the field of education. This article discusses the conceptual foundations of the structural and content model of forming interethnic tolerance of young people in a multicultural environment of the university. Particular attention is paid to the study of new educational strategies and approaches that can create the desired socio-cultural and theoretical tolerance of representatives of other cultures, ethnic groups and religions. The research was a mixed method research and it made use of both quantitative and qualitative data. Secondary data for the article was derived from the scientific publications of other researchers and primary data was collected with the help of focus groups and indepth interviews.The 1000 participants of the research were carefully selected to represent nationals of other countries, culture and religion, to reduce the bias that sociological studies exhibit. The hierachy technique was used to analyze qualitative data. The authors present the results and analysis of sociological research for the analysis of interethnic tolerance of young people. It focuses on the psychological and pedagogical content of the phenomenon of interethnic tolerance, that can be taught to students in school. The authors offer evidence-based conclusions and recommendations on the organization of the process of forming interethnic tolerance of young people in a multicultural environment of the university.
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Conceptual predictors of the adolescents with different cognition types intellectual activity
Статья научная
Such predictors of intellectual activity as categoric, conceptual and semantic ones are analyzed in the article; the analysis is aimed at defining structural peculiarities of the adolescents' conceptual predictors exemplified by the adolescents with open-minded, closed-minded and neutral (mixed) cognition. Design of the research can be defined as a deductive-correlated one. The research is based on mixed-method studies, containing qualitative and quantitative methods of the data processing and interpreting. Principal Component analysis (PCA) as well as the Kruskal-Wallis rank sum test (IBM SPSS Statistics) allowed us to find out peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors. The average value of the factor structures summary dispersion and differences in predictors significance values from p≤0.01 to p≤0.05 reflects the veracity of the research results. The research proves that adolescents with open-minded cognition are characterized by well-developed long-term semantic memory, i.e. they are able to generate more ideas (Hemp. = 12.082, р≤0.01), their categoric abilities are highly developed (Hemp. = 13.764, р≤0.01). Factor structure in this group of adolescents is a sign of conceptual abilities and conceptual predictors systems integration. The level of cognition openness is one of the basic characteristics of intellectual success. The attained statistic results prove that there are great differences between structural peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors; the results of the research are as well indicatives of the fact that intellectual activity of adolescents with different cognition types is conditioned by the conceptual predictors structure.
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Concurrent validity of the student teacher professional identity scale
Статья научная
The main purpose of study was to examine concurrent validity of the Student Teachers Professional Identity Scale-STPIS (Fisherman and Abbot, 1998) that was for the first time used in Serbia. Indicators of concurrent validity was established by correlation with student teacher self-reported well-being, self-esteem, burnout stress and resilience. Based on the results we can conclude that the STPIS meets the criterion of concurrent validity. The implications of these results are important for researchers and decisions makers in teacher education
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Connection of functional abilities with jumping and throwing athletic disciplines
Отчет
The aim of this study was to determine the connection between functional abilities with results of jumping and throwing athletic disciplines with athletes. The sample was taken from a population of elementary school students from Prokuplje region, 13 and 14 old, included in regular physical education classes. The sample consisted of 200 male athletes involved in the training process in sports clubs at least three times a week in addition to physical education classes. For assessment of functional abilities six functional tests were used: resting heart rate, Cooper test, heart rate in the first minute after Cooper test, heart rate in the second minute after Cooper test, systolic arterial blood pressure, diastolic arterial blood pressure. For assessment of jumping and throwing athletic disciplines four tests were used: long jump, high jump, shot put and javelin. Data analysis was performed with canonical correlation and regression analysis. The results showed a statistically significant correlation between functional abilities with all of tests in jumping and throwing athletic disciplines.
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Consideration of the basic competencies of a preschool teacher in curriculum modernization
Статья научная
The work deals with an important aspect of teacher training - the formation of competence in the field of technologization of the pedagogical process. An updated theoretical model of a holistic pedagogical process is presented, which is the basis for coverage of the criteria for the formation of abilities for the constructive and systematic introduction of technologies into pre-school education. The author's questionnaire The Scale of Self-Assessment of Pedagogical Abilities for the Technologization of the Pedagogical Process was presented. The article provides the results of its testing on a sample of a total of 412 respondents, including 170 preschool teachers with work experience from 1 to 25 years, 200 - students-future teachers, 42 - PEF coordinators. Based on the comparison of samples of teachers with different work experience, it describes how the nature of professional activity determines the specific structure of competences in the field of TPP. The experiment was a part of research; authors showed the conditions for the implementation of a special curriculum, which helps effectively prepare teachers for the use of modern educational technologies.
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