scholarly journals Terminological Field “Surgical Instruments” of German Language as Result of Cognitive Activity of Specialist

2018 ◽  
Vol 50 ◽  
pp. 01099
Author(s):  
Sanya Madzhaeva ◽  
Tatiana Lukoyanova
Keyword(s):  
Conceptual Analysis ◽  
Cognitive Activity ◽  
Surgical Instruments ◽  
German Language ◽  
Medical Specialist ◽  
Cognitive Activities ◽  
Linguistic Structures

This article focuses on the influence of cognitive activities of a medical specialist on formation and development of the terminological field “surgical instruments” of the German language. The terminological field “surgical instruments” of the German language was analysed by means of definitional, categorical, conceptual analysis, as well as by means of the method of frame modeling. It was found that the identification of categories of the terminological field “surgical instruments” helps us to understand the correlation of cognitive and linguistic structures, since the form and the content of the term contain information about the mechanism of the process of nomination. Frame is a group of categories and cognitive features. It contains certain terminological units that specify the instrument, indicate the form, size and its other characteristics.

scholarly journals WAYS TO INCREASE THE ACADEMIC ACTIVITY OF TECHNICAL UNIVERSITY STUDENTS IN FOREIGN LANGUAGE CLASSES

2021 ◽  
pp. 19-25
Author(s):  
O.I. Taranenko ◽  
◽  
L.A. Fedko ◽  
E.V. Shchepotieva ◽  
I.F. Veremeeva
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Cognitive Activity ◽  
Self Control ◽  
Important Condition ◽  
Language Classes ◽  
Cognitive Activities ◽  
Definition Of

The relevance of the formation of professionally and socially significant personality traits is obvious. The theoretical and practical issues of students’ cognitive activities during their studies in higher education institutions are considered. The definition of cognitive skills is formulated and their characteristics are proposed. Being formed cognitive activity characterizes the attitude of students to the content and process of teaching, the desire for effective mastering knowledge, skills and abilities. Cognitive activity is defined as the most important condition for their academic success. The ways of increasing the cognitive activity of students, both during classes and in the process of extracurricular self-training, are proposed. The importance of self-control of knowledge in the course of independent activity in the performance of group or individual work is emphasized.

scholarly journals THE PROBLEM FIELD OF MODERN HIGHER PEDAGOGICAL EDUCATION

2020 ◽  
Vol 14 (3) ◽  
pp. 472-484
Author(s):  
O. A. Lapina ◽  
Keyword(s):  
Human Development ◽  
Professional Education ◽  
Personality Development ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
New Literacy ◽  
Cognitive Activities ◽  
Scientific Subject ◽  
The Relationship

Introduction. The paper is concerned with the processes of professional-pedagogical education in modern higher educational institutions and the problems of business and speech culture that face the students involved in educational and cognitive activities. Objective. The objective of the paper is to substantiate the relationship between the activity of students in the educational process and the level of their human development and communicative creativity. The research aimed to develop a methodology to organize an educational process facilitating the actualization of professionally oriented thinking (the ability to understand, reveal, and explain the value of facts and phenomena). Materials and methods. The research methodology is a generalizing analysis of the problems of vocational education, its orientation, and contents at various levels of the specialist’s personality development. The units of practical assessment were self-esteem, speech activity, knowledge of the basic forms of work with words, and interpretation of meaning within the topic of reasoning. Research results.The findings have indicated the relationship between the student’s activity in the educational process and the level of their human development, communicative creativity, business and speech culture, passivity/activity in educational and cognitive activities, the degree of understanding the responsibility for choosing a profession, and the meaning of the “professionally-oriented rapport” concept. The ways of actualizing professionally-oriented thinking have been determined. A methodology for building an interest in the investigative type of thinking and the gradual conscious acquisition of a block of knowledge has been developed and tested. The study has clarified the professional significance of the organizational forms contributing to the development of cognitive and communicative competence of pro¬fessional thought creation. Discussion and conclusion. What are the advantages of the proposed model? It reveals the meaning of what has been learned, expands the desire to understand, conveys the essence of information, develops a professionally-oriented ability to substantiate one’s viewpoint; forms an opinion on science, a scientific subject, theory, and technology in a professionally significant field of activity. The research continues, however, the preliminary findings allow the following conclusions. The result of these actions is positive dynamics in understanding the value of teachers’ professional activity, the formation of a habit of self-organization and learn-and-create activity. Keywords: educational space of the university, professionally-oriented thinking, cognitive activity, culture of education, transformation of professional education, new literacy.

scholarly journals Associations and correlates of general versus specific successful ageing components

2020 ◽  
Author(s):  
Myriam V. Thoma ◽  
Luca Kleineidam ◽  
Simon Forstmeier ◽  
Andreas Maercker ◽  
Siegfried Weyerer ◽  
...  
Keyword(s):  
Physical Exercise ◽  
Intervention Studies ◽  
Economic Status ◽  
Cognitive Activity ◽  
Successful Ageing ◽  
Active Lifestyle ◽  
Younger Age ◽  
Cognitive Activities ◽  
Specific Factors ◽  
Proxy Indicators

AbstractThe heterogeneity in the operationalisation of successful ageing (SA) hinders a straightforward examination of SA associations and correlates, and in turn, the identification of potentially modifiable predictors of SA. It is unclear which SA associations and correlates influence all facets of the SA construct, and whether psychosocial reserve models developed in neuropathological ageing research can also be linked to SA. It was therefore the aim of this study to disentangle the effect of various previously identified SA associations and correlates on (1) a general SA factor, which represents the shared underpinnings of three SA facets, and (2) more confined, specific factors, using bifactor modelling. The associations and correlates of three recently validated SA operationalisations were compared in 2478 participants from the German AgeCoDe study, aged 75 years and above. Based on participants’ main occupation, cognitive reserve (CR) and motivational reserve (MR) models were built. Younger age, male gender, more education, higher socio-economic status, being married or widowed, as well as more physical exercise and cognitive activities in old age were found to correlate positively with the general SA factor, indicating a simultaneous effect on all aspects of SA. Smoking and ApoE-ε4 were related only to the physiological facet of SA. CR models were significantly related to the general SA factor. Among all SA associations and correlates, proxy indicators of lifelong cognitive activity and physical exercise showed the strongest effects on SA. Future intervention studies should assess the influence of the preservation of active lifestyle across the life span on SA.

scholarly journals Education and Cognition in Middle Age and Later Life: The Mediating Role of Physical and Cognitive Activity

2019 ◽  
Vol 75 (7) ◽  
pp. e93-e104 ◽  
Author(s):  
Yujun Liu ◽  
Margie E Lachman
Keyword(s):  
Physical Activity ◽  
Cognitive Function ◽  
Educational Attainment ◽  
Middle Age ◽  
Cognitive Activity ◽  
Later Life ◽  
The United States ◽  
Mediating Role ◽  
Behavioral Variables ◽  
Cognitive Activities

Abstract Objectives Although educational attainment is related to cognitive function in later life, little is known about the mechanisms involved. This study assessed the independent mediating effects of two behavioral variables, physical and cognitive activity, on the association between educational attainment and cognitive function and change. Methods Data were derived from the three waves of the Midlife in the United States (MIDUS) study. Predictors (educational attainment) were from the 1995 baseline, mediators (physical and cognitive activities) were from the 2004 wave, and outcomes (cognitive function) were from the 2004 and 2013 waves. Conditional process modeling was applied using PROCESS in SPSS. Results There were both direct and indirect effects of educational attainment on level and change of executive function (EF) and episodic memory (EM). Physical activity and cognitive activity were both significant mediators for cognitive level. For mediators of change, however, cognitive activity was significant for EF and physical activity was significant for EM. Discussion Physical and cognitive activity are discussed as possible factors for protecting against cognitive decline in later life. The findings have implications for advancing supportive policies and practices related to maximizing the benefits of education and physical and cognitive activities for cognition in middle age and later life.

Interactive Effects of Physical Activity and Cognitive Activity on Cognition in Older Adults Without Mild Cognitive Impairment or Dementia

2019 ◽  
Vol 32 (9) ◽  
pp. 1008-1016 ◽  
Author(s):  
Shannon Halloway ◽  
Michael E. Schoeny ◽  
JoEllen Wilbur ◽  
Lisa L. Barnes
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Cognitive Impairment ◽  
Growth Models ◽  
Cognitive Activity ◽  
Secondary Analysis ◽  
Interactive Effects ◽  
Clinical Evaluations ◽  
Cognitive Activities ◽  
Parallel Growth

Objective: The purpose of this secondary analysis was to test effects of interactions between accelerometer-measured physical activity and self-reported cognitive activity on cognition in older adults without cognitive impairment. Method: Participants were 742 older adults from the Rush Memory and Aging Project who completed annual clinical evaluations. A series of parallel growth models tested effects of interactions between physical activity and cognitive activity on cognition (global index, five domains) at Year 5, controlling for demographics, health factors, and corresponding cognition measures at Year 1. Results: Results were mixed, with significant physical and cognitive activity interactive effects for working and semantic memory. In models without interactions, higher physical and cognitive activities at Year 1 and less decline in cognitive activity over time were independently associated with better cognition at Year 5. Discussion: These findings may inform interventions that enhance physical and cognitive activities to prevent cognitive impairment in older adults.

scholarly journals Cognitive Activities During Adulthood Are More Important than Education in Building Reserve

2011 ◽  
Vol 17 (4) ◽  
pp. 615-624 ◽  
Author(s):  
Bruce R. Reed ◽  
Maritza Dowling ◽  
Sarah Tomaszewski Farias ◽  
Joshua Sonnen ◽  
Milton Strauss ◽  
...  
Keyword(s):  
Latent Variable ◽  
Life Experiences ◽  
Cognitive Activity ◽  
Lewy Bodies ◽  
Late Life ◽  
Cognitive Factors ◽  
Cognitive Domain ◽  
Residual Variance ◽  
Religious Orders ◽  
Cognitive Activities

AbstractCognitive reserve is thought to reflect life experiences. Which experiences contribute to reserve and their relative importance is not understood. Subjects were 652 autopsied cases from the Rush Memory and Aging Project and the Religious Orders Study. Reserve was defined as the residual variance of the regressions of cognitive factors on brain pathology and was captured in a latent variable that was regressed on potential determinants of reserve. Neuropathology variables included Alzheimer's disease markers, Lewy bodies, infarcts, microinfarcts, and brain weight. Cognition was measured with six cognitive domain scores. Determinants of reserve were socioeconomic status (SES), education, leisure cognitive activities at age 40 (CA40) and at study enrollment (CAbaseline) in late life. The four exogenous predictors of reserve were weakly to moderately inter-correlated. In a multivariate model, all except SES had statistically significant effects on Reserve, the strongest of which were CA40 (β = .31) and CAbaseline (β = .28). The Education effect was negative in the full model (β = –.25). Results suggest that leisure cognitive activities throughout adulthood are more important than education in determining reserve. Discrepancies between cognitive activity and education may be informative in estimating late life reserve. (JINS, 2011, 17, 615–624)

scholarly journals Developing Cognitive Activities of Primary School Students based on an Innovative Approach

2021 ◽  
Vol 8 (10) ◽  
pp. 236
Author(s):  
Mahfuza Abbosovna Gafurova
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Learning Objectives ◽  
Innovative Approach ◽  
Primary School Students ◽  
School Students ◽  
Research Activities ◽  
Different Types ◽  
Cognitive Activities ◽  
Teaching Of Mathematics

A teacher makes a logical observation of the problem based on his/her knowledge and experiences. Through reflecting the way of solving the problem, he/she makes a plan how to deal with the problem based on the feedback from the students and the results of the specific actions performed in the activities. Such research activities of students can give the expected results if they become a need to stimulate their cognitive activity. Therefore, solving different types of problems, changing the form of problems on the conditions and applying thinking operations serve as a means of shaping the interest of students in learning. The article describes the essence of the interest in learning, the specifics of the main stages of its development, shows that the teaching of mathematics is related to the learning objectives, describes ways and means of developing an interest in learning.

scholarly journals The Concept of LERNEN as a Cognitive Dominant of the Educational Discourse (Based on the Material of German Language Textbooks)

2020 ◽  
Vol 162 (5) ◽  
pp. 224-238
Author(s):  
V.E. Shukman ◽  
◽  
S.I. Dubinin ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Students ◽  
Conceptual Analysis ◽  
Foreign Languages ◽  
Elementary Level ◽  
German Language ◽  
Structural Components ◽  
Main Method ◽  
Educational Discourse ◽  
Language Textbooks

Comparative analysis of the specifics of representation of the concept of LERNEN as a cognitive dominant of the educational discourse in the modern German language textbooks of elementary level for foreigners was carried out. The aim of this research is to identify lexical elements marking the educational discourse of Germany and verbalizing the concept of LERNEN in the textbooks. In line with this aim, the following tasks were set: to reveal and categorize lexical elements representing the concept of LERNEN in all structural components of the selected textbooks; to quantify the revealed representatives and show their relations graphically; to perform both qualitative and comparative analysis of the representatives of the thematic groups of each textbook separately and in comparison with each other. The main method used during the research was conceptual analysis of the educational discourse on the basis of the textbooks of elementary level. The obtained results demonstrate that the representatives of the concept of LERNEN can be divided into 13 thematic groups. Their quantitative ratio was established on the basis of the textbooks. The thematic groups with a predominant number of representatives were determined. All lexical elements representing the concept of LERNEN were qualitatively investigated and their positions in the educational discourse were established. We found the ways of representing the concept of LERNEN as a large and crucial cognitive dominant and marking it with the help of the studied representatives associated with not only the modern educational discourse in the field of foreign languages learning, but also with the educational policy of Germany in general, which is highly relevant because of the high attraction and active influx of foreign students, tourists, and migrants to Germany. The results obtained are of great importance for further research of the cognitive basis of modern German language textbooks.

scholarly journals Efficacy of a Self-Help Web-Based Recovery Training in Improving Sleep in Workers: Randomized Controlled Trial in the General Working Population (Preprint)

2019 ◽  
Author(s):  
Doerte Behrendt ◽  
David Daniel Ebert ◽  
Kai Spiegelhalder ◽  
Dirk Lehr
Keyword(s):  
Indirect Effect ◽  
Cognitive Activity ◽  
Working Population ◽  
Web Based ◽  
Sleep Complaints ◽  
Work Related ◽  
Randomized Controlled ◽  
Self Help ◽  
Cognitive Activities ◽  
Insomnia Severity

BACKGROUND Sleep complaints are among the most prevalent health concerns, especially among workers, which may lead to adverse effects on health and work. Internet-delivered cognitive behavioral therapy for insomnia (iCBT-I) offers the opportunity to deliver effective solutions on a large scale. The efficacy of iCBT-I for clinical samples has been demonstrated in recent meta-analyses, and there is evidence that iCBT-I is effective in the working population with severe sleep complaints. However, to date, there is limited evidence from randomized controlled trials that iCBT-I could also be an effective tool for universal prevention among the general working population regardless of symptom severity. Although increasing evidence suggests that negatively toned cognitive activity may be a key factor for the development and maintenance of insomnia, little is known about how iCBT-I improves sleep by reducing presleep cognitive activity. OBJECTIVE This study aimed to examine the efficacy of a self-help internet-delivered recovery training, based on principles of iCBT-I tailored to the work-life domain, among the general working population. General and work-related cognitive activities were investigated as potential mediators of the intervention’s effect. METHODS A sample of 177 workers were randomized to receive either the iCBT-I (n=88) or controls (n=89). The intervention is a Web-based training consisting of six 1-week modules. As the training was self-help, participants received nothing but technical support via email. Web-based self-report assessments were scheduled at baseline, at 8 weeks, and at 6 months following randomization. The primary outcome was insomnia severity. Secondary outcomes included measures of mental health and work-related health and cognitive activity. In an exploratory analysis, general and work-related cognitive activities, measured as worry and work-related rumination, were investigated as mediators. RESULTS Analysis of the linear mixed effects model showed that, relative to controls, participants who received iCBT-I reported significantly lower insomnia severity scores at postintervention (between-group mean difference −4.36; 95% CI −5.59 to − 3.03; Cohen <italic>d</italic>=0.97) and at 6-month follow-up (between-group difference: −3.64; 95% CI −4.89 to −2.39; Cohen <italic>d</italic>=0.86). The overall test of group-by-time interaction was significant (<italic>P</italic>&lt;.001). Significant differences, with small-to-large effect sizes, were also detected for cognitive activity and for mental and work-related health, but not for absenteeism. Mediation analysis demonstrated that work-related rumination (indirect effect: a<sub>1</sub>b<sub>1</sub>=−0.80; SE=0.34; 95% boot CI −1.59 to −0.25) and worry (indirect effect: a<sub>2</sub>b<sub>2</sub>=−0.37; SE=0.19; 95% boot CI −0.85 to −0.09) mediate the intervention’s effect on sleep. CONCLUSIONS A self-help Web-based recovery training, grounded in the principles of iCBT-I, can be effective in the general working population, both short and long term. Work-related rumination may be a particularly crucial mediator of the intervention’s effect, suggesting that tailoring interventions to the workplace, including components to reduce the work-related cognitive activity, might be important when designing recovery interventions for workers. CLINICALTRIAL German Clinical Trials Register DRKS00007142; https://www.drks.de/DRKS00007142

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