The cognitive skill of theory articulation: A neglected aspect of science education?

The objective of this article was to analyze the interaction that have mentoring and emotions in the college student. This topic has brought great interest in the educational field as a way to improve the educational and socioemotional development of the students of the bachelor in Science of education in the Faculty of Science, Education and Humanities of the UAdeC; which are assisted through the Institutional Program of mentoring that today is overriding for the integral accompaniment of the college student where the orientation and cognitive support is attended for the student’s academic development; Likewise the emotional element, serving the same emotional education in learning, application and strategy practices, cognitive, skill values, socialization and self-control for an integral education. Consequently, emotions alert the danger of a situation within the educational praxis and mentoring in the possibilities of success or failure when faced. The ample is conformed by a total of 155 students of bachelor’s in science of Education.

Download Full-text

Research on Reading: What SLPs Want (or Need) to Know

Perspectives on School-Based Issues ◽

10.1044/sbi10.2.65 ◽

2009 ◽

Vol 10 (2) ◽

pp. 65-68 ◽

Cited By ~ 1

Author(s):

Judy Montgomery

Keyword(s):

Spoken Language ◽

Cognitive Skill ◽

Language Intervention ◽

Reading Teachers ◽

Successful Therapy ◽

Speech Language Pathologists ◽

Reading Research ◽

Reading And Writing ◽

Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

Download Full-text

Re-conceptualizing Machiavellianism and Social-Cognitive Skills

Journal of Individual Differences ◽

10.1027/1614-0001/a000340 ◽

2020 ◽

pp. 1-8

Author(s):

William Hart ◽

Christopher J. Breeden ◽

Charlotte Kinrade

Keyword(s):

Cognitive Skills ◽

Person Perception ◽

Social Cognitive ◽

Cognitive Skill ◽

Prediction Skill ◽

Current Evidence ◽

College Sample ◽

Social Prediction

Abstract. Machiavellianism is presumed to encompass advanced social-cognitive skill, but research has generally suggested that Machiavellian individuals are rather deficient in social-cognitive skill. However, previous research on the matter has been limited to measures of (a) Machiavellianism that are unidimensional and saturated with both antagonism and disinhibition and measures (b) only one type of social-cognitive skill. Using a large college sample ( N = 461), we examined how various dimensions of Machiavellianism relate to two types of social-cognitive skill: person-perception skill and general social prediction skill. Consistent with some prior theorizing, the planful dimension of Machiavellianism was positively related to both person-perception and general social prediction skills; antagonistic dimensions of Machiavellianism were negatively related to both skills; either agentic or cynical dimensions of Machiavellianism were generally unrelated to both skills. Overall, the current evidence suggests a complicated relationship between Machiavellianism and social-cognitive skill because Machiavellianism encompasses features that blend deficiency, proficiency, and average levels of social-cognitive skills.

Download Full-text