scholarly journals Application of modern methods for diagnosing the intellectual abilities of students in identifying of giftedness

2021 ◽  
Vol 10 (4) ◽  
pp. 85-96
Author(s):  
S.S. Ermakov
Keyword(s):  
Standardized Tests ◽  
Cognitive Abilities ◽  
Developmental Psychology ◽  
Practical Application ◽  
School Students ◽  
Intellectual Abilities ◽  
Assessment Of Intelligence ◽  
Intelligent Diagnostics ◽  
Intellectual Giftedness

The development and study of methods of diagnostics of intellectual abilities, as well as analysis of the possibilities of practical application of the results of IQ tests are currently urgent tasks in the field of educational and developmental psychology, as well as in a relatively new field - cognitive neuroscience. The data of intellectual tests in a generalized form are used in various areas of practical activity: to assess the results and forecast in the teaching of schoolchildren and students, to identify the age dynamics of the development of intelligence, to assess lots of factors that affect the formation of intellectual abilities, etc. In particular, the assessment of intelligence using standardized tests, for which modern norms have been obtained, is needed as one of the methods of identifying intellectual giftedness of secondary school students. Investigations on defining the role of g-factor in the development of other cognitive abilities and its relationship with academic achievement are also actual. The article provides an overview of modern research on the role of intelligent diagnostics in identifying giftedness and in predicting high professional achievements. The analysis of the connections between general intelligence and cognitive and non-cognitive abilities is carried out and the value of the IQ indicator for the realization of the personal potential in creative activity is considered. The modern standardization, the norms of intelligence tests and their effectiveness in the task of intellectual giftedness are discussed.

The Learning Dialogue As a Tool to Educate Primary School Students (by the example of “The Basics of Religious Cultures and Secular Ethics” Course)

2015 ◽  
Vol 3 (4) ◽  
pp. 3-9
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
School Students ◽  
Communicative Skills ◽  
Intellectual Abilities ◽  
Secular Ethics ◽  
Ethics Course ◽  
Religious Cultures ◽  
School Roles

The paper concerns one of the active methods to educate primary school children, namely, the learning dialogue. The features of this learning method, considered as a higher-priority tool for teaching the Basics of Religious Cultures and Secular Ethics at primary school are examined. Ways to learn curriculum materials are described, while it is stated that application of the said ways of learning helps to enhance the role of learning dialogue in establishing school roles as well as in shaping the students’ educational activities and encourage them to develop their intellectual abilities and communicative skills.

Epilogue

2020 ◽  
pp. 266-276
Author(s):  
David F. Bjorklund
Keyword(s):  
Human Evolution ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Developmental Psychology ◽  
Developmental Timing ◽  
Great Ape ◽  
Fourth Section ◽  
Development And Evolution

The final chapter summarizes the major themes of this book, loosely following the content of Chapters 1 through 7. The first section highlights the principles and assumptions of evolutionary developmental psychology, emphasizing that adaptations occurred at all life stages, not just in adults. The second section emphasizes the role of plasticity in both development and evolution, noting that plasticity is greatest early in life. This is followed by a section focusing on the role of timing in evolution, especially genetic-based differences in developmental timing, or heterochrony, with neoteny being especially important for human evolution. The fourth section examines the claim that humans are a neotenous species, as seen in aspects of its physical, behavioral, and cognitive development/evolution. The fifth section examines human hypersociality as being due to modification of great ape ontogeny into unique human social-cognitive abilities, followed by a look at evolutionary mismatches particular to specific stages of life.

scholarly journals The role of phonological awareness in reading comprehension

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 590-600 ◽  
Author(s):  
Maria Silvia Cárnio ◽  
Jéssica Sales Vosgrau ◽  
Aparecido José Couto Soares
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Public Schools ◽  
Phonological Awareness ◽  
Standardized Tests ◽  
Elementary School Students ◽  
School Students ◽  
Reading And Writing ◽  
Informed Consent Form

ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

scholarly journals Influence of Chess and Sudoku on Cognitive Abilities of Secondary School Students

2019 ◽  
Vol 7 (1) ◽  
pp. 27-34
Author(s):  
Sijji Jose ◽  
Remya Abraham
Keyword(s):  
Cognitive Abilities ◽  
Learning Experience ◽  
Rapid Change ◽  
Survey Method ◽  
School Students ◽  
Statistical Measures ◽  
Cognitive Abilities Test ◽  
Chess Players ◽  
Descriptive Survey

The concept of learning and education is undergoing a rapid change. Learning has to be an enjoyable experience for the learners. Learning can be converted into a fun filled activity. Here, comes the role of games in the learning situations in classrooms. Children of all age love playing games all the time. They will enjoy their learning experience if it is done through playing games. Games can be either physical or mental activities or both. The study is an attempt to find out the influence of Chess and Sudoku on cognitive abilities of school students of secondary level. The method chosen for the study is descriptive survey method. The sample for the study comprises of 350 students from various schools in Kottayam District. The statistical measures used for the study are mean, percentage, S.D, and t-test. It was found that Chess and Sudoku players scored high in cognitive abilities test than the non-players. Boys are more interested in playing Chess and Sudoku than girls. CBSE private schools have more players than Govt. aided schools. Also it was found that trained Chess players scored high in cognitive abilities test than the untrained players.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

ІНТЕРПРЕТАЦІЯ КАТЕГОРІЇ РОЗВИТКУ В СУЧАСНІЙ ПСИХОЛОГІЇ

1970 ◽  
Vol 8 (1) ◽  
pp. 22-30
Author(s):  
Анжеліка Шамне
Keyword(s):  
Cultural Context ◽  
Developmental Psychology ◽  
Structure And Dynamics ◽  
Modern Psychology ◽  
Development Site ◽  
Approaches To Study ◽  
Methodological Approaches ◽  
Self Motion

У статті розглянуто сучасні підходи до інтерпретації категорії розвитку, розкрито теоретичні  та методологічні підходи до вивчення категорії розвитку у сучасній психології, визначено її психологічний  зміст,   моделі,   структуру   та   динаміку.   Категорія   розвитку   розглядається   як   епіцентр   наукової  проблематики у психології та як поняття інтегративного типу. Розвиток проаналізовано як категорію,  явище і проблему психології розвитку в різних аспектах аналізу. Розглянуто місце розвитку в системі  споріднених психологічних понять. У статті також аналізуються психологічні аспекти теоретичних та  методологічних  постнекласичних  тенденцій  вивчення  природи,  характеру  та  визначення  психічного  розвитку. Постнекласична парадигма та плюралістична методологія пізнання визначають розмитість  дисциплінарної мови  та  врахування  ролі  соціокультурного  контексту  при  вивченні  психологічних явищ.  Важливими тенденціями сучасного теоретико-методологічного стану психологічних досліджень розвитку  також є визнання неефективності моністичного підходу до його вивчення, взаємозв'язок теоретичних ідей  та   спроби   створення   метатеоретичних   схем,   постнекласичне   розуміння   розвитку   як   принципово  незавершеного   процесу   саморуху,   актуалізація   антропологічного   діапазону   проблем   та   посилення  спрямованості на роль культурного контексту в дослідженні розвитку людини.  The article deals with the modern approaches to the interpretation of the category of development, reveals  the theoretical and methodological approaches to study of development in modern psychology, its psychological  content, patterns, structure and dynamics. Category of development is viewed as an epicenter of scientific issues in  modern  psychology  and  the  concept  of  the  integrative  type.  Category  of  development  is  considered  as  the  phenomenon  and  the  problem  of  developmental  psychology  in  various  aspects  of  the  analysis.  Analyzed  the  development site in the related psychological concepts. The article analyzes the psychological aspects of theoretical  and methodological postnonclassical contemporary trends in the study of nature, character, and determination of  mental  development.  Postnonclassical  paradigm  and  pluralistic  methodology  of  knowledge  determine  the  disciplinary blurring and increase of the role of the analysis of socio-cultural context in the study of psychological  phenomenon. The important tendencies of modern theoretical and methodological state of psychological researches  of development are facts of inefficiency of the monistic approach to its study, interconnection of theoretical ideas  and   attempts   of  creating   metatheoretical   schemes,   postnonclassical   understanding   of   development   as   a  fundamentally  uncompleted  process  of  self-motion,  actualization  of  anthropological  range  of  problems  and  strengthening of focus on the role of cultural context in research of human development.   

The Role of Interpersonal Communication in Students’ Self-control to Avoid Substance Abuse

2020 ◽  
Vol 5 (2) ◽  
pp. 84-94
Author(s):  
Ade Tuti Turistiati ◽  
Baby Poernomo
Keyword(s):  
High School Students ◽  
Drug Abuse ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Self Control ◽  
School Students ◽  
Qualitative Research Design

This study aims at answering the questions what causes many junior high school students fall into drug abuse, and what kind of treatment  must be done so that students have self-control and are not subject to drug abuse. This study employed a phenomenological approach of a qualitative research design.  In this study a semi-structured interview is used to understand how participants experienced the phenomenon. The research revealed that the interpersonal communication has a major role in students' self-control so as not to fall into drug abuse. This study contributes significantly to educational field particularly teachers in secondary schools so that it can be used as a reference to provide counseling to parents about the importance of interpersonal communication to build students’ self-control to prevent teens from falling into drug abuse.

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