scholarly journals Lesing som anerkjennelse – den manglende dimensjonen i PISAs begrep om leseferdighet

2016 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Odin Fauskevåg
Keyword(s):  
Reading Comprehension ◽  
Identity Formation ◽  
Small Extent ◽  
Main Argument ◽  
Cognitive Approach ◽  
Moral Conception ◽  
Normative Dimension ◽  
Key Aspects

This article discusses the PISA framework’s concept of reading. The main argument is that PISA’s cognitive approach to literacy only to a small extent captures the normative dimension of reading. Consequently, the test fails to reflect key aspects of literacy, such as identity, identity formation and the ability to participate in society on a deeper level. The argument is based on a normative or moral conception of meaning and reading comprehension, based on Hegel’s concept of recognition.

Adolescent Language: Models, Assessment, and Links to Reading

2019 ◽  
Author(s):  
Amanda Goodwin ◽  
Yaacov Petscher ◽  
Jamie Tock
Keyword(s):  
Reading Comprehension ◽  
Bifactor Model ◽  
Language Models ◽  
Multiple Group ◽  
Global Factor ◽  
Eighth Grade Students ◽  
Key Aspects ◽  
Future Work ◽  
The Relationship ◽  
Best Fit

Various models have highlighted the complexity of language. Building on foundational ideas regarding three key aspects of language, our study contributes to the literature by 1) exploring broader conceptions of morphology, vocabulary, and syntax, 2) operationalizing this theoretical model into a gamified, standardized, computer-adaptive assessment of language for fifth to eighth grade students entitled Monster, PI, and 3) uncovering further evidence regarding the relationship between language and standardized reading comprehension via this assessment. Multiple-group item response theory (IRT) across grades show that morphology was best fit by a bifactor model of task specific factors along with a global factor related to each skill. Vocabulary was best fit by a bifactor model that identifies performance overall and on specific words. Syntax, though, was best fit by a unidimensional model. Next, Monster, PI produced reliable scores suggesting language can be assessed efficiently and precisely for students via this model. Lastly, performance on Monster, PI explained more than 50% of variance in standardized reading, suggesting operationalizing language via Monster, PI can provide meaningful understandings of the relationship between language and reading comprehension. Specifically, considering just a subset of a construct, like identification of units of meaning, explained significantly less variance in reading comprehension. This highlights the importance of considering these broader constructs. Implications indicate that future work should consider a model of language where component areas are considered broadly and contributions to reading comprehension are explored via general performance on components as well as skill level performance.

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

scholarly journals “Once I’m there I can find out where I am”

Ethnologies ◽  
2014 ◽  
Vol 34 (1-2) ◽  
pp. 59-89 ◽  
Author(s):  
John Bodner
Keyword(s):  
Identity Formation ◽  
Urban Landscape ◽  
Research Participants ◽  
Everyday Practices ◽  
Key Aspects ◽  
Spatial Construction ◽  
Subsistence Practices

Contemporary folklorists working on place have increasingly highlighted power and conflict as key aspects of spatial construction and the concomitant identity formation this practice provides. Utilizing this perspective and building on the work of social geographers’ research on the homeless I document the ways in which urban spatial regimes structure everyday practices of a street kid community in downtown Toronto. Utilizing the distinction between prime and marginal space to build an ecological map of the urban landscape I argue that my research participants’ utilization of de Certeau’s tactic of temporal manipulation claim public microsites for subsistence practices but reproduce their own esoteric subculture within marginal or refuse spaces that constitute a distinct backstage which rarely appears in the literature.

scholarly journals Uloga esej-testa u sticanju veštine čitanja i razumevanja pročitanog

2021 ◽  
Vol 34 (3) ◽  
pp. 153-161
Author(s):  
Zona Mrkalj ◽  
Ana Pejić
Keyword(s):  
Reading Comprehension ◽  
Cognitive Complexity ◽  
Integrative Model ◽  
Cognitive Approach ◽  
Narrative Perspective ◽  
Comprehension Skills ◽  
Language And Literature ◽  
Final Exams ◽  
Essay Tests ◽  
Essay Test

The paper explores the role of the essay-test in acquiring reading and reading comprehension skills in the modern-day teaching of Serbian Language and Literature. The authors emphasize the importance of using essay-tests for obtaining the feedback on the reading comprehension level of the texts covered in regular classes, at final exams, and on the criteria-oriented knowledge tests. Two key domains are taken into consideration when designing the tasks: the narrative text, emhasizing its structure, narrative perspective, and the motivation of the characters in the function of artistic articulation; the cognitive approach to reading according to the constructive-integrative model of Walter Kintsch (Kintsch, 1988), relevant for presenting the reading construct and understanding the cognitive complexity of the tasks. The purpose of testing students using essay-tests derives from the need to assess the development of reading literacy among the students of the higher grades of elemen-tary school.

Peculiarities of foreign language teaching on a linguocognitive basis in modern educational reality (by the example of negation in English)

2021 ◽  
pp. 50-59
Author(s):  
Sergei V. Motov
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Role Playing ◽  
Foreign Language Teaching ◽  
High Potential ◽  
Teaching English ◽  
Cognitive Approach ◽  
Role Playing Games ◽  
Key Aspects

We consider the peculiarities and prospects of modern methods of teaching English in their connection with the cognitive sciences. The key aspects of teaching English within the framework of the communicative-cognitive approach using cognitive linguistics as a linguistic basis are considered. The importance of the balance of the communicative and cognitive aspects of a foreign language lesson is substantiated while providing evidence in favor of the effectiveness of teaching a foreign language, which is of a communicative and cognitive nature. We provide examples of possible difficulties occurring while organizing foreign language teaching and suggest some ways to overcome those difficulties. The prospects for the development of communicative-oriented teaching of a foreign language are outlined. We provide evidence for high potential of foreign language teaching organized on a linguocognitive basis, in particular in a number of cases that are difficult for traditional approaches. By the example of negation in English, the effectiveness of teaching a foreign language on a linguocognitive basis is substantiated. We provide a classification of functional characteristics of negation from the standpoint of cognitive linguistics. It substantiates the potential of using role-playing games and sketches in the structure of a communicative-cognitive lesson, based on the principles of cognitive linguistics. We provide a set of examples of role-play games and sketches for teaching negation in English on a linguocognitive basis and provides evidence for their high potential in teaching the theoretical and practical aspects of English.

Recognition of entrepreneurial opportunity using a socio-cognitive approach

2020 ◽  
Vol 38 (8) ◽  
pp. 718-745
Author(s):  
Carmen Camelo-Ordaz ◽  
Juan Pablo Diánez-González ◽  
Noelia Franco-Leal ◽  
José Ruiz-Navarro
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Adult Population ◽  
Outcome Expectations ◽  
Integrative Model ◽  
Cognitive Approach ◽  
Entrepreneurial Opportunity ◽  
Fraser Institute ◽  
Normative Dimension ◽  
The Relationship

Drawing on social cognitive career theory and institutional theory, we develop a multilevel and integrative model to examine the influence of entrepreneurial cognition factors (entrepreneurial self-efficacy and outcome expectations) on entrepreneurial opportunity recognition (EOR). We also consider the moderating effect of contextual factors (normative and regulatory dimensions) on the relationship between entrepreneurial factors and EOR. We use the information provided by both the Adult Population Survey of Global Entrepreneurship Monitor project (2006–2016) and the Economic Freedom of the World 2018 Annual Report of the Fraser Institute. After combining both sources, we applied a multilevel analysis to a sample of 293,126 entrepreneurs from 97 countries. We found that self-efficacy and outcome expectations positively influence EOR. The regulatory and normative dimension positively moderates the relationship between self-efficacy and EOR, but the effects of outcome expectations on EOR are not reinforced by any institutional factors.

Education Reform in Bolivia: Transitions Towards Which Future?

2012 ◽  
Vol 7 (4) ◽  
pp. 419-433
Author(s):  
José Antonio Arrueta ◽  
Helen Avery
Keyword(s):  
Young People ◽  
Education Reform ◽  
Cultural Capital ◽  
Identity Formation ◽  
Social Stratification ◽  
Formal Education ◽  
Structural Changes ◽  
Historical Context ◽  
Key Aspects ◽  
The Impact

This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation.

scholarly journals COGNITIVE NARRATOLOGY: METHODS AND PROSPECTS OF RESEARCH

2019 ◽  
Vol 3 (93) ◽  
pp. 102-116
Author(s):  
О.С. Кузнецова
Keyword(s):  
Cognitive Science ◽  
Literary Criticism ◽  
Future Research ◽  
Cognitive Approach ◽  
Cognitive Research ◽  
Cognitive Narratology ◽  
Fast Pace ◽  
Science Methodology ◽  
Key Aspects ◽  
The Mind

The article is devoted to modern cognitive research in the field of narratology. The key aspects that determine the specifics of literary studies of the cognitive areas were considered in the article. The purpose of the article is to identify and characterize leading trends in cognitive research. Current narratological studies of the post-structuralism period have been characterized. Close links of cognitive narratology with other branches of science, which can be traced at the level of methods, object and purpose of research, have been identified. It is concluded that this kind of links will be further strengthened through methodological exchange and cooperation. The arguments of opponents of the cognitive approach were analyzed, and the shortcomings of the cognitive science methodology were identified. The scientific works of literary predecessors, which formed the basis for the further emergence and development of cognitive narratology, were considered. Views on cognitive research in the field of literary criticism of such scientists as A. Palmer, D. Herman, W. Schmid, M.-L. Ryan et al. were reviewed. The contribution of modern Ukrainian researchers to cognitive science has been traced. Particular attention is paid to the study of the content of the central concept of cognitive science «mind» as well as its meaningful translation into East Slavic languages. The views of cognitive scientists on the problem of the degree of openness of the mind of a fictional character for readers and researchers have been examined. Ways of reproducing the mind of the heroes of a work of art have been identified. As a result of the study, the fast pace of development of cognitive narratology and the growing attention of researchers to the wide possibilities of its methodology were revealed. The prospects of future research in the areas of cognitive narratology, which consist in studying the ways of expression of children’s and adult mind in the fictional narrative of children’s works of East Slavic authors, are noted.

Sarmatian Mirrors and Han Ingots (100 BC–AD 100): How the Foreign became Local and Vice Versa

2012 ◽  
Vol 22 (1) ◽  
pp. 57-70 ◽  
Author(s):  
Alice Yao
Keyword(s):  
Identity Formation ◽  
Local Adaptation ◽  
Black Sea ◽  
Cross Cultural ◽  
Cultural Interaction ◽  
Cognitive Approach ◽  
The Past ◽  
Foreign Objects ◽  
Hybrid Concept ◽  
Cultural Features

Concepts such as creolization and hybridity offer inclusive frameworks to study identity formation emanating from cross-cultural interaction. The borrowing of such concepts developed from recent history must contend with their relevance for the past as well as their applicability for understanding objects with mixed cultural features. This article reassesses the hybrid concept by contrasting a cognitive approach that identifies the figurative processes behind the local adaptation of foreign things. Looking at objects from Han China and the northern Black Sea, I examine how nomads and imperial agents conceptualized foreign objects through metonymic and metaphoric associations to influence understandings of self and group identity.

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