scholarly journals Stages of A Mathematical Model Developing of the Educational Trajectory

2020 ◽  
Vol 9 (3) ◽  
pp. 2904-2907
Keyword(s):  
Cognitive Processes ◽  
Common Knowledge ◽  
Educational Communication ◽  
Interactive Teaching ◽  
Interactive Technologies ◽  
Development Organizations ◽  
Conducting Research ◽  
And Control ◽  
Mutual Evaluation ◽  
Student Competencies

The model is based on the use of interactive teaching methods. A characteristic feature of the use of interactive technologies is the organization of training that takes into account the inclusion of all the students of a group without exception in the learning process. Joint activity means that each participant makes his or her own individual contribution, whereby in the course of work there is an exchange of knowledge, ideas, and methods of activity. An environment of educational communication is created that is characterized by openness, interaction of participants, equality of their arguments, accumulation of common knowledge, and the possibility of mutual evaluation and control. The use of neural networks to study and predict educational assets will provide research and development organizations and teams with innovative and effective ways of conducting research in the field of educational theory, modeling of the cognitive processes related to formation of different student competencies, and devising more appropriate methods for estimating student educational outcomes.

scholarly journals Organization of the educational process on anti-doping support in a sports university

2021 ◽  
Vol 81 (1) ◽  
pp. 26-29
Author(s):  
A. Belov ◽  
◽  
M. Sirlibayev ◽  
A. Baidildina ◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Sports Medicine ◽  
Educational Communication ◽  
Learning Technologies ◽  
Educational Process ◽  
Biological Cycle ◽  
Interactive Teaching ◽  
Doping In Sports ◽  
Education Of Students ◽  
Mutual Evaluation

Main problem: the organization of anti-doping education of students assumes the presence of a specialized discipline "Fundamentals of anti-doping support" and the inclusion of anti-doping topics in classical disciplines. The formation of a number of competencies in the field of anti-doping education requires new interactive forms of organization of activities that take place in the development of both disciplines of the medical and biological cycle, as well as sports, pedagogical and social disciplines. A conscious perception of the industry problems associated with the use of doping in sports and the health of the nation provides knowledge of chemistry, biochemistry, physiology, sports medicine. Purpose: study of the organization of the educational process for anti-doping support in a sports university. Methods: today, the main methodological innovations are associated with the use of interactive learning technologies. The learning process, based on the use of interactive teaching methods, is organized taking into account the inclusion of all participants in the learning process. An educational communication environment is created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, and the possibility of mutual evaluation. The organization of the educational process on anti-doping support for InEU students assumes the presence in the educational program of a specialized discipline "Fundamentals of anti-doping Support" and the introduction of components of anti-doping education in already established disciplines. Results and their significance: the organization of the educational process on anti-doping support for InEU students assumes the presence of a specialized discipline "Fundamentals of anti-doping Support" in Educaional Program and the inclusion of components of anti-doping education in the formed disciplines.

Initial Impressions of Others

2012 ◽  
pp. 336-366 ◽  
Author(s):  
James S. Uleman ◽  
S. Adil Saribay
Keyword(s):  
Cognitive Processes ◽  
Attribution Theory ◽  
Impression Formation ◽  
Social Cognitive ◽  
Controlled Attention ◽  
The Social ◽  
Social Cognitive Processes ◽  
The Many ◽  
And Control ◽  
Initial Impressions

“Initial impressions” bring together personality and social psychology like no other field of study—“personality” because (1) impressions are about personalities, and (2) perceivers’ personalities affect these impressions; and “social” because (3) social cognitive processes of impression formation, and (4) sociocultural contexts have major effects on impressions. To make these points, we first review how people explicitly describe others: the terms we use, how these descriptions reveal our theories about others, the important roles of traits and types (including stereotypes) in these descriptions, and other prominent frameworks (e.g., narratives and social roles). Then we highlight recent research on the social cognitive processes underlying these descriptions: automatic and controlled attention, the many effects of primes (semantic and affective) and their dependence on contexts, the acquisition of valence, spontaneous inferences about others, and the interplay of automatic and control processes. Third, we examine how accurate initial impressions are, and what accuracy means, as well as deception and motivated biases and distortions. Fourth, we review recent research on effects of target features, perceiver features, and relations between targets and perceivers. Finally, we look at frameworks for understanding explanations, as distinct from descriptions: attribution theory, theory of mind, and simulation theory.

Effect of feeding with bilberry fruit on the expression pattern of αCaMKII in hippocampal neurons in normal and diabetic rats

2017 ◽  
Vol 20 (2) ◽  
pp. 313-319 ◽  
Author(s):  
M. Matysek ◽  
S. Mozel ◽  
R. Szalak ◽  
A. Zacharko-Siembida ◽  
K. Obszańska ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Hippocampal Neurons ◽  
Negative Impact ◽  
Expression Patterns ◽  
Memory Loss ◽  
Diabetic Rats ◽  
Control Group ◽  
Neuroprotective Effects ◽  
The Central Nervous System ◽  
And Control

Abstract αCaMKII, widely occurring in the central nervous system, plays a significant role in cognitive processes. It is well known that diabetes is a risk factor that may trigger brain atrophy, cognitive dysfunction and finally lead to memory loss. Antioxidants richly present in bilberry fruits are believed to have significant effects on diabetes-related brain dysfunctions mainly due to their abilities to modulate neurotransmitter release that lead to reduction of the negative impact of free radicals on cognitive processes. The aim of the present research was to immunohistochemically investigate the expression patterns of αCaMKII in hippocampal neurons from non-diabetic, diabetic and diabetic rats fed with an extract of bilberry fruit. The obtained results show that in comparison to the control group, in diabetic rats hippocampal neurons immunoreactive (ir) to αCaMKII were swollen and the lengths of the neuronal fibres were reduced. Further study shows that in diabetic rats fed with bilberry fruit, αCaMKII-positive nerve fibres were significantly longer when compared to the groups of diabetic and control rats. Additionally, we observed statistically significant changes in the average larger diameter of αCaMKII-ir hippocampal neurons between groups of diabetic rats (with vs. without supplement of bilberry fruit). The results of the present work suggest that antioxidants present in bilberry fruits influence the morphology of and possibly exhibit beneficial and neuroprotective effects on hippocampal neurons during diabetes. It is likely that changes in the appearance of αCaMKII-expressed hippocampal neurons may reflect the diabetes-evoked rise in Ca2+ level in the cerebral nerve terminals. The present research extends our knowledge of preventive mechanisms for cognitive dysfunctions occurring in the brain during diabetes.

scholarly journals Metacognition: A new cognitive paradigm

Psihologija ◽  
2004 ◽  
Vol 37 (2) ◽  
pp. 149-161 ◽  
Author(s):  
Milos Kankaras
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Processes ◽  
Cognitive Activity ◽  
Human Mind ◽  
Short Period ◽  
Wide Range ◽  
Thinking Processes ◽  
And Behavior ◽  
And Control ◽  
Metacognitive Experiences

This article reviews concept of metacognition, defined as: (a) knowledge about ones own cognitive activity, (b) strategies to monitor and regulate cognitive activity and behavior, and (c) subjective or metacognitive experiences which comes from some changes or temporary difficulties in cognitive functioning. While describing different conceptualizations of metacognition, its development, fields of application, relation with intelligence, and its constrictions and ambiguity, we attempt to present new and emerging metacognitive paradigm, which is, for a relatively short period, succeeded to improve, expand, and redefine wide range of theoretical and practical fields in psychology, on new and original way. How do we become conscious of our own cognitive processes? What role and significance that consciousness has, what is the functional level above thinking processes and how that level, which monitor and control cognitive activity, works. Metacognition is concept that presents, as so far, the most important insight in those human mind areas, which, although very important, remained on the margin of psychological investigations until now.

scholarly journals Pedagogical Conditions for the Development of Self-Educational Competence of Future Specialists in the Study of Professional Subjects

2020 ◽  
Vol 9 (7) ◽  
pp. 257
Author(s):  
Hanna P. Byhar ◽  
Valentyna H. Zvozdetska ◽  
Inna S. Prokop ◽  
Iryna I. Pits ◽  
Oksana Ye. Hordiichuk
Keyword(s):  
Statistical Analysis ◽  
Professional Training ◽  
Independent Learning ◽  
Interactive Technologies ◽  
Cognitive Activities ◽  
Conducting Research ◽  
Relationship Of ◽  
The Relationship ◽  
Experimental Group ◽  
Teaching Professional

The content of the categories “self-education”, “self-educational competence” is analysed. The need for the development of self-educational competence of future specialists in the process of studying professional subjects is actualized. The pedagogical conditions for the formation of self-educational competence of future specialists in the study of professional subjects are determined. Such factors include: motivational and value attitude of future specialists to independent learning and cognitive activities in the process of professional training; ensuring the relationship of all areas of professional training of future specialists (theoretical, methodological, practical), which involves the formation of self-educational competence; development and implementation of educational and methodological support for the development of self-educational competence of students; the use of interactive technologies in teaching professional subjects to build educational dialogue. An experimental verification of the effectiveness of implementation of certain pedagogical conditions. For this purpose, a pedagogical experiment was organized. The conclusion that students of control and experimental groups have significant differences due not to random factors, but to a certain natural reason - conducting research and experimental work on the implementation of pedagogical conditions for the development of self-educational competence of future specialists in the study of professional subjects. Statistical analysis of indicators of transition of students to a higher level of self-educational competence shows that the process of formation of self-educational competence in students of the experimental group is more effective than in students of the control one.

scholarly journals Autonomy and the Ownership of Our Own Destiny: Tracking the External World and Human Behavior, and the Paradox of Autonomy

Philosophies ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 12
Author(s):  
Lorenzo Magnani
Keyword(s):  
Human Behavior ◽  
Cognitive Processes ◽  
Human Dignity ◽  
Common Knowledge ◽  
External World ◽  
The Other ◽  
Moral Autonomy ◽  
The Political ◽  
Human Autonomy

Research on autonomy exhibits a constellation of variegated perspectives, from the problem of the crude deprivation of it to the study of the distinction between personal and moral autonomy, and from the problem of the role of a “self as narrator”, who classifies its own actions as autonomous or not, to the importance of the political side and, finally, to the need of defending and enhancing human autonomy. My precise concern in this article will be the examination of the role of the human cognitive processes that give rise to the most important ways of tracking the external world and human behavior in their relationship to some central aspects of human autonomy, also to the aim of clarifying the link between autonomy and the ownership of our own destinies. I will also focus on the preservation of human autonomy as an important component of human dignity, seeing it as strictly associated with knowledge and, even more significantly, with the constant production of new and pertinent knowledge of various kinds. I will also describe the important paradox of autonomy, which resorts to the fact that, on one side, cognitions (from science to morality, from common knowledge to philosophy, etc.) are necessary to be able to perform autonomous actions and decisions because we need believe in rules that justify and identify our choices, but, on the other side, these same rules can become (for example, as a result of contrasting with other internalized and approved moral rules or knowledge contents) oppressive norms that diminish autonomy and can thus, paradoxically, defeat agents’ autonomous capacity “to take ownership”.

Metalinguistic aspects of bilingual processing

2001 ◽  
Vol 21 ◽  
pp. 169-181 ◽  
Author(s):  
Ellen Bialystok
Keyword(s):  
Phonological Awareness ◽  
Task Performance ◽  
Cognitive Processes ◽  
Bilingual Children ◽  
Metalinguistic Awareness ◽  
Syntactic Awareness ◽  
Alternate Conception ◽  
Bilingual Processing ◽  
And Control ◽  
Metalinguistic Ability

This chapter examines differences in metalinguistic development between monolingual and bilingual children in terms of three subcategories: word awareness, syntactic awareness, and phonological awareness. In each case, some studies have reported advantages for bilingual children, but equally, other studies have found either no difference between the groups, or, in some cases, monolingual advantages. In the discussion of each of these areas, the kinds of tasks for which bilingual and monolingual children perform differently are identified. In none of these three subcategories of metalinguistic awareness do bilingual children exhibit a uniform and consistent advantage over monolinguals. An alternate conception of metalinguistic ability is proposed in which two cognitive processes, analysis and control, are directly responsible for task performance. These processes are involved in all metalinguistic tasks but to different degrees. Re-examining the results in this way reveals that bilingual advantages occur reliably on tasks that make high demands on control but are not evident in tasks that make high demands on analysis. The implications of this pattern for metalinguistic ability are considered.

scholarly journals An Empirical Study of Visitors’ Experience at Kuching Orchid Garden with Mobile Guide Application

2018 ◽  
Vol 2018 ◽  
pp. 1-14 ◽  
Author(s):  
Mohd Kamal Othman ◽  
Khairul Izham Idris ◽  
Shaziti Aman ◽  
Prashanth Talwar
Keyword(s):  
Empirical Study ◽  
Mobile Application ◽  
Relevant Information ◽  
Control Group ◽  
Application Development ◽  
Interactive Technologies ◽  
Digital Environments ◽  
Museum Experience ◽  
Different Dimensions ◽  
And Control

This empirical study was conducted to measure visitors’ experiences with a mobile guide application at Kuching Orchid Garden (KOG). A between-group experimental design with 114 participants was conducted to test three groups;(1)a group using the mobile guide application as an information aid,(2)a control group (with no information aid), and(3)a group using pamphlets to explore the KOG. The Museum Experience Scale (MES) was used to evaluate visitors’ experience for all participants, whilst the Multimedia Guide Scale (MMGS) was used to evaluate the visitors’ experience with the mobile guide group. The most notable result from the Museum Experience Scale (MES) showed an impact on the visitors in terms of knowledge and learning when using the mobile guide application. However, the study found that enhancing visitors experience goes beyond simply providing interactive technologies in public settings to aid with information delivery. A limitation was providing relevant information in a timely and seamless manner due to inaccuracies of mapping between physical and digital environments. Future works should consider beacons and other Bluetooth low energy (BLE) technology to address the issues with location based devices. It is also important to highlight that the use of one’s own device had a significant impact on learnability and control of the device, thus suggesting that the BYOD concept should be widely used in informal educational settings implementing mobile guide applications. The use of MES and MMGS informs future researches with an understanding of the different dimensions of visitors’ experiences with mobile guide technology in public spaces to inform mobile application development that may further boost visitors’ engagement, emotional connection, and meaningful experience.

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