scholarly journals Verbal realization of „FAILURE” and „НЕВДАЧА” concepts in contemporary American and Ukrainian fiction pieces: perception-cognitive and regulatory aspects

Author(s):  
V. I. Kalinichenko ◽  

The article describes the features of the perception-cognitive and regulation macrostructure components of the FAILURE and НЕВДАЧА concepts in the epidigmatic plane on the basis of the text pieces selected from modern American and Ukrainian fiction. The analysis of these components of the concepts under consideration is carried out in the framework of the semantic cognitive approach by performing the cognitive interpretation procedure of the text pieces, the results of which have been used for formulating semantic cognitive features that constitute the perception-cognitive and regulation layers of the concept. The specificity of the regulatory aspect of understanding the essence of failure by the bearers of American and Ukrainian linguistic consciousness is clarified due to the semantic cognitive features that structure the regulatory zone of the concept macrostructure and update the strategies of the value and target block of the individual in the context of failure. It has been found that in the epidigmatic plane, in the process of conceptualizing failure by American and Ukrainian speakers, perceptual receptors dominate cognitive-mental thought projections. The visual analyzer is the most effective for the bearers of the American and Ukrainian linguistic consciousness in the context of sensory reflection of the failure category, the sound, taste, smell and tactile receptors are less effective. Cognitive subcomponents of the FAILURE and НЕВДАЧА concepts are structured due to vital and floromorphic metaphorical images; zoomorphic and aeromorphic images for the FAILURE concept as well as religious, aquamorphic and subject images for the НЕВДАЧА concept are considered nationally specific. The regulation zone of the FAILURE concept is significantly larger than the similar НЕВДАЧА concept zone, so for Ukrainian speakers rules and guidelines that help regulate areas covering the conceptual nature of failure are more important in understanding the failed outcome of action than for American ones.

1999 ◽  
Vol 20 (1) ◽  
pp. 27-44
Author(s):  
Tom A. B. Snijders

Social capital has become quite a popular concept in the sociological and economic literature, and even in the general press. Scientific investigations using this concept have measured it, however, usually in rather ad hoc fashions. In this paper I discuss possible approaches that could be followed to measure the social capital of individuals. What kind of questions should be posed to the individual, and how should these questions be aggregated to a measure of his or her social capital? The discussion in this paper is of a conceptual nature and does not go up to the concrete questions to be asked.


Author(s):  
Aubrey Hibajene Mweemba ◽  
John McClain, Jr ◽  
Beverley Harris ◽  
Enid F. Newell-McLymont

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.


2018 ◽  
Vol 47 ◽  
pp. 9-25 ◽  
Author(s):  
Adam R. Szromek

Purpose. The aim of the article is to try to integrate the structure of a spa product and business model of the spa sector, with particular emphasis on the value proposition for the client perceived through the prism of the core benefits in the spa product. Method. Through critical analysis of the literature, the work cites key categories of value configuration and examples for the sector of spa enterprises, and then relates this knowledge to the issue of the structure of a spa product. Findings. As a result of the discussed discussions, a schema of a spa product was developed, with particular emphasis on the core of the product, the actual, extended and potential product, and components of the business model. Research and conclusions limitations. The weakness of the conducted research is their generalization, which although it is intended, paradoxically does not take into account the individual specifics of individual spa plants and the type of spa raw material used in them (salt, peloids, thermal and brine). Practical implications. The article provides a diagram of a spa product integrated with the business model. Originality. Until now, the values for the spa client have not been characterized. The work fills the gap in the core of the spa product in the context of the business model. Type of paper. The work is of a conceptual nature based on literature review and market cases.


2015 ◽  
Vol 28 (33) ◽  
pp. 81-88
Author(s):  
Tatyana V. Romanova

The paper examines the impact of Hermann Paul’s ideas on the development of anthropocentric cognitive linguistics in Russia and Europe. The anthropocentric and pragmatic approaches to the study of language, related, in particular, to the consideration of language as “the language of the individual” and a product of personal experience, were formulated by the German linguist Hermann Paul (1846-1921) in his Principles of the History of Language (1920). In this important work, Paul argues that language development is driven by subjective, psychological factors, acknowledging the Man’s central role in the learning process (anthropocentrism). Viewing Paul’s position from the vantage point of modern linguistics, the article seeks to establish the rightness of the cognitive school in linguistics, provides a brief overview of Paul’s key ideas and concludes that he anticipated and formulated the main principles of the cognitive approach to language, namely: language as a product of individual experience, the role of individual notions in forming a word’s meaning, analogy as a mechanism of language acquisition, metaphor as a mechanism of learning and the connection of language with other mental processes.


2021 ◽  
Author(s):  
Н. В. Козловская

В статье использован когнитивный подход к терминологии, в рамках которого термин рассматри-вается как компонент динамической модели языка для специальных целей, диалектически сочетаю-щий в себе стабильную знаковую форму и постоянное переосмысление содержание. Содержатель-ное варьирование термина обусловлено сложностью семантики термина, а также диалектическим характером познания.Цель статьи – выявить и лингвистически обосновать различия в понятийном наполнении тер-мина космизм в разных областях знания. Для решения этой научной задачи произведен анализ контекстуальных определений и выявлены элементы сходства и различия в функционировании и содержании термина в разных типах дискурсов: религиозно-философском, философском, есте-ственнонаучном и литературно-художественном. Сопоставление содержательного наполнения тер-м\xD0\xB8на космизм в языках для специальных целей показало, что в философии термин космизм может включать исторический и субъективный компоненты значения, отражающие развитие философ-ской мысли в рамках направления или индивидуального мировоззрения (космизм в древнегреческой философии, космизм Спинозы, поздний космизм, космизм Н. А. Бердяева).Изменение содержательной структуры термина в философском дискурсе не затрагивает понятий-ного ядра, включающего базовые слоты, сохраняющиеся во всех без исключения терминосистемах. Однако организация этих слотов и содержательная связь между ними может быть разной: в боль-шинстве концепций это преобладание вселенского (космического) начала над индивидуальным, од-нако в авторской терминосистеме Н. А. Бердяева происходит выбор и замена слота ‘подчинение’ на ‘равенство’. Это свидетельствует о том, что космизм – полиинтерпретируемый философский термин, дефинитивная вариантность которого определяется конкретной философской терминосистемой, в том числе авторской. Термин может использоваться в широком (философское понимание кос-мизма) и узком (естественнонаучное понимание космизма в трудах К. Э. Циолковского, В. И. Вер-надского и др.) значениях. За пределами философского дискурса термин активно используется как литературоведческое понятие, обозначающее различные виды поэтического мировоззрения (кос-мизм Ф. И. Тютчева, космизм С. А. Есенина). Кроме того, термин космизм как название направления пролетарской поэзии, является частью закрытой терминосистемы, существовавшей в 1918–1925 гг. (творчество поэтов Пролеткульта).Все эти интерпретационные варианты объединены общим сигнификативным компонентом зна-чения, включающим базовые компоненты: Человек, Вселенная, способ взаимосвязи между ними. Экстралингвистически содержательная вариантность термина обусловлена движением научной мысли и вектором духовного развития, лингвистически – перегруппировкой и добавлением слотов в фреймовую структуру термина.Материалом исследования являются тексты, содержащие термин космизм. Терминофиксирующие источники (словари, энциклопедии) в ходе анализа не использовались, так как ни один источни\xD0\xBA такого типа не отражает явления содержательной вариантности термина в полной мере.The paper deals with the cognitive approach to terminology, according to which the term is considered as part of a dynamic language model for special purposes, which dialectically combines a stable sign form with constant rethinking of the meaning. The semantic variation of the term is caused by both the complexity of the term’s semantics and the dialectical character of cognition.The research is aimed at the revelation and linguistic substantiation of the differences in the conceptual contents the term cosmism demonstrates in different branches of knowledge. In order to solve the above-mentioned scientific task, the contextual definitions of the term are analyzed and the similarities and differences in the functioning and meaning of the term are revealed depending on different discourse types such as the religious-philosophical, philosophical, natural-science as well as literary and art discourse. The comparison of the conceptual meanings of the term cosmism in languages for special purposes has shown that cosmism as a philosophical term can comprise historical and subjective semantic components which reflect the development of philosophical thought within the framework of a certain movement or of an individual world view (cosmism in Ancient Greek philosophy, Spinoza’s cosmism, the late cosmism, Berdyaev’s cosmism).The transformation of the term’s semantic structure in philosophical discourse does not affect the conceptual meaning including the basic slots which remain preserved in all systems of terminology without exception. However, the slot structure and the semantic connection between them may be different: in most conceptions, the universal, or cosmic, principle prevails over the individual one, while in Berdyaev’s individual terminology, a term selection can be observed and the slot ‘subordination’ is replaced through the slot ‘equality’. This statement is the evidence of the fact that cosmism is a variously interpreted philosophical term whose definitive variation is determined by a certain philosop hical term system, including the one of an individual author.The term can be interpreted in a broad sense (the philosophical understanding of cosmism) and a narrow sense (the natural-science understanding of cosmism in Tsiolkovsky’s and Vernadsky’s works). Beyond the philosophical discourse, the term is frequently used as a concept in the study of literature, where it denotes different types of poetic worldview (Tyutchev’s cosmism, Esenin’s cosmism). Besides, the term cosmism belongs to the closed term system as a denomination for the Proletarian poetry movement in the years 1918–1925 (the works of Proletkult poets).The above-mentioned interpretational variants are united by a common significant semantic component which includes the basic semes: the Human, the Universe, and the way of intercommunication between them. From an extralinguistic point of view, the semantic variation of the term is determined by a current of scientific thought and a trend for spiritual development, while linguistically it is caused by the rearrangement and addition of slots into the term’s frame structure.The research is based on texts which contain the term cosmism. Sources containing the lexicographic representation of the term (like dictionaries or encyclopedias) have not been used for the purpose of analysis since there is no source of such kind that would be able to fully reflect the semantic variation of the term.


Author(s):  
Sami khatar Almazroai, Ali Sharaf Almosawi, Zainab Mohammed

This study aims to find out the effect of the interaction between the collaboration pattern (individual- group) and the cognitive approach (independent/ dependent) on the cognitive field in the flipped classroom environment on improving grade 9 basic education students’ academic achievement in IT in the Sultanate of Oman. The researchers used the developmental approach (descriptive analytical and semi-experimental approach). The following two tools were used: The achievement test (pre/ post) to measure the achievement and the Embedded Figures Test to classify the (independent/ dependent) students on the cognitive field. The study consists of (119) female students of grade 9 basic education in the South Al Batinah Governorate in Sultanate of Oman, and they were divided into four experimental groups. The results of the research showed that the four groups in the post achievement test in IT subject were as follows: experimental (1) studied using the individual collaboration pattern (student/ teacher) and their cognitive style are independent of the cognitive field, they got an average (55.87). And experimental (2) studied using the individual collaboration pattern (student/ teacher) and their cognitive style is dependent on the cognitive field, they got an average (50.40). Whereas the experimental (3) that studied using the group collaboration pattern (students/ teacher) and their cognitive style are independent of the cognitive field an average (50.35). The experimental (4) students who studied using the group collaboration pattern (students/ teacher) and their cognitive style are dependent of the cognitive field an average of (59.14), although there are slight differences; however, it is not statistically significant at the level (α≤05,0) between the averages of the degrees of all four groups. Researchers believe that this is due to the primary effect of the difference in the cognitive style (independence versus dependence on the cognitive field) in the flipped class environment. And there is an effect of interaction between the collaboration pattern (individual- group) and the cognitive approach in the flipped classroom on the academic achievement. Based on the results, a set of recommendations and proposals were presented to activate the flipped classroom strategy and conduct subsequent research. In addition to a project plan to benefit from the research results.


Author(s):  
Анджело Витторио Бенелли ◽  
Лана Николаевна Бенелли ◽  
Алла Львовна Рассказова

Обсуждаются проблемы понимания причин иррационального поведения личности через призму когнитивного подхода: обосновывается влияние искаженных когнитивных схем на формирование иррациональных убеждений и установок, лежащих в основе неадаптивного поведения. Описываются детерминанты поведения человека в обществе через парадигму когнитивных схем. Рассматривается возможность изучения искаженных когнитивных схем личности через выявление психологических процессов, на которых основывается восприятие и принятие человеком решений. Делается предварительный вывод о том, что иррациональное поведение имеет социально-психологическую природу, в большинстве случаев обусловлено попыткой преодоления чувства субъективного эмоционального неблагополучия и обусловлено сложившимися у личности искаженными когнитивными схемами. The article discusses the problems of understanding the causes of irrational behavior of a person through the prism of a cognitive approach: the influence of distorted cognitive schemes on the formation of irrational beliefs and attitudes underlying maladaptive behavior is justified. The article describes the determinants of human behavior in society through the paradigm of cognitive schemes. We consider the possibility of studying distorted cognitive patterns of the individual through the identification of psychological processes on which the perception and decision-making of a person is based. The article makes a preliminary conclusion that irrational behavior has a socio-psychological nature, in most cases it is caused by an attempt to overcome a sense of subjective emotional distress and is caused by the distorted cognitive patterns that have developed in the individual.


Author(s):  
Álvaro Muelas Plaza

Abstract.Currently, there is a major social concern for the academic performance of Spanish students . The results obtained in the recent PISA (2013 ) report , it is seen as 15-year Spanish students in the areas of math , reading and science are below the average of the countries that comprise the OECD. Given this scenario , it should reflect together on how to improve these results . There are many variables that can influence . Of these, the degree of relationship between teachers and students is a clearly influential variable in all performance. It is therefore vital that teachers possess adequate skills , not to be the protagonist of student learning , but to be that guide learning in a cognitive approach , where the teacher helps the student to think of a so critical, creative and meaningful. As it is relevant that students submit adequate learning strategies when they are in the stage of secondary education , as they are one of the variables that influence their academic performance within the competencies required of all educators teach in secondary education should emphasize knowledge and daily work of learning strategies , being a fundamental aspect of all teaching. For this circumstance , the present communication , it aims to sensitize the educational community of the importance for the future of our students that teachers learn these strategies in a profound way. Learning strategies should be understood as mental activities employed by the individual in a particular learning situation to facilitate the acquisition of knowledge. Therefore, the teacher must at all times seek to “learn to learn” by the student , where it can help the student to know and to carry out its “action plan “ for achieving the academic goals set.Keywords: learning strategies, constructivism , interpersonal competence, learning to learn.Resumen.En la actualidad, existe una gran preocupación social por el rendimiento académico de los estudiantes españoles. En los resultados obtenidos en el reciente Informe PISA (2013), se aprecia como alumnos españoles de 15 años, en las áreas de matemáticas, comprensión lectora y ciencias, están por debajo de la media de los países que componen la OCDE. Ante este escenario, se debe reflexionar conjuntamente sobre cómo se pueden mejorar estos resultados. Son muchas las variables que pueden influir. De todas ellas, el grado de relación existente entre docentes y estudiantes es una variable claramente influyente en todo rendimiento. Por ello, es de vital importancia que el docente posea unas adecuadas competencias, no para ser el protagonista del aprendizaje del alumno, sino para ser guía de dicho aprendizaje, dentro de un enfoque cognitivista, en donde el profesor ayude al alumno a pensar de un modo crítico, creativo y significativo . Al igual que resulta relevante que los estudiantes presenten unas adecuadas estrategias de aprendizaje cuando se encuentran en la etapa de educación secundaria, ya que son una de las variables que más influyen en su rendimiento académico, dentro de las competencias que deben presentar todos los educadores que imparten docencia en educación secundaria, debe destacar el conocimiento y trabajo diario de las estrategias de aprendizaje, siendo un aspecto fundamental en toda labor docente. Por esta circunstancia, la presente comunicación, lo que pretende es concienciar a la comunidad educativa de la importancia que tiene para el futuro de nuestros estudiantes el que los docentes conozcan dichas estrategias de un modo profundo. Las estrategias de aprendizaje se deben entender como las actividades mentales empleadas por el individuo, en una situación particular de aprendizaje, para facilitar la adquisición de su conocimiento. Por ello, el profesor debe buscar en todo momento un “aprende a aprender” por parte del estudiante, en donde se pueda ayudar al alumno a conocer y a llevar a cabo su ”plan de acción” para conseguir los objetivos académicos propuestos.Palabras Clave: estrategias de aprendizaje, constructivismo, competencia interpersonal, aprender a aprender.


2019 ◽  
Vol 7 (6) ◽  
pp. 481-485
Author(s):  
Ilvira R. Galiulina ◽  
Alexandr V. Spiridonov ◽  
Iana A. Byiyk

Purpose: This study was conducted in the framework of the anthropocentric direction with elements of the cognitive approach. Based on the concept of Yuriy M. Lotman, who asserts that a literary text is a model of reality, it verbally represents real components that structure the real world and ideal components. The purpose of this article is to identify the characteristics of the representation of the linguistic image of the concept “night” in the poetry of Afanasy A. Feta as a fragment of the Russian language picture of the world. Methodology: For this purpose, the extralinguistic conditions of the formation of the discursive space of Afanasy A. Fet's poetic texts are analyzed. The theoretical literature on the picture of the world and the poetic text are studied. The peculiarities of the linguistic concept image as a complex and multidimensional education are revealed. The paper also reveals the method of continuous sampling on the material of collections of poems by Afanasy A. Fet compiled a card index of poems about the night (187 poetic texts). Result: The rating of the frequency of language units is determined: night, moon, star, dawn; the ways of representing the linguistic image-concept “night” through the prism of the author purely individual consciousness have been revealed. The peculiarities of the verbalization of the linguistic image of the concept “night” in the composition of graphic-expressive means are determined. The study made it possible to conclude the picture of the world of the poet Afanasy A. Fet is a unique version of the individual picture of the world that has enriched the “concept-sphere” of the Russian language. The individual picture of the world of the lyrics is presented in his poetic texts, the complexity of the study of which lies in the fact that they are pointed out such features as emotionality, fragmentation, phatic imagery. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Peculiarities of a Verbal Representation of a Conceptual Language Image “Night” in the Poetic Texts of Afanasy Afanasyevich Fet is presented in a comprehensive and complete manner.


Studia Humana ◽  
2016 ◽  
Vol 5 (4) ◽  
pp. 64-73
Author(s):  
Konrad Szocik

Abstract Cognitive approach towards the study of religion is a good and promising way. However, I think that this approach is too narrow and it would be better to use some basic concepts of CSR as a starting point for further, not cognitive explanation of religious. I suppose that religious beliefs should be explained also by their pragmatic functions because they were probably always associated with some pragmatic purposes at the group or at the individual levels. To develop further this last approach, the good explanatory way is the evolutionary study of religion.


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