scholarly journals Applying Metacognitive Theory in Teaching Vietnamese Reading Skills to Foreign Students

2020 ◽  
Vol 3 (2) ◽  
pp. p85
Author(s):  
Nguyen Thi Hong Chuyen
Keyword(s):  
Cognitive Processes ◽  
Foreign Students ◽  
Cognitive Process ◽  
Reading Skills ◽  
Training Process ◽  
Thinking Process ◽  
New Perspective

Since the late 1970s, the term “metacognition” has been used to generalize the thinking process of each individual in his or her own thinking. Theoretical contents of metacognition such as: understanding knowledge and thinking of oneself; monitoring and evaluating their cognitive processes; trying to adjust the cognitive process when solving problems... have brought a new perspective in teaching to promote the role of learners and make the process of learning turn the training process into self-training process. Within the scope of this article, we introduce briefly metacognitive theory in teaching Vietnamese reading skillto foreign students.

scholarly journals Runing ahead: Pensamiento divergente y sus dimensiones: ¿De qué hablamos y qué evaluamos?

2016 ◽  
Vol 33 (1) ◽  
pp. 40 ◽  
Author(s):  
Carmen Ferrándiz García ◽  
Mercedes Ferrando ◽  
Gloria Soto ◽  
Marta Sainz ◽  
María Dolores Prieto
Keyword(s):  
Factor Analysis ◽  
Public Schools ◽  
Confirmatory Factor Analysis ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Divergent Thinking ◽  
Font Size ◽  
Creative Imagination ◽  
Confirmatory Factor

<span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: ZH-CN; mso-ansi-language: ES-TRAD; mso-bidi-language: AR-SA;" lang="ES-TRAD">This paper examines the role of latent cognitive process and the contents of task (verbal and figural) in divergent thinking. </span><span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: ZH-CN; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA;" lang="EN-GB">The sample was composed of 260 students, attending different public and semi-public schools in the Murcia Region (Spain), with ages ranging from 8 to 15 years old. Creativity was assessed with the Torrance Test of Creativity Thinking (TTCT) and the Test of Creative Imagination (PIC). Results suggest that, even though both tests are based on the psychometric approach and Guilford´s theory of creativity, their scores are not significantly correlated. Results from confirmatory factor analysis suggest two independent factors (one for each test), more related to tasks’ demands and contents than with the cognitive processes traditionally considered in the definition and measurement of creativity. </span>

scholarly journals Neurocognitive Psychometrics of Intelligence: How Measurement Advancements Unveiled the Role of Mental Speed in Intelligence Differences

2020 ◽  
Vol 29 (2) ◽  
pp. 140-146 ◽  
Author(s):  
Anna-Lena Schubert ◽  
Gidon T. Frischkorn
Keyword(s):  
Individual Differences ◽  
Cognitive Processes ◽  
Executive Control ◽  
Processing Speed ◽  
Cognitive Process ◽  
Functional Organization ◽  
Reaction Times ◽  
Order Processing ◽  
The Relationship

More intelligent individuals typically show faster reaction times. However, individual differences in reaction times do not represent individual differences in a single cognitive process but in multiple cognitive processes. Thus, it is unclear whether the association between mental speed and intelligence reflects advantages in a specific cognitive process or in general processing speed. In this article, we present a neurocognitive-psychometrics account of mental speed that decomposes the relationship between mental speed and intelligence. We summarize research employing mathematical models of cognition and chronometric analyses of neural processing to identify distinct stages of information processing strongly related to intelligence differences. Evidence from both approaches suggests that the speed of higher-order processing is greater in smarter individuals, which may reflect advantages in the structural and functional organization of brain networks. Adopting a similar neurocognitive-psychometrics approach for other cognitive processes associated with intelligence (e.g., working memory or executive control) may refine our understanding of the basic cognitive processes of intelligence.

scholarly journals The Development of Scientific Reasoning in Medical Education: A Psychological Perspective

2016 ◽  
Vol 89 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Daniela Luminita Barz ◽  
Andrei Achimaș-Cadariu
Keyword(s):  
Medical Education ◽  
Cognitive Processes ◽  
Scientific Inquiry ◽  
Cognitive Process ◽  
Scientific Reasoning ◽  
Psychological Perspective ◽  
Theoretical Perspectives ◽  
Underlying Mechanisms ◽  
Problem Solving Process

Scientific reasoning has been studied from a variety of theoretical perspectives, which have tried to identify the underlying mechanisms responsible for the development of this particular cognitive process. Scientific reasoning has been defined as a problem-solving process that involves critical thinking in relation to content, procedural, and epistemic knowledge. The development of scientific reasoning in medical education was influenced by current paradigmatic trends, it could be traced along educational curriculum and followed cognitive processes. The purpose of the present review is to discuss the role of scientific reasoning in medical education and outline educational methods for its development.Current evidence suggests that medical education should foster a new ways of development of scientific reasoning, which include exploration of the complexity of scientific inquiry, and also take into consideration the heterogeneity of clinical cases found in practice.

scholarly journals Cerebellar Coordination of Neuronal Communication in Cerebral Cortex

2022 ◽  
Vol 15 ◽  
Author(s):  
Samuel S. McAfee ◽  
Yu Liu ◽  
Roy V. Sillitoe ◽  
Detlef H. Heck
Keyword(s):  
Cognitive Function ◽  
Cognitive Processes ◽  
Closed Loop ◽  
Neuronal Communication ◽  
Reciprocal Interactions ◽  
Specific Manner ◽  
Cortical Association Areas ◽  
New Perspective ◽  
New Evidence

Cognitive processes involve precisely coordinated neuronal communications between multiple cerebral cortical structures in a task specific manner. Rich new evidence now implicates the cerebellum in cognitive functions. There is general agreement that cerebellar cognitive function involves interactions between the cerebellum and cerebral cortical association areas. Traditional views assume reciprocal interactions between one cerebellar and one cerebral cortical site, via closed-loop connections. We offer evidence supporting a new perspective that assigns the cerebellum the role of a coordinator of communication. We propose that the cerebellum participates in cognitive function by modulating the coherence of neuronal oscillations to optimize communications between multiple cortical structures in a task specific manner.

scholarly journals Thinking About Behavior: Perspective on Meta-Behavior in Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Muhammad Syawal Amran ◽  
Suriana Mohd Zain ◽  
Khairul Azhar Jamaludin ◽  
Shahlan Surat
Keyword(s):  
Cognitive Processes ◽  
Current Knowledge ◽  
Daily Life ◽  
Metacognitive Skills ◽  
The Past ◽  
Behavioral Theories ◽  
Depth Analysis ◽  
Thinking Process ◽  
New Perspective ◽  
The Mind

Studies on metacognitive skills have started in the past 30 years and cover various fields, including education. In general, metacognitive skills refer to awareness and monitoring cognitive processes and their ability to sharpen the mind enhancement process. However, much attention has been given to metacognition alone and less focusing on its manifestation in behaviors. Thus, this study aims to conceptualize how metacognitive concepts can be adapted in the context of behaviors. In achieving this, an in-depth analysis of relevant behavioral theories and metacognitive models was conducted. The proposed conceptual framework, named the meta-behavior framework, underscores the importance of the thinking process before an individual engages in action. Undoubtfully, this skill is vital in influencing an individual to plan, monitor and evaluate his/her actions in daily life. In short, the proposed framework is essential in expanding the current knowledge terrain on psychology, which specifically provides a new perspective in understanding how the thinking process determines behavior.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

The role of social and cognitive processes in children's adjustment to community violence.

1998 ◽  
Vol 66 (1) ◽  
pp. 199-209 ◽  
Author(s):  
Wendy Kliewer ◽  
Stephen J. Lepore ◽  
Deborah Oskin ◽  
Patricia D. Johnson
Keyword(s):  
Community Violence ◽  
Cognitive Processes ◽  
Children's Adjustment ◽  
Children’S Adjustment

Is a snake scarier than a gun? The ontogenetic–phylogenetic dispute from a new perspective: The role of arousal.

Emotion ◽  
2019 ◽  
Vol 19 (4) ◽  
pp. 726-732 ◽  
Author(s):  
Andras Norbert Zsido ◽  
Anita Deak ◽  
Laszlo Bernath
Keyword(s):  
New Perspective

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

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