scholarly journals Using LЕGО-technologies for the correction of misinformation among young schoolchildren because of the mental development

New Collegium ◽  
2021 ◽  
Vol 1 (103) ◽  
pp. 95-99
Author(s):  
I. Dorozhko ◽  
O. Malykhina ◽  
L. Turishcheva
Keyword(s):  
Mental Retardation ◽  
Scientific Work ◽  
Psychological Research ◽  
Mental Development ◽  
Thought Processes ◽  
Theoretical Substantiation ◽  
Correction Program

Scientific work contains an analysis of psychological research on the problem of thinking of younger schoolchildren with mental retardation. The characteristics of the types of construction are presented, a theoretical substantiation of the effectiveness of the correction of thinking in younger schoolchildren in the process of LEGO technologies is given, the influence of classes with a designer on the development of thought processes in younger students with mental retardation is revealed. A correction program for working with younger schoolchildren with mental retardation has been tested.

From Selz to Gigerenzer: A thought-psychological research history, which needs a Popperian, fallibilist theory of rationality to effectively develop

2017 ◽  
Vol 27 (4) ◽  
pp. 439-457 ◽  
Author(s):  
John Wettersten
Keyword(s):  
Philosophy Of Science ◽  
Empirical Studies ◽  
Psychological Research ◽  
Karl Popper ◽  
Thought Processes ◽  
Herbert Simon ◽  
Research History

Two sharply separated traditions in the philosophy of science and in thought psychology began with Otto Selz’s psychology. The first tradition began with Karl Popper; it has been developed by many others. The developers of the second tradition have included Julius Bahle, Adriaan de Groot, Herbert Simon, and Gerd Gigerenzer. The first tradition has ignored empirical studies of thought processes. The second tradition is widely based on Simon’s inductivist philosophy. The first tradition can be improved by integrating empirical studies of rationality into its research. The second tradition can be improved by replacing its inductivist assumptions with a fallibilist framework.

scholarly journals Η θεατρική αγωγή (το θεατρικό παιχνίδι) ως μέσο ενίσχυσης της αυτοαντίληψης και της αυτοεκτίμησης ατόμων τυπικής ανάπτυξης και ατόμων με ειδικές ανάγκες

2011 ◽  
Author(s):  
Ελευθερία Μπάκα
Keyword(s):  
Mental Retardation ◽  
Research Question ◽  
Physical Appearance ◽  
Self Esteem ◽  
Positive Influence ◽  
Mental Development ◽  
School Capacity ◽  
Place Of Residence ◽  
Self Perception ◽  
Intervention Programme

The main aim of this study is to research if a specially designed programme of Theatre Games would reinforce self-perception and self-esteem as regards students with typical mental development (aged 10 to 12) and students with mental retardation (aged 16-23). Particularly if the parameters of students’ self-perception: school capacity, athletic capacity, relations with people of the same age, physical appearance, conduct-behaviour and students’ self-esteem would be influenced by the intervention programme. Another research question was if teachers’ estimations would concur with the parents’, the students’ and the psychologist’s estimations. Furthermore, if the change of self-perception and self-esteem , through the programme of Theatre Games, would be influenced by the students’ individual differences: gender, mental development, place of residence, school of attendance.The programme of theatrical intervention included 12 meetings-workshops with Theatre Games. The questionnaire which was used for the estimation of self-perception and self-esteem (at the beginning and at the end of the programme) was “PATEM II” by Makri-Mpotsari (Greek edition of the questionaire by Harter) . During the programme Phil Jones Scale was used for the observation of the students’ participation in the Theatre Games.In the pilot study 40 students with typical mental development and 14 students with mental retardation participated. In the empirical research 230 students with typical mental development and 16 students with mental retardation participated. Four months after the end of the programme a check for the duration of the results took place and 33 students with typical mental development and 16 students with mental retardation participated. In the control groups 75 students with typical mental development and 16 students with mental retardation participated and between the first and the second estimation the time was the same but there was no theatrical intervention.As regards students with typical mental development, school capacity, relations with people of the same age, conduct-behaviour and students’ self-esteem are influenced positively. Teachers’, parents’, students’ estimations concur with each other. For these four variables the check for the duration show that the result of the positive influence does not have duration if the Theatre Games are not repeated. For the variable of the athletic capacity and the physical appearance only students see positive influence and especially for the physical appearance, they see a result with duration. Notable is that the results are independent from the class, the school, the place of residence, the gender.As regards students with mental retardation, the results show that relations with students of the same age, physical appearance, conduct-behaviour and self-esteem are influenced positively. For the first two variables the result has duration. For the other two if Theatre Games are not repeated, the result does not have duration. The variables of the school capacity and the athletic capacity are not influenced by Theatre Games.

scholarly journals Love Slaves and Wonder Women: Radical Feminism and Social Reform in the Psychology of William Moulton Marston

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Matthew J Brown
Keyword(s):  
Emotional Health ◽  
Comic Book ◽  
Scientific Work ◽  
Psychological Research ◽  
Individual Values ◽  
Basic Emotions ◽  
Radical Feminist ◽  
Wonder Woman ◽  
Science And Values ◽  
History Of

In contemporary histories of psychology, William Moulton Marston is remembered for helping develop the lie detector test. He is better remembered in the history of popular culture for creating the comic book superhero Wonder Woman. In his time, however, he contributed to psychological research in deception, basic emotions, abnormal psychology, sexuality, and consciousness. He was also a radical feminist with connections to women's rights movements. Marston's work is an instructive case for philosophers of science on the relation between science and values. Although Marston's case provides further evidence of the role that feminist values can play in scientific work, it also poses challenges to philosophical accounts of value-laden science. Marston's work exemplifies standard views about feminist value-laden research in that his feminist values help him both to criticize the research of others and create novel psychological concepts and research techniques. His scientific work includes an account of the nature of psycho-emotional health that leads to normative conclusions for individual values and conduct and for society and culture, a direction of influence that is relatively under-theorized in the literature. To understand and evaluate Marston's work requires an approach that treats science and values as mutually influencing; it also requires that we understand the relationship between science advising and political advocacy in value-laden science.

Introduction

2016 ◽  
Author(s):  
Michael J. Saks ◽  
Barbara A. Spellman
Keyword(s):  
Basic Research ◽  
Psychological Research ◽  
Psychological Processes ◽  
Thought Processes ◽  
Psychological Understanding ◽  
Trial Judges ◽  
Rules Of Evidence ◽  
Evidence Rules ◽  
The Impact ◽  
Over Time

Rules of evidence are designed to facilitate trials by controlling what evidence may be presented at trial. Those rules came into being, and evolved over time, due to changes in trial process and structure – especially following the rise of adversarial procedure, whereby control over the marshaling and presentation of facts shifted from judges to lawyers. Refinements and reforms continue to be undertaken to try to improve the scope and clarity of the rules. Trial judges must not only apply the rules, they also have the discretion to make rulings in light of their expectations of the impact they think the evidence will have on jurors. This task involves metacognition: one human trying to estimate the thought processes of others. Thus, evidence rulemakers have been and are, effectively, applied psychologists. The rules of evidence reflect their understanding of the psychological processes affecting, and capabilities and limitations of witnesses, lawyers and jurors. Psychological research and methods provide an additional source of insight and assistance in that endeavor. Better psychological understanding should lead to more effective rules. Psychologists typically employ the scientific method: empirically testing hypotheses in an effort to discover which are valid understandings of how people perceive, store, and retrieve information. To evaluate evidence rules, one could conduct experiments directly on a rule, or borrow from existing knowledge developed in basic research and see whether those understandings support existing or proposed evidence rules.

scholarly journals Internal disorder pattern in mental development disorder: features and dynamics in childhood and adolescence

2019 ◽  
pp. 177-183
Author(s):  
Inna V. Tikhonova ◽  
Svetlana A. Khazova
Keyword(s):  
Mental Retardation ◽  
Self Esteem ◽  
Mental Development ◽  
The Self ◽  
Childhood And Adolescence ◽  
Family Identity ◽  
Medium Level ◽  
Level Of Knowledge ◽  
Bodily Sensations ◽  
Unconditional Positivity

The article presents the results of theoretical and empirical analysis of the ontogenetic dynamics of the internal disorder pattern in mental development disorder. It is revealed that the self-attitude and self-esteem of children with mental development disorder depends on the form of education, has a special pace, goes from dependence to independence, from unconditional positivity to criticality. The study on 60 children and adolescents revealed an increase in the level of awareness of qualities, the development of gender and family identity, maintaining a high and medium level of self-relationship. The age dynamics of the cognitive and physical component of the internal disorder pattern is determined. Recognition of the violation and the level of knowledge increases in primary school, in adolescence decreases. It is suggested that the denial of their own violations occur. In adolescents with mental retardation there is a decrease in sensitivity, suggestibility, fixation on their own bodily sensations.

COUNSELING PARENTS OF MENTALLY DEFICIENT CHILDREN

PEDIATRICS ◽  
1958 ◽  
Vol 22 (2) ◽  
pp. 401-408
Author(s):  
Ernest H. Watson
Keyword(s):  
Mental Retardation ◽  
Neonatal Period ◽  
Postnatal Period ◽  
Mental Development ◽  
Permanent Damage ◽  
The Third ◽  
Born Infant ◽  
Facial Expressivity ◽  
Tonic Neck Reflexes ◽  
Made In

DIAGNOSIS of mental retardation, which must precede counseling, is the responsibility of the pediatrician or family physician. In the absence of certain stigmata such as hydrocephalus, microcephaly or unmistakable signs of mongolism, the diagnosis can seldom be made in the neonatal period. The physician should have his suspicions aroused by failure of the newly born infant to suck, cry, exhibit Moro and tonic neck reflexes on proper stimulus. However, predictions based on behavior in the first days of postnatal existence are best kept in the physician's mind or, perhaps, carefully inscribed on the hospital chart. Cyanosis, twitchings on frank convulsions in the postnatal period are ominous, but not necessarily followed by permanent damage. The physician must be as certain as possible in medical prognostication before making parents aware of his fears for the future mental development of their child. As the infant progresses through the first few months of life he will give clearly discernible signs of mental development if he is normal. By the second month he should be looking at objects, and soon thereafter be able to follow a moving object with his eyes. By the third month he should respond with some facial expressivity to words, to the usual "clucking" sounds or low whistles, commonly directed at small infants. Somewhere between the second and sixth months the physician should be able to detect retarded mental development, preferably before the mother suspects anything is wrong. Dr. Watson believes that the physician should confine his opinions to himself, or a few judicious words entered on the chart, until he is quite certain of the retardation or until the mother raises the question.

The principle of work of a school psychologist and the main directions of psychological services

2021 ◽  
Vol 65 (04) ◽  
pp. 112-115
Author(s):  
Nəzakət Əli qızı Quliyeva ◽  
Keyword(s):  
Key Words ◽  
School Psychologist ◽  
Psychological Research ◽  
Mental Development ◽  
Psychological Support ◽  
Psychological Services ◽  
Individual Approach ◽  
Human Education

It is clear that the school psychologist performs psychological services at school. However, it is not possible to implement this important issue qualitatively by one specialist. Therefore, the whole pedagogical staff, or more precisely, every teacher must have the skills to provide psychological services at school. In the end, the greatest responsibility still falls on psychologists. The main goal of the work of a school psychologist is to be able to freely implement psychological methods and tools to achieve a solution to the problem on the basis of an individual approach. Psychological research has long shown that it is much more difficult to eliminate a defect in a student's mental development than to prevent it in advance. Here the importance of psycho-prophylactic work is especially noteworthy. This aspect should be taken into account during psychological services at school. Key words: school, psychologist, psychological support, human education, personality formation, psychologist parameters

The Würzburg School today: The three—now four—world theory and new psychological research

2019 ◽  
Vol 29 (3) ◽  
pp. 396-416
Author(s):  
John Wettersten
Keyword(s):  
Cognitive Psychology ◽  
Psychological Research ◽  
Social Aspects ◽  
Karl Popper ◽  
Psychological Processes ◽  
Thought Processes ◽  
Mental Processes ◽  
World Theory ◽  
Rational Thought ◽  
Biological Entities

Research in cognitive psychology has been by and large dominated by attempts to explain how psychological processes can be explained as products of biological ones; these processes are presumed to be causal. These theories fail to account for and be integrated with theories of non-causal mental activities. In order to bridge this gap a new theory of mental processes is needed. Karl Popper and John Eccles’s three world theory offers a promising path. According to this view there are biological entities, rational thought processes and ideas’. It is a revision of a view that Popper adopted as a member and student of the Würzburg School, which held that there are biological entities, causal psychological processes and ideas’. By going back towards the original and redoing it as a four world theory, by adding to it non-causal rational thought processes, the unfortunate widespread influence of associationist psychology and inductivist methods may be overcome and new social aspects of cognitive psychology may be opened.

scholarly journals EMPHASIZING OF SPEECH DEFINITION IN MODERN UKRAINIAN DIALECTOLOGY

2021 ◽  
Vol 1 (193) ◽  
pp. 366-371
Author(s):  
Tetiana Hromko ◽  
Keyword(s):  
Knowledge Creation ◽  
Scientific Work ◽  
Historical Evidence ◽  
Theoretical Substantiation ◽  
Linguistic System ◽  
Promising Area ◽  
Stage System ◽  
General Scientific ◽  
Definition Of ◽  
The City

Expressing the definition of speech in the paradigm of modern Ukrainian dialectological studies is not only a promising area of scientific work in terms of linguistic terminology apparatus, but also the unification of the description and stratigraphy of the study of dialects in Ukraine, generalization of modern scientific knowledge, creation of scientific picture of the world, etc. The general scientific definition of speech as "a functioning linguistic system that may differ from other words by the features of phonetic, grammatical, word-forming and lexical features" has changed somewhat in modern conditions. To express the definition of speech in this plan, according to the author, the following positions should be added: establishment of its origin (taking historical evidence into account); material and spiritual culture taking into account; detection of nuclear and peripheral features of speech; definition of diachronic and synchronous aspects of speech functioning; establishment of traditional differential and relevant features of speech as a linguistic portrait of a settlement; study of the composition of the city as a conglomerate of surrounding dialects, etc. Modern theoretical substantiation of speech implies unification of the differential system of dialect units "idiom - dialect - subdialect". Today, the three-stage system of dialect units in the direction of multilevel is required to be refined. Retrospective and modern studies of speech as a linguistic system show that the process offorming a dialectological base in terms of expressing its definition by virtue of the philosophical laws of stability and variability is not absolutely complete, since in this compulsory component of dialectological research is taken into account as constant information and so constant information that there is in a state of dynamic development and need constant updating with new data, which is seen in the perspective of the methodology of Ukrainian dialectology.

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