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2013 OKUL ÖNCESİ EĞİTİM PROGRAMININ 21. YÜZYIL BECERİLERİ AÇISINDAN İNCELENMESİ

Author(s): Berrin Koçin,Mehmet Nur Tuğluk / Language(s): Turkish Issue: 49/2020

The aim of this study is to examine the achievements that are included in the MEB 2013 Pre-School Education Program in terms of 21st century skills and to determine the level of reference skills. Content analysis method, one of the qualitative research methods, was used in the research. As a result of the research, it has been observed that the gains in the preschool program are mostly related to skills such as critical thinking, creativity, problem solving, communication, responsibility and awareness of different cultural characteristics. When the development areas are analyzed, it is seen that the gains related to these skills are mostly included in the field of social emotional development, followed by the language development field and the cognitive development field respectively. In addition, while these skills are very rare in the field of self-care skills, it has been determined that there are no encountered in the field of motor development. Technology and media literacy gains, which have become very important today and highlighted in 21st century skills, have not been observed. Some suggestions were made in line with the results obtained.

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48-60 AYLIK ÇOCUKLARIN EĞİTİMİNDE UYGULANAN MÜZİK ETKİNLİKLERİNE YÖNELİK ÖĞRETMEN GÖRÜŞLERİ

Author(s): Rana Aydingöz Çayli,Damla Bulut / Language(s): Turkish Issue: 51/2021

Aim of this study is investigating teacher opinions on applied musical activities in education of 48-60 months old children. According to this objective; musical activities which are applied by the teachers who teach to the relevant age group are evaluated in terms of desired attainments in stated age group. This study is a descriptive field research. Relevant data gathered by literature scanning and interview form which developed by the researchers. Study group of this research comprise 17 pre-school teachers who work in Sinop city center, Gerze and Ayancık. According to our findings pre-school teachers benefit; attainments in cognitive development field by singing and Orff technique, attainments in speech development by dramatization activities, attainments in psychomotor development field by rhythm activities and attainments in self care skills by singing activities.

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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.

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60-72 Aylık Çocukların Konuşma Becerilerinin İncelenmesi

Author(s): Begümhan Yüksel / Language(s): Turkish,English Issue: 1/2021

The aim of the study is to determine the speaking skill levels of children between the ages of 60-72 months. The research group of the study consists of 60 children between 60-72 months in the city center of Antalya. Data were collected using the "Speaking Skills Assessment Scale". For this, the children were watched a short cartoon movie, and then they were asked to describe what they had watched in their own words. The data of the research were obtained by analyzing the conversations acquired from these interviews. Speeches were evaluated in terms of pronunciation, fluency and language competency. According to the findings, it was determined that the speaking skills of the participant children were at a medium level in terms of pronunciation and fluency, and a lower level in terms of language competency. According to the other results obtained from the research pronunciation skill level fluency and fluency level also predict language competency. While girls are more successful than boys in terms of their pronunciation, there is no difference between them in terms of fluency and language proficiency. In addition, the six-month age difference is not a variable that makes a difference in terms of pronunciation, fluency and language consistency. Based on these results, it is recommended to conduct studies in other age groups and with different tools.

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A „mintha” színházi valósága

Author(s): Mónika Rancz / Language(s): Hungarian Issue: 4/2020

In my thesis I will be making the theatrical “as if” a question of cognition, I investigate how stage work opens up to our perception. I define this particular reality’s inner workings as the essence of the work, play-opportunity, theatric experience. At the end of my research the “as-if” shows up as reality whose quest is to step in from behind the scenes upholding its own truth.

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A CASE STUDY OF THE APPLICATION OF HIPPOTHERAPY IN SCHOOL-AGE CHILDREN WITH MULTIPLE DISABILITIES

Author(s): Kristýna MIŠKOVSKÁ,Markéta JANATOVÁ,Kateřina Čapková,Martin VÍTĚZNÍK / Language(s): English Issue: 4/2020

Introduction: Hippotherapy is a physiotherapeutic method based on influencing the patient by three-dimensional mechanics of horseback movement. The method is used mainly in pediatric patients with various types of disabilities to improve motor and cognitive functions. Aim: The aim of the study is to evaluate the effect of hippotherapy in children with multiple disabilities. Material and methods: Within this case study, impact of hippotherapy on three school-age patients with multiple disabilities was observed. Heart rate was measured and recorded during the therapy and during the contact with the horse before and after the therapy. Prior to the study and after 6 weeks period, an examination was performed by physiotherapist. Results: Significant drop in heart rate was observed in all three patients, corresponding with getting in the contact with the horse, getting on the horse and at the beginning of the ride. Heart rate raised again when the patient conducted active physical exercise. Based on the final examination improved body posture and gait was observed. Conclusion: We verified in the scope of three cases that impact of hippotherapy on children can be assessed based on detecting changes in heart rate. Improvement in fields on which this therapy aims was observed.

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A Causal-Mentalist View of Propositions

Author(s): Jeremiah Joven Joaquin,James Franklin / Language(s): English Issue: 1/2022

In order to fulfill their essential roles as the bearers of truth and the relata of logical relations, propositions must be public and shareable. That requirement has favoured Platonist and other nonmental views of them, despite the well-known problems of Platonism in general. Views that propositions are mental entities have correspondingly fallen out of favour, as they have difficulty in explaining how propositions could have shareable, objective properties. We revive a mentalist view of propositions, inspired by Artificial Intelligence work on perceptual algorithms, which shows how perception causes persistent mental entities with shareable properties that allow them to fulfill the traditional roles of (one core kind of) propositions. The clustering algorithms implemented in perception produce outputs which are (implicit) atomic propositions in different minds. Coordination of them across minds proceeds by game-theoretic processes of communication.

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A COGNITIVE MODEL TO ANALYSE PHYSICS AND CHEMISTRY PROBLEM-SOLVING SKILLS: MENTAL REPRESENTATIONS IMPLIED IN SOLVING ACTIONS

Author(s): Vanessa Álvarez,Tarcilo Torres,Zulma Gangoso,Vicente Sanjosé / Language(s): English Issue: 5/2020

In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students’ lacks.

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A Critical Analysis of Cognitive Explanations of Afterlife Belief

Author(s): Sayyed Mahdi Biabanaki / Language(s): English Issue: 2/2020

The Cognitive Science of Religion (CSR) is a scientific approach to the study of religion that seeks to provide causal explanations of religious beliefs and practices. Proponents of CSR seek to explain the process of the formation, acceptance, transmission, and prevalence of religious beliefs by explaining the natural features of the human mind and how it functions. One of the religious beliefs that exists in all human cultures, and has attracted the attention of many CSR scholars in the last decade, is the belief in afterlife. According to CSR researchers, this belief is rooted in the natural structures of the human mind. They see the belief in life after death as a non-reflective or intuitive belief that results from the functioning of mental tools. They have proposed various theories to explain the formation, development, spread, and transmission of belief in life after death. But among these theories, two theories have been more widely accepted, intuitive dualism theory and simulation constraint theory. Intuitive dualism theory says that all humans have the two mental tools: Intuitive Biology and Intuitive Psychology. Intuitive Biology in the face of a dead person makes us believe that he is no longer alive because he cannot move and act. Intuitive Psychology continues to attribute invisible features (such as desires, thoughts, beliefs, and emotions) to the dead person automatically. The simultaneous functioning of the above two mental tools makes the human mind believe that a part of the dead person is immaterial and remains after the physical death. Simulation constraint theory says that all humans have the mental tools to process information from the environment and acquire religious beliefs. None of the mental tools can imagine or simulate the nonexistence of one's desires, thoughts, beliefs, and emotions. Therefore, the human mind in the face of the dead person, although easily imagining his physical death, continues to believe in the existence of another part of the person (thoughts, desires, etc.). Both of these theories seem to face challenges and limitations in explaining the formation of belief in afterlife. These include inability to provide causal explanation, the lack of distinction between the natural and the rational foundations of belief in afterlife and disregarding the supernatural foundations of the afterlife belief. Neither of the two theories seems to provide a sufficient causal explanation for the formation of belief in the afterlife. Both theories attempt to present a possible story about the formation of afterlife beliefs based on how mental tools function. They provide only a reasonable story of the process that has led to the belief in afterlife. What these two theories offer is a description (not causal explanation) of the human mind and its tools and how they function. This in itself does not explain that these tools have produced a belief in the afterlife. Therefore, the claim that belief in the afterlife is the result of the functioning of mental tools requires a causal relationship between mental tools and this belief. Neither of these two theories can explain this causal relationship, and they merely describe a reasonable story of the relationship between them. Furthermore, distinction between rational foundations of religious belief and natural foundations of religious belief shows that finding a natural origin for believing in the afterlife or describing the cognitive mechanisms associated with it does not in any way mean rejecting or discrediting that belief. Cognitive theories about the natural origins of the belief in the afterlife cannot show us whether this belief is rational or irrational. These explanations can only (if they can) show us the natural roots of the formation and prevalence of this belief. Also Religious belief is a complex notion. Firstly, it is a natural notion, in that sense it is rooted in the human nature and is related to human cognitive systems and mental tools. Secondly, it is a cultural and social notion, in that sense it is both influenced by cultural and social change, and also affects it. Thirdly, it is a supernatural notion, in that sense it is deeply connected with both revelation and prophecy, and with the immaterial aspect of human. Belief in afterlife seems to require all three levels of explanation.

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A Fair Version of the Chinese Room

Author(s): Hasan Çağatay / Language(s): English Issue: 96/2019

By the Chinese room thought experiment, John Searle (1980) advocates the thesis that it is impossible for computers to think in the same way that human beings do. This article intends firstly to show that the Chinese room does not justify or even test this thesis and secondly to describe exactly how the person in the Chinese room can learn Chinese. Regarding this learning process, Searle ignores the relevance of an individual’s pattern recognition capacity for understanding. To counter Searle’s claim, this paper, via examining a series of thought experiments inspired by the Chinese room, aims to underline the importance of pattern recognition for understanding to emerge.

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A HyFlex learning measurement model based on students’ cognitive learning styles to create equitable learning

Author(s): Ridwan Daud Mahande,Nurul Mukhlisah Abdal / Language(s): English Issue: 5/2022

This article reports on a study that aims to develop and empirically test a measurement model of several constructs of cognitive learning styles, HyFlex learning modalities, and equitable learning with the assumptions of the indicators that build them. A total of 451 students from state universities and private universities in South Sulawesi, Indonesia, with previous online study experience, participated in the online survey. To investigate the interaction between cognitive learning style constructs and equitable HyFlex learning modalities, each used a set of indicators/items developed from Kirton's adaptationinnovation theory constructs, Felder-Silverman Learning Style with three HyFlex learning modalities, and equity pedagogy. Analysis of the measurement model was conducted using Smart-PLS software. The results of the measurement model analysis reveal the indicators that build the constructs of cognitive learning styles, HyFlex learning, and equity meet validity and reliability. The results of this study present alternative instruments to explain HyFlex learning constructs and indicators based on cognitive learning styles to create equitable learning in higher education.

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A Model-Based Method of Extension and Intension

Author(s): Miguel López-Astorga / Language(s): English Issue: 1/2022

The semantic method of extension and intension presented by Rudolf Carnap may have some problems from the current perspective in cognitive science. For example, that method is strongly linked to logic, and it is hard to determine where its state-descriptions come from, how many they are, and what the relation of accessibility between them is. This paper tries to solve difficulties such as those by updating the method resorting to the theses and results of a contemporary reasoning theory: the theory of mental models. Basically, the update consists of replacing the state-descriptions of the original method with the possibilities of the theory of mental models. That allows reformulating several relevant concepts in Carnap’s method in order to better adjust them to the real characteristics of human language.

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A multi-perspective analysis of adult learner differences in foreign language learning: Motivation, autonomous learning and self-regulation

Author(s): Emese Schiller,Helga Dorner / Language(s): English Issue: 3/2020

Leaner autonomy, self-regulatory strategies and motivational factors play a significant role in learning English as a foreign language (EFL) which can, nevertheless, show considerable changes in the lifetime of learning. There are thus numerous studies that investigate the dynamic nature of these constructs by exploring possible learner differences between younger and older adult population. However, research that discusses particularities within the age group of older adult learners is scarce. Hence, this paper examined the relationship among autonomous learning, self-regulation, and learner motivation by considering older adults’ age and educational background. Results indicate that there are statistically significant differences among specific aspects of motivational and autonomy-related constructs when participants’ age was taken into account. Certain self-regulatory and autonomous learning skills showed further differences when older adults’ age and educational attainment were considered. Finally, we present practical pedagogical recommendations based on our empirical findings.

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A NEUROLINGUISTICS EXPERIMENT BASED ON A NOVEL PSYCHOLOGICAL ASSESSMENT TOOL

Author(s): Adelina Mirzea,Dumitru Grigore,Nicolae Goga,Ionel Petrescu,Alexandru-Filip Popovici,Ramona Dragomir,Marinel Cornelius DINU / Language(s): English Issue: 02/2020

The science of neurolinguistics represents the study of brain activity as related to the control, acquisition and production of language. Neurolinguistics looks to the mechanism through which the brain processes language concepts. It is an interdisciplinary field at the intersection of linguistics, neuropsychology, communication, computer science, a theory of languages. It is taught in the field of learning foreign languages but it is of interest in other educational disciplines such as psychology, computer science, etc. as well. Neurolinguistics is based both on experimental methods and theoretical models. In this paper we present a novel neurolinguistics experiment done with psychological iOT tool, namely MindMiTM System, that is described in a patent. MindMiTM System is based on the biopotentials measurements (response and levels of skin potentials) taken from the hand's fingers with the help of a finger scanner (for both hands) with monopolar electrodes. All the data needed for a psychological measurement is collected in approximately five minutes. Based on the gathered data, the psychological profile is computed through an innovative method. The system was calibrated on 5000 subjects. The method is based on relevant variables related to personality traits such as for example the level of cortical arousal, the lability and amplitude of electro-dermal response, etc. The algorithm based on those key variables computes a kernel of psychological indicators that reflect cognitive, emotional and social abilities. For the first time in the reported literature, we used the MindMiTM System for a neurolinguistics experiment. The experiment is based on interpreters translating the same text in Romanian, English and German. We present the core technology of the system and the results obtained. The system itself can be used also in educational settings by students in psychology, linguistics computer science, etc.

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A Novel Reading of Thomas Nagel’s “Challenge” to Physicalism

Author(s): Serdal Tümkaya / Language(s): English Issue: 4/2021

In passing remarks, some commentators have noted that for Nagel, physicalism is true. It has even been argued that Nagel seeks to find the best path to follow to achieve future physicalism. I advance these observations by adding that for Nagel, we should discuss the consciousness problem not in terms of physical and mental issues but in terms of our desire to include consciousness in an objective/scientific account, and we can achieve this only by revising our self-conception, i.e., folk psychology, to develop a more detached view of experience. Through the project of objective phenomenology, Nagel aims to achieve some sort of objective, detached, and scientific explanation of the subjective nature of experience. This project seeks to make the truth of physicalism intelligible and consciousness more amenable to scientific study, potentially raising an even broader concept than the one physicalism originally proposes.

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A STUDY ON THE VARIABLES PREDICTING READING COMPREHENSION

Author(s): Mustafa Başaran / Language(s): English Issue: 60/2021

The correlational survey design was used in this study in order to determine whether the attitude towards reading, text type and text subject, reading speed, correct reading, lack of prior knowledge and the amount of change in the surface structure of the text predict students' literal and deep reading comprehension skills. The study group of the research study is 180 students selected from amongst grade 4 students attending public primary schools in Esenler and Zeytinburnu districts of Istanbul province in the fall semester of the 2019-2020 academic year. According to the results of the regression analysis conducted in the study, the relative importance order of the variables that predict not being able to make deep meaning (meaning in depth of text) are the inability to make literal meaning, attitude towards reading, change in the superficial structure, attitude towards the subject, correct reading, attitude towards the narrative text, reading speed and pre-learning. Together, these factors explain 42% of not being able make deep meaning. The order of relative importance of the variables predicting the inability to construct literal meaning is make deep meaning, change in the superficial structure, attitude towards reading, correct reading, pre-learning, attitude towards the narrative text, attitude towards the subject and reading speed. Together, these factors explain 33% of not being able to make literal meaning.

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ABAS-3 – AN INSTRUMENT FOR ASSESSING ADAPTIVE SKILLS IN PEOPLE WITH AN INTELLECTUAL DISABILITY

Author(s): Anna Prokopiak,Janusz Kirenko / Language(s): English Issue: 2/2020

In its initial part, the article presents an analysis of the definition of intellectual disability and follows its development over the past half-century. In order to diagnose an intellectual disability, it is important not only to demonstrate an overall level of intelligence that is at least two standard deviations below the median score, but also to take into account the concurrent criterion of developmental age. Moreover, as discussed in this article, defining an intellectual disability also requires addressing limitations in adaptive behavior, i.e. cognitive, social and practical functioning skills. These diagnostic criteria are met by the “Adaptive Behavior Assessment System” (ABAS), published originally in 2000 by Harrison and Oakland. Its third edition came out in 2015. ABAS-based evaluations find a wide variety of uses, including assessing adaptive behavior of people with intellectual disabilities, diagnosing and classifying disabilities and disorders, documenting and monitoring progress over time, and determining entitlement to disability benefits. The instrument has many strengths, but it also exhibits limitations. For example, comprehensive examination is only possible if the localized adaptations of ABAS are suited for people in the age bracket of 0-89 years. The effective use of this instrument is also dependent on its compatibility with the formal disability assessment system and with the strategies for working with students who have intellectual disabilities. The level of this compatibility should be no less than the American variant. Only then will ABAS-3 be fully adaptable to the purpose for which the assessment is developed, and the results obtained will be useful and properly applied.

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ACORDAREA ASISTENȚEI PSIHOLOGICE ELEVILOR CU CERINȚE EDUCATIVE SPECIALE

Author(s): Ludmila Bejenari / Language(s): Romanian Publication Year: 0

Any correctional work with a pupil aims to help him maximize his potential, prevent possible developmental disorders, and acquire skills that will allow him to live successfully in society. The work with pupils that have special educational needs is no exception. Within this great mission, an important place is occupied by the adaptation of pupils to a group of classmates, which is solved in the process of group and individual activities.

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ACTIVITĂȚI DE DEZVOLTARE A COMPETENȚEI DE SOLUȚIONARE A CONFLICTELOR LA ELEVII DIN CLASELE PRIMARE

Author(s): Lilia Andriuţa / Language(s): Romanian Publication Year: 0

The article proposes the results of the research of conflict resolution strategies preferred by primary school students. A series of practical activities are described to develop the competence of conflict resolution in primary school students accompanied by methodical recommendations

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ACTIVITĂȚILE EDUCATIVE ÎN CONTEXTUL EDUCAȚIEI INCLUZIVE

Author(s): Ana Chistol / Language(s): Romanian Publication Year: 0

Non-formal education in the context of inclusive education has a main actor, this is the Resource Center for Inclusive Education, which develops and carries out extracurricular activities, socialization and recreation, in collaboration and with the involvement of teachers and all vulnerable children / special educational needs in learning institution

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