60-72 Aylık Çocukların Bilişsel, Sosyal- Duygusal ve Özbakım Yeterliklerinin Çeşitli Değişkenler Açısından İncelenmesi: Kuzey Kıbrıs Örneği

Author(s): Sarem Özdemir / Language(s): Turkish / Issue: 97-1/2019

Preschool education is a critical period in terms of improving cognitive, social-emotional, language and self-care skills of a human’s life. The main purpose in this study is to investigate differences of competencies of children’s cognitive, social-emotional and self-care skills in terms of mothers’ employment status. Cross sectional survey method and descriptive analysis were used in this study. Target population was all mothers who have a child at age 6 and accessible population was mothers who live in Nicosia. Random sampling was used to assign the questionnaire. The items in the rubric were formed with related to the objectives mentioned in the preschool education curriculum. Participant mothers were asked to specify the degree of competency on cognitive, social-emotional and self-care learning skills. Data obtained in this study were collected in the February and March 2016. Questionnaire also included personal information about participants that are; employment situation, age, number of children, level of education and job of the mother. According to the results, children of mothers at home had higher scores on social-emotional and self-care skills. In addition, it was found that children with higher education level had higher social emotional development scores and self-care skills. It was also concluded that the older mothers’children had a better level of self-care skills.

Adolescent Coping Strategies in Social Conflict in Relation to Self-Esteem and Cognitive Appraisal of a Conflict

Author(s): Danuta Borecka-Biernat / Language(s): English / Issue: 1/2020

The aim of the research was to assess the role of self-esteem and cognitive appraisal of a conflict in generating destructive and constructive strategies of coping used by adolescents in social conflict situations. The following research tools have been used in the research: the Self-Esteem Scale (SES) developed by M. Rosenberg, adapted by M. Łaguna, K. Lachowicz-Tabaczek, and I. Dzwonkowska; the Stress Appraisal Questionnaire (SAQ) (Polish: KOS – Kwestionariusz Oceny Stresu) by D. Włodarczyk and K. Wrześniewski; as well as the Questionnaire for the study of adolescents 'coping strategies employed in social conflict situations (Polish: KSMK – Kwestionariusz strategii radzenia sobie młodzieży w sytuacji konfliktu społecznego) developed by D. Borecka-Biernat. The empirical research was carried out in middle schools (Polish: gimnazjum). The research involved 893 adolescents (468 girls and 425 boys) aged 13–15. Analysis of research results indicates that in the case of adolescents, lower assessment of one’s capacities and the appraisal of conflict in terms of threat or harm/loss, generally coincides with the tendency to react destructively when faced with a conflict. The research has also indicated that an adolescent with higher self-esteem, when involved in a conflict that is not assessed as threatening, implements a constructive strategy to cope with the situation.

Anne-Baba İlgisinin Çocukların Okul Başarısı Üzerindeki Etkisi

Author(s): Turhan Şengönül / Language(s): Turkish / Issue: 04/2019

The aim of this article is to examine the related research literature conducted on the relationship between parental involvement in education and children’s academic achievement. Researchers have suggested that parental involvement influences the academic performance of students at kindergarten, primary school, secondary school as well as high school. Parental involvement is defined in terms of various factors such as discipline or the process of socializing and parenting children in the household, parental aspirations and expectations for children’s education and academic achievement, communication, discussions about school, and participation in school activities. Parents discuss school activities with children, monitor, check and help with their homework, communicate with teachers, attend school functions and parent-teacher conferences in order to ensure better academic performance of their children. They expect and aspire for their children to have higher rates of educational attainment and higher academic achievement. These educational expectations and aspirations of parents are positively associated with academic achievement of children.

Artyfikacja codzienności i odwrócony mimetyzm, czyli życie, które naśladuje sztukę

Author(s): Paula Milczarczyk / Language(s): Polish / Issue: 31/2019

In this paper, I analyse the phenomenon of artification of everyday experience. Using the concept of “artification” developed in the field of Everyday Aesthetics, I define the non-artistic experience, which is co-shaped by art and related to its models of perception. As the consequence of this mechanism, I indicate the tendency to project some artistic cognitive schemas (or their elements) to the existing reality. As a result of this process, events and non-artistic views are captured in the image of art, as ”art-like”. The process of the interpenetration of the fields of art and non-art may lead in turn to the reversal of the mimetic order – when artistic creation determines the forms of examining the world to the extent that it creates the effect of “life imitating art”. This phenomenon of formalizing experience according to artistic models is illustrated by examples from the linguistics, visual arts and literature.

Artysta jako nieświadomy neurobiolog. Filmoznawczo-neurokognitywistyczna analiza myśli Hugo Münsterberga i Lwa Kuleszowa

Author(s): Hanna Przybysz / Language(s): Polish / Issue: 34/2019

The history and theory of art have often shown, before the era of neurobiology, cognitive psychology and cognitive science, that great artists are unconscious neurobiologists, activating with their art the areas of the brain of recipients that cause aesthetic experience, and using in their works the principles of perception or optical illusions, unknown to ordinary mortals, and sometimes also to creators at the level of consciousness. The following considerations are intended to approximate and, to some extent, to rehabilitate and save film creators and theoreticians who are being forgotten, the ones who, long before the discoveries of the cognitive sciences, considered theoretically and carried out empirical experiments aimed at showing and explaining the mysteries of human perception and the influence of the film on the viewer. I will present the profiles of the two pioneers of pre-cognitive thought on the basis of film studies: Hugo Münsterberg and Lew Kuleszow. I will show that half a century before neuroscientific research, they dealt with the cognitive processes of human cognition. I will present the contemporary state of cognitive sciences to illustrate the pioneering and legitimacy of visions, intuitions and achievements of the above creators, who are underestimated and forgotten by time and the achievements of “cold” science, although neuroesthetics researchers who have been involved in the problem of perception of works of art and rehabilitation of the merits of the past in the area of neuroscience for some time cannot be denied their achievements. Ignoring their contribution and achievements in the science of cognition, especially as to this day they are continued in research laboratories, in my subjective opinion, equals the potential underestimation of Leonardo da Vinci’s contribution to medical science or Darwin’s to research emotions.

Bezcenna nieużyteczna. Ekonomie i prawdy poezji

Author(s): Marta Baron-Milian / Language(s): Polish / Publication Year: 0

The author attempts to epistemological approach to the status of poetry from a perspective questions asked by the economics of literature. He lists selected theories poetry - Jochen Hörisch, Wiktor B. Szkłowski, Jean Baudrillard and Franco Berardi - which can be considered specific "economies of poetry" due to their proposed description of the properties of the poetic medium in an economic perspective. For each of them, poetry is defined as uneconomical and useless, which at the same time - paradoxically - becomes a condition for its existence as a linguistic breaking are acirculation of signs, a point of resistance to conventionalized communication and the automation of perception, and thus - a medium offering a specific knowledge of reality.

Bezpieczeństwo Pracy. Nauka i Praktyka

Frequency: 12 issues / Country: Poland

”Occupational Safety – Science and Practice” – a monthly – has been published since 1971. It presents scientific background of solutions related to occupational safety and health. It is an interdisciplinary journal, aiming at popularization of technical, medical, biological, chemical and social sciences. “Occupational Safety” primarily familiarizes the following issues: human psychophysical capabilities in the working environment, basic hazards and their consequences that threaten workers’ health and life, ways of reducing those hazards to minimum or preventing them altogether, legal and economic aspects of labor protection. “Occupational Safety” disseminates the results of research conducted at the Central Institute for Labor Protection – National Research Institute and at leading Polish and foreign research centers. It disseminates information on practical solutions, too. It carries information on Polish and international seminars, conferences and fairs devoted to safety and the protection of human in the working environment.  “Occupational Safety” reaches research institutes, universities, laboratories, design offices, occupational healthcare personnel, occupational safety personnel, employers and employees.

BULLYING in schools - Activities through which teachers can prevent Bullying at school

Author(s): Ana-Maria Ţebrean,Andreea Ţebrean (Sabie) / Language(s): English / Issue: 9/2018

In this paper entitled BULLYING in schools - Activities through which teachers can prevent Bullying at school, we propose to present a worrying reality of our day by proposing some preventive ways that could come in support of a worrying phenomenon, which has increased in size in schools in Romania. We consider that the teaching staff also plays an important role in trying to stop this phenomenon, by implementing some active-participatory activities in the classroom, activities that we intend to highlight in this paper.

Cartographies of the mind: Generalization and relevance in cognitive landscapes

Author(s): Sergio Rodríguez Gómez / Language(s): English / Issue: 3-4/2019

The problem of relevance, at individual agent scale – or how we decide what is adequate for our interpretation of the signs we encounter in the world – is a question that keeps reappearing in semiotics and other disciplines concerned with meaning. In this article I propose an approximation on relevance that conceives meaning as a trajectory across a cognitive landscape. Unlike conventional accounts on relevance, which presuppose mental processes built on feature-based representations, my proposal suggests conceiving cognition as a fluid and emergent field of attractors basins that become specified and modified when experiences appear, and conceiving meaning as a trajectory across the cognitive field. Consequently, I suggest that when cognitive landscapes better fit world experience, agents’ categorizations will be more relevant. My proposal is mainly supported by two approaches: the enactivist notion of structural coupling and the theories of dynamic neural populations of Walter Freeman III.

Cogniție Muzicală

Frequency: 1 issues / Country: Romania

Music Cognition is an international journal that publishes theoretical and experimental papers on studies in the area of music. It covers a wide variety of subjects concerning all the different aspects of cognition. Contributions from the fields of psychology, pedagogy, musicology, neuroscience, computer science, mathematics, ethology are welcome in this journal, which serves as a forum of discussion in the field of arts and science. Cognition enjoys a wide readership from many disciplines. Authors should explicitly consider the general theoretical issues raised by their work and its relevance to other topics and methods. Papers will be selected on the basis of their scientific quality and degree of innovation. Contributors may contribute with:

• Full theoretical and experimental papers on the study of the music cognition

• Brief articles reporting original empirical findings

• Developments that warrant rapid communication to the scientific community

• Proposals for special issues on a new and important area in the field

• Discussions 

• Book reviews 

The aim of the journal is to provide a discussion forum on psycho-pedagogical implications in the field of music, with interdisciplinary links. The main purpose of the journal is to disseminate fundamental and experimental research related and investigated by cognition specific instruments.

COGNITIVE AND METACOGNITIVE ASPECTS OF THE DEVELOPMENT OF LIFELONG LEARNING COMPETENCIES IN LAW STUDENTS

Author(s): Volodymyr L. Grokholskyi,Nataliia Ia. Kaida,Serhii V. Albul,Eduard V. Ryzhkov,Svitlana Ye. Trehub / Language(s): English / Issue: 2/2020

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.

COGNITIVE AND STYLE PREDICTORS OF THE STUDENTS’ PSYCHOLOGICAL WELL-BEING

Author(s): Irina Kibal’chenko,Tatiana Eksakusto / Language(s): English / Issue: 1/2020

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.

Cognitive Behavioral Therapy for Hoarding Disorder: A Systematic Review

Author(s): Ayça Ezgi Meriçtan,Oya Mortan Sevi / Language(s): English / Issue: 4/2019

Although hoarding has been considered as a type of obsessive-compulsive disorder before, some differences that were found lead to reclassify hoarding as a separate disorder under obsessive-compulsive disorder and related disorders in DSM-5. Patients with hoarding disorder have negative feelings like strong fear when considering getting rid of items and exaggerate the importance of possessions. Different cognitive behavioral therapy protocols including individual, group and self-help treatments are used for treating hoarding disorder. The aim of this study is to review empirical studies that were carried out to evaluate the effectiveness of cognitive behavioral therapy for the treatment of hoarding disorder. The 12 studies fitting the search criteria were included in this review and were summarized in terms of their methods used and their therapy characteristic. The studies included in this review suggested that cognitive behavioral therapy for hoarding disorder is effective in decreasing the symptoms of the disorder and/or the accompanying problems like depression and anxiety.

Cognitive Biases in Negotiation - Literature Review

Author(s): Michał Chmielecki / Language(s): English / Issue: 2/2020

Objective: The purpose of this paper is also to thoroughly review those studies in the management literature that focused on bias in negotiation and to ascertain a couple of new research trajectories that could be observed as the result. As a matter of fact, a human’s judgment making capacity and behavior could be greatly influenced by cognitive misperceptions thus affecting decisions in negotiations. Whilst Thompson (2006) analytically examined the effects of biased decision-making processes for negotiations, the intention of this paper is to fill the gap through a systematic assessment of the literature. Methodology: I have provided a theoretical background on decision makers’ cognition in this paper to provide context and introduce the research; after which we take a closer look at the literature and discuss its results. Based on this, I noted that limited research, with alternate results were done based on the interaction between biases bothering on mood, culture, personality as well as education and experience on the negotiators’ judgments. Finally, we suggest that future research trajectories might be on multilateral and integrative negotiations, the role of third parties and a better comprehension of the cognitive bias and how to rise above it in negotiations. Findings: Despite the fact that this topic is considered important, it is surprisingly under-researched. Author was able to identify the void and inadequacies of the literature identified in journal articles systemizing the intersection of negotiation studies, from cognitive biases studies, group decision making and from the decision making and judgment literature. Value Added: This paper showed that there are only a handful of papers that focus on why, how and when cognitive biases influence negotiation process. Recommendations: There is a great need for papers that focus on cognitive biases in the negotiation process.

COGNITIVE MODELS IN PLANIMETRIC TASK TEXT PROCESSING

Author(s): Xenia Naidenova,Sergiey Kurbatov,Vyacheslav Ganapolsky / Language(s): English / Issue: 1/2020

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.

Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

Author(s): Vasile Radu Preda / Language(s): English,Romanian / Issue: 1/2020

The development of language: cognitive processes involved, assessment and educative interventions. This studyis an interdisciplinary approach for development of language and learning strategies, based on theconstructivist theory, linguistic theory and differential pedagogy. For language development is necessary: a) agood assessment of language with psychological procedures, methods and instruments; b) early stimulationsof the linguistic abilities (phonological and phonemic awareness, phonological segmentation, verbal memory)and of oral, reading and writing communication with speech-therapy methods and educative personalizedprograms

Diagnostika metakognitívnych schopností a exekutívnych funkcií žiakov

Author(s): Iveta Kovalčíková,Ivana Runčáková / Language(s): Slovak / Issue: 2/2020

The aim of the present study is (1) to define the construct of executive functions (EF), the executive functioning and metacognition, respectively metacognitive abilities of pupils, (2) to point out the possibilities for assessing the level of pupils' metacognitive abilities, (3) to offer an overview of the diagnostic tools for determining pupils' level of EF. The paper primarily analyses the research in which selected EF diagnostic tools were applied. The aim of the literature review is to contribute to the knowledge of diagnostics of pupils' executive functions. Early EF diagnosis of pupils' deficits and their subsequent stimulation can be crucial for pupils' success at school.

Dlaczego filozofia jest zła dla duszy? Komentarz do krytyki filozofów Al-Ġazālego

Author(s): Karol Wilczyński / Language(s): Polish / Publication Year: 0

In this text, two concepts included in the two are analyzed in the works of Al-Ġazāli - the concept of dispersion (Arabic: tahāfut) and the concept of attachmentto authority (Arabic: taqlīd), which are described in Tahāfut al-falāsifa ("The Dispersion of the Philosophers") and in Al-Munqiḏ min al-ḍalāl (Righteous Scales. Rescue from getting lost). The author tries to show that Al-Ġazālī in his the criticism of philosophy focused not only on theoretical issues, but that one of the key parts of his criticism is also the practical issues concerningway of life. Pointing to specific examples of the use of the two of these concepts to overthrow philosophy, the author proposes a different interpretation the two later works of Al-Ġazāli mentioned above.

Dokuzuncu Sınıf Öğrencilerinin Rutin Olmayan Problem Çözme Becerileri: Deneysel Bir Çalışma

Author(s): Serkan Gürsan,Yeliz Yazgan / Language(s): Turkish / Issue: 1/2020

In this study, the effect of an experimental intervention about non-routine problem solving on ninth grade students’ strategy use and success in solving these kinds of problems were examined. One group pretestposttest experimental design was used in the study. Pretest and posttest consisted of eight open-ended non-routine problems. Students solved 60 non-routine problems during the intervention that lasted 12 class periods. Problems requiring to use of guess and check, make a systematic list, work backward, look for a pattern, simplify the problem, logical reasoning, write an equation, and make a drawing strategies were used in the study. For the analysis of data, descriptive statistics, normality tests, and paired sample t-test were used. Findings highlight two important points: i) Ninth graders were quite successful in solving non-routine problems without any intervention, ii) given intervention increased students’ success in this respect.

Drama w rozwijaniu kompetencji społecznych i emocjonalnych dzieci w wieku wczesnoszkolnym

Author(s): Alicja Gałązka / Language(s): Polish / Issue: Sp. Issue/2019

The article presents the problem of using drama in the development of social and emotional competences of children in early school age. In preschool and early school-age children undergo many dynamic developmental changes, especially in the area of social, emotional, cognitive and communication development. All these changes help children better understand and organize the world around them and think about it in a creative and increasingly independent and complex way. Children develop their metacognitive abilities, they better understand their own emotions and behavior, and at the same time, assimilate the norms and principles of social life. In the article, the author points to the possibility of using drama to support emotional and social development of a child. Drama, thanks to the fact that it oscillates between fiction and reality, gives the possibility of safe exploration of various social and moral attitudes and expression of emotions. The article is a kind of summary of the most important notions and dimensions of the use of drama in work with children of early school age in the last two decades.