Psychophysiologically determined classification of cognitive activity

2004 ◽  
Author(s):  
Glenn F. Wilson ◽  
Christopher A. Russell
Keyword(s):  
Cognitive Activity

Study of the Characteristic Mental Development Features of Primary School Students with Visçion Impairments

2021 ◽  
Vol 9 (5) ◽  
pp. 504-513
Author(s):  
Ievgeniia Synova ◽  
◽  
Valentina Tarasun ◽  
Iryna Sasina ◽  
Tetyana Grebeniuk ◽  
...  
Keyword(s):  
Social Development ◽  
Cognitive Activity ◽  
Diagnostic Methods ◽  
Vision Impairment ◽  
Basic Knowledge ◽  
Vision Disorders ◽  
Primary School Students ◽  
School Students ◽  
Primary Defect

Severe vision impairments are an obstacle to the adequate cognitive and social development of the child. The educational response to priority problems that occur with vision disorders requires appropriate training of vision impairment specialists. For this purpose, they need basic knowledge related to the classification of vision impairments and the main aspects of the development and education of this category of children. This study aimed to analyse the main features of educational activities of children with vision impairments using special diagnostic methods and to search for effective methods for correcting the cognitive activity of children with vision impairments. During the study, an experiment was conducted with children with vision impairments (15 children). To conduct the experiment, the study used methods proposed by V.V. Tarasun and adapted them to the contingent of children with vision impairments. In particular, the following methods: the method of motivational preferences "Three wishes", the method of "Memorising 10 words", and the method of "What, why, how". The depth and time of vision impairment are considered as a primary defect, which has corresponding secondary consequences and requires corrective action under the guidance of an experienced vision impairment specialist.

scholarly journals Classification of Concentration Levels in Adult-Early Phase using Brainwave Signals by Applying K-Nearest Neighbor

2019 ◽  
Vol 1 (1) ◽  
pp. 14-24
Author(s):  
Ahmad Azhari ◽  
Fathia Irbati Ammatulloh
Keyword(s):  
Early Phase ◽  
Nearest Neighbor ◽  
Concentration Level ◽  
Cognitive Activity ◽  
Statistical Characteristics ◽  
K Nearest Neighbor ◽  
Mental Action ◽  
The Brain ◽  
Concentration Levels

The brain controls the center of human life. Through the brain, all activities of living can be done. One of them is cognitive activity. Brain performance is influenced by mental conditions, lifestyle, and age. Cognitive activity is an observation of mental action, so it includes psychological symptoms that involve memory in the brain's memory, information processing, and future planning. In this study, the concentration level was measured at the age of the adult-early phase (18-30 years) because in this phase, the brain thinks more abstractly and mental conditions influence it. The purpose of this study was to see the level of concentration in the adult-early phase with a stimulus in the form of cognitive activity using IQ tests with the type of Standard Progressive Matrices (SPM) tests. To find out the IQ test results require a long time, so in this study, a recording was done to get brain waves so that the results of the concentration level can be obtained quickly.EEG data was taken using an Electroencephalogram (EEG) by applying the SPM test as a stimulus. The acquisition takes three times for each respondent, with a total of 10 respondents. The method implemented in this study is a classification with the k-Nearest Neighbor (kNN) algorithm. Before using this method, preprocessing is done first by reducing the signal and filtering the beta signal (13-30 Hz).The results of the data taken will be extracted first to get the right features, feature extraction in this study using first-order statistical characteristics that aim to find out the typical information from the signals obtained. The results of this study are the classification of concentration levels in the categories of high, medium, and low. Finally, the results of this study show an accuracy rate of 70%.

scholarly journals Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools

2019 ◽  
Vol 53 (1) ◽  
pp. 27-59
Author(s):  
Olena O. Lavrentieva ◽  
Lina M. Rybalko ◽  
Oleh O. Tsys ◽  
Aleksandr D. Uchitel
Keyword(s):  
Vocational Training ◽  
Formal Education ◽  
Research Work ◽  
Cognitive Activity ◽  
Independent Study ◽  
Virtual Education ◽  
Learning Material ◽  
Training Courses ◽  
Insight Into

In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non- formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.

scholarly journals The problem of implementation of teaching methods in questions-problems of school textbooks on biology

HUMANITARIUM ◽  
2019 ◽  
Vol 44 (2) ◽  
pp. 150-160
Author(s):  
Borуs Chernov ◽  
Natalia Dovgan
Keyword(s):  
Teaching Methods ◽  
Cognitive Activity ◽  
Reproductive Function ◽  
Creative Activity ◽  
Independent Observation ◽  
Creative Development ◽  
Social Phenomena ◽  
Contour Maps ◽  
First Time

The study for the first time in didactics of biology puts the problem of realization of teaching methods of biology, classification is done by levels of cognitive activity of students in the system of questions and tasks textbooks on biology, as in the structure of the components of methodological textbooks are crucial in learning by students content.It was investigated that the question-tasks are intended to stimulate and direct the cognitive activity of students in the process of assimilating the content of the text of the textbook, thus contributing to the development of their cognitive interests and abilities, as well as the formation of skills and abilities of independent activity with educational material and during independent observation of natural and natural-social phenomena and objects.The classification of task-related questions by the main (dominant) function was presented, which made it possible to distinguish the following three groups (levels) of task questions:- the first level of difficulty - the easiest, performing reproductive function - the consolidation of knowledge, skills and abilities of students. Assist students to recite the studied, pay attention to the characteristic of natural and natural-social phenomena, processes and objects, to work with maps, charts, diagrams, tables, other illustrations of the textbook and contour maps;- the second level of complexity - help to master the methods of logical thinking and knowledge about the experience of creative activity, make it possible to establish interrelations and interdependence of local lore and internal phenomena and processes with the world;- the third level of complexity - help to master the experience of creative activity and form educational and research skills and skills in the process of independent observation and research, especially regional studies.The tracing of the availability of three levels of difficulty in textbooks in the textbooks allows the teacher to organize the training of all students, as well as to promote their self-education. The application of the systematic method of research has allowed to establish a divergence in the development of questions-tasks, the dispersion of numerous false categories, with a numerical predominance of their reproductive nature, which does not contribute to the modern requirements of creative development of students.

LOCAL STORY EXCURSIONS AS A FORM OF RESEARCH TOURIST ACTIVITIES IN THE REGION

2021 ◽  
Author(s):  
V.V. Ulyanova ◽  
Keyword(s):  
Online Survey ◽  
Cognitive Activity ◽  
Scientific Basis ◽  
Amur Region ◽  
Local History ◽  
Scientific Thinking ◽  
New Approach ◽  
Tourist Flows

The article identifies the main trends in the change in internal and inbound tourist flows in Russia and the Amur Region. The role of local history excursions in the development of domestic and inbound tourism in the region is considered. The analysis of the results of an online survey of Russian and Chinese respondents about the preferred types of local history excursions in the region is carried out. A new approach to the classification of excursions based on the methods of scientific-thinking and cognitive activity of excursionists is proposed. The main principles of the scientific basis in the preparation of local history excursions are revealed.

scholarly journals Using game technology in pedagogics practice of museum and school

2020 ◽  
pp. 60-67
Author(s):  
Marina V. Korotkova
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Activity ◽  
Educational Practice ◽  
Teaching History ◽  
Technology In Teaching ◽  
Game Activity ◽  
Historical Education ◽  
Definition Of ◽  
History Classes

The article deals with the analysis of games and game technology in teaching history. The author defines the definition of the game, the principles and functions of the game activity and reveals its pedagogical nature. Game technology both in school and in a modern museum is implemented in two types of cognitive activity: educational and extracurricular (leisure). The article considers the features of the organization of game classes on history in school and museum educational practice. In the context of identifying the common game basis and the specifics of the two spaces, the author draws attention to the theoretical aspects of the problem, and also gives the most striking examples of the organization of history classes using game technologies. The article contains various approaches to the classification of games, an author’s view on the ranking of game classes, analyzes the influence of various types of games on the content of historical education, the cognitive abilities of students, a modern lesson and learning outcomes. The author also cites possible risks of the teacher when organizing game classes.

scholarly journals COGNITIVE ASPECT IN CARTOGRAPHY

2020 ◽  
Vol 25 (4) ◽  
pp. 138-145
Author(s):  
Ludmila K. Radchenko ◽  
Keyword(s):  
Technological Development ◽  
Cognitive Activity ◽  
Cognitive Maps ◽  
Theoretical Concepts ◽  
Cognitive Aspect ◽  
The Russian Federation ◽  
New Feature ◽  
Classification Of Maps ◽  
Scientific And Technological Development

The article analyzes the cognitive aspect in cartography, which is present when we talk about theoretical concepts of cartography development, functions of cartographic works, map language, etc. Judgments are made about the «cognitive ability» of two levels – primary (non-professional) and secondary (professional), cognitive activity and cognition (rational and sensory). As a result of the discussion of map functions, and in particular the cognitive function, the classification of maps by a new feature is proposed – by the predominant function. On the example of already published and published maps of cognitive orientation, the features of such maps are formed. Practical examples of cognitive maps that can form the basis for creating a cognitive cartographic model of the region are given. The research presented in the article is based on the methods of classical cartography, philosophical concepts: cognition and cognitive activity, and practical cartographic research, and also corresponds to a number of tasks formed in the State program «Scientific and technological development of the Russian Federation» for 2019-2030, which indicates the relevance of the research topic.

scholarly journals Alexius Meinong’s theory of relations

2021 ◽  
Vol 14 (2) ◽  
pp. 35-50
Author(s):  
Dmitry G. Mironov ◽  
Keyword(s):  
Cognitive Activity ◽  
Ontological Status ◽  
The Third ◽  
Characteristic Features

The purpose of the article is to analyze the theory of relations developed by A. Meinong and to demonstrate its significance for the formation of Meinong’s theory of objects. The article is divided into three parts. In the first part, the author shows that the interest in a theory of relations was not accidental for the representatives of the school of Bren­tano: one cannot determine the characteristic features of intentional relations without determining the characteristic features of relations as such. The article considers some ele­ments of the theory of relations proposed by Brentano and by some of his closest disci­ples – A. Marty and C. Stumpf. The second part deals with two important topics in Meinong’s theory of relations: classification of relations and their status. It is shown that Meinong recognized the distinctive ontological status of relations and their indepen­dence from the cognitive activity of mind. It is also shown that an attempt to clarify the characteristic features of “ideal” relations made by Meinong within the frame­work of his classification of relations eventually led him to formulate one of the key theses of his the­ory of objects. Finally, the third part discusses the nature of relations. The author analyses two solutions considered by Meinong: the first one, suggested in 1899, presupposed that some other relations connect a given relation with its relata, and the second one, devel­oped in 1902, was a suggestion that each relation by itself connects its relata. It is shown that the second solution required Meinong to expand the ontology and to change the pre­vious epistemology. A possible contemporary interpre­tation of the second solution pro­posed by Meinong is also suggested.

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