TOWARDS CHARACTERISTICS OF MEMORY-BASED RECONSTRUCTION OF THE REASONING DISCOURSE: A COGNITIVE STYLE PARAMETER

The article discusses functional features of the argumentative discourse and resulting characteristics of its post-perceptional reconstruction by respondents belonging to the cognitive style ‘field-dependence/field-independence’. The authors carried out a respondent-style identification experiment, based on the Embedded Figures Test methodology by the AKT-70 technique (U. Ettrich). The experiment classified the respondents into two distinct groups, field-dependent and field-independent. The groups were assigned to read and to listen to a text containing reasoning and, an hour later, to restore the initial reasoning. Then, the authors carried out their own (‘expert’) analysis of the initial text to see how the reasoning was organized and verbalized. Finally, the authors analyzed the characteristics of the resulting argumentative texts composed by the respondents. The article only discusses the results given by the field-independent respondents. The latter use almost all the Claims and Data of the original text, but the manifestation order of the functional elements differs. The respondents of this pole do not add their own arguments, they only use those given in the initial text. This study helps to identify linguo-argumentative profile of field-independent respondents. Also, resulting data extends the existing description of this pole in its linguistic aspect.

The Importance of Cognitive Styles: Dependence and Field Independence (DIC) in the Memory Process

It is in the framework of a cognition orientation, or theory of information processing, that we seek the theoretical models that can best support us in the analysis of human cognitive functioning, specifically in the tasks of learning and problem solving.

Pemahaman Siswa Berdasarkan Teori APOS Ditinjau dari Gaya Kognitif Field Dependence dan Field Independence

Pembelajaran yang tepat dengan mempertimbangkan gaya kognitif peserta didik dapat membantu peserta didik dalam menguasai materi pembelajaran. Apabila siswa mampu menguasai materi pembelajaran, maka membantu siswa dalam mencapai kemampuan matematik. Salah satu kemampuan matematik yang penting adalah pemahaman matematik. Penelitian ini bertujuan untuk menganalisis pemahaman siswa pada materi fungsi kuadrat dan fungsi rasional berdasarkan teori APOS pada siswa yang memiliki gaya kognitif field dependence (FD) dan field independence (FI) pada materi fungsi kuadrat dan fungsi rasional di kelas X MIIA1. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subyek penelitian terdiri dari 3 siswa dengan gaya kognitif field dependence dan 3 siswa dengan gaya kognitif field independence. Metode pengambilan data adalah tes dan wawancara. Instrument dalam penelitian adalah peneliti sendiri dibantu dengan tes GEFT sebagai instrumen pemilihan calon subjek penelitian, tes kemampuan pemahaman siswa pada materi fungsi kuadrat dan fungsi rasiaonal, dan pedoman wawancara. Teknik analisis data dalam penelitian ini menggunakan analisis Miles dan Hubermen. Hasil penelitian menunjukan bahwa siswa dengan gaya kognitif field dependence lebih cenderung mengaplikasikan metode penyelesaian soal tidak bersumber dari pikirannya, hanya menerima pola yang sudah diajarkan. Siswa dengan gaya kognitif field independence cenderung memaahami tipe-tipe soal dan menggunakan factor internal.

Consistency between cognitive style and style of the means of monitoring educational activity is a factor in academic success

Статья посвящена актуальной проблеме повышения эффективности образования средствами учёта индивидуальной стратегии познавательной деятельности обучающихся. Цель статьи в изучении влияния согласованности когнитивного стиля обучающихся и стиля средств контроля учебной деятельности на академическую успешность школьников. Автором сформулированы предположения о том, что в границах биполярных когнитивных стилей «полезависимость - поленезависимость», «импульсивность -рефлективность», «узкий - широкий диапазон эквивалентности» (аналитичность-синтетичность) существует связь между отдельными когнитивными типами. Соответствие когнитивного типа обучающихся и стиля средств контроля учебной деятельности повышает академическую успешность обучающихся. Экспериментальным путём была подтверждена связь между поленезависимостью, рефлективностью, аналитичностью, а также между полезависимостью, импульсивностью, синтетичностью. Было установлено что поленезависимые, рефлективные, аналитичные испытуемые более успешны в выполнении контрольных заданий аналитического варианта, разработанного с учётом их когнитивной стратегии. Полезависимые, импульсивные, синтетичные испытуемые получали более высокие оценки при выполнении заданий синтетического варианта, ориентированного на когнитивные стратегии данного когнитивного стиля. В исследовании доказано повышение академической успешности обучающихся при соответствии характерного для них когнитивного стиля и стиля средств контроля учебной деятельности. This article examines the actual problem of increasing the effectiveness of education because of considering the individual strategy of the cognitive activity of students. The aim of the study is to study the influence of the consistency of the cognitive style of students and the style of the means of monitoring educational activity on the academic success of schoolchildren. The author formulated assumptions that in the frameworks of bipolar cognitive styles "field dependence - field independence", "impulsivity - reflectivity", "narrow - wide range of equivalence" (analyticity-synthetics) there is a connection between certain cognitive types. Harmonization between the cognitive type of learners and the style of learning controls enhances learners' academic success. In the experiment, we confirmed the existence of a connection between field dependence, reflectivity, analyticity, as well as between field dependence, impulsivity, synthetics. It was found that field-independent, reflective, analytical subjects are more successful in performing control tasks of the analytical version, developed considering their cognitive strategy. Representatives with field-dependent, impulsive, synthetic cognitive types received higher marks when performing tasks of the synthetic version, focused on the cognitive strategies of these cognitive types. The study has proven an increase in the academic success of those who study if there is a correspondence of their characteristic cognitive type to the style of the means of control of educational activity.

An Experimental Study of Cognitive Styles Incorporation in Teaching Russian as a Foreign Language Online

The problems of incorporating cognitive styles into teaching Russian as a foreign language have tended to draw the attention of the researchers recently. However, there are not any profound studies testifying the effectiveness of cognitive styles incorporation in teaching Russian as a foreign language online. The study presented here will focus specifically on this issue. We are addressing such cognitive styles as field independence, field dependence, analyticity, syntheticity and perceptual styles. Tests for cognitive styles diagnosis have been compiled, and the results were correlated with the academic performance of the students. We developed differential studying materials. The experimental group received the materials corresponding to their cognitive styles, and the control group received not corresponding materials. After that, we analyzed the results of the experiments. Conclusions. Field dependent and field independent foreign students are about the same successful in learning Russian, students with analytical style were slightly more successful than ones with synthetical style, and visual learners displayed higher academic achievements than audial learners. As one of the results of study, we established that kinesthetic style is preferred to consider apart from the visual and audial perceptual styles. The experimental group demonstrated better results than the control group (20% higher), which testifies to the effectiveness of cognitive styles incorporation in teaching Russian as a foreign language online. We have concluded that it is necessary not only to differentiate Russian as a foreign language teaching according to current cognitive styles, but also to develop these styles at the same time.

Probing charge pumping and relaxation of the chiral anomaly in a Dirac semimetal

The linear band crossings of 3D Dirac and Weyl semimetals are characterized by a charge chirality, the parallel or antiparallel locking of electron spin to its momentum. These materials are believed to exhibit an E · B chiral magnetic effect that is associated with the near conservation of chiral charge. Here, we use magneto-terahertz spectroscopy to study epitaxial Cd3As2 films and extract their conductivities σ(ω) as a function of E · B. As field is applied, we observe a markedly sharp Drude response that rises out of the broader background. Its appearance is a definitive signature of a new transport channel and consistent with the chiral response, with its spectral weight a measure of the net chiral charge and width a measure of the scattering rate between chiral species. The field independence of the chiral relaxation establishes that it is set by the approximate conservation of the isospin that labels the crystalline point-group representations.

PSYCHOLOGICAL INHIBITORS OF INTELLIGENCE OF FUTURE TEACHERS

The article presents the results of theoretical and empirical research aimed at studying the psychological inhibitors of intelligence of students who will work as teachers in the future. Analysis of the literature on the topic allowed to clarify the content of the main psychological phenomena being studied, to choose parameters that represent intelligence at the formal-dynamic and content-personal levels, as well as psychological properties that can hypothetically inhibit the intelligence of future teachers. Correlation analysis proved: 1) the complex and ambiguous nature of the relationships between the parameters under study; 2) the negative nature of the relationship of a number of indicators of general and social intelligence with indicators of anxiety and aggression, and positive one with indicators of conflict resilience; 3) only indicators of the style "field-dependence/field-independence" have significant negative links with hypothetical inhibitors of intelligence (indicator of personal anxiety) among a number of cognitive-stylistic indicators. Based on the purpose and research tasks, 6 groups of future teachers were created. The first group includes subjects with a low level of anxiety (LA) - 10 people, the second one with a high level of anxiety (HA) - 10 people, the third group - with a low level of aggression - 10 people (LA), the fourth - with a high level of aggression (HA) - 10 people, the fifth group - subjects with a high level of conflict resistance (HC), the sixth - with a low (LC). By means of the qualitative analysis the information on individual-typical features of intelligence of persons with various levels of the specified properties was received, their comparison was carried out. Future teachers with high anxiety, high aggression, low conflict resistance are inferior to colleagues with opposite characteristics in a number of parameters of general and social intelligence. As shown by the results of observations and conversations with these subjects, this leads to significant problems in their professional development, creates for them certain difficulties in various spheres of life. Qualitative analysis has shown that anxiety, aggression and conflict resilience can act as inhibitors of intelligence. However, firstly, it depends on their severity (high anxiety, high aggression and low conflict resistance can act as inhibitors) and secondly, if anxiety acts as an inhibitor, both at the cognitive-stylistic and content-personal levels of intelligence, aggression and conflict resistance act only on the latter one. In addition, their influence affects social intelligence and, unlike anxiety, does not extend to general intelligence.

Authentication of Educational Practices in Online Learning

The aim of online learning is to help forward the individualization of educational practices and self-determination of a student. From the technological point of view, it is supposed to reduce the costs on the teacher’s presence in educational process (it is not a teacher but a plat-form which holds the knowledge) and to increase investments in the student’s presence (a student completes the given knowledge with his own senses, motives, values and creativity). An important phase of educational process is rating. According to the trend of “high technolo-gies” (technologies that minimize the human presence in management) we may say that there is also a trend to increase the level of rating. In online learning environment we rate not only the results and actions of a student, but also the level of his abilities or competence and the means of rating authenticity. The article discusses the data received on using the “Self-attestation practice” online course. It is a means of final assessment for students who complete the BA in psychology. By the way of variance analysis, we verified the hypothesis that the high level of abstract thinking, high coefficient of categorization, high level of creativity, field independence and reflexivity on cognitive styles are favor for intellectual productivity in scientific, research and creative areas. A measured set of level characteristics for intellectual products is transformed into a com-plex of observed language qualities. The high level of abstract thinking is demonstrated in speech coherence, in discourse consistency. The high coefficient of categorization is demon-strated in the ability to interpret texts into different languages and scales. High creativity level can be seen in making preference for difficult, challenging creative tasks. Field independence and reflexivity is demonstrated in the ability to make an individual educational track. These characteristics are markers of successful study, including online education. They allow us esti-mating each student’s involvement into professional studies and defining the levels of intellectual success, predicting the model of individual learning environment (individual learning track).

Features of the Use of Virtual Reality Technologies in the Rehabilitation and Treatment of Depression in Clinical Psychology

The work focused on the examining the use of virtual reality (VR) technologies in the reduction of depression in Europe. More than 70 issues of the journals “Cyberpsychology, Behavior, and Social Networking”, “European Psychologist” were analyzed. We used the bibliometric analysis, the "keyword method" to analyze the text, which is understood as a search for typical terms, content analysis of the content of articles that used VR and depression. In the journal "European Psychologist" the term VR has not been mentioned for the last 2 years, which indicates the secondary importance of this issue for general psychology. In cyberpsychology, on the contrary, since 2019 in Europe, the interest of researchers in the use of VR technologies in clinical psychology has increased. By the content of the journal articles. "Cyberpsychology, Behavior, and Social Networking" VR technologies are used primarily for the correction of anxiety disorders, and secondly, for the correction of depression. These technologies are used in various ways. The first option is to create VR programs with a direct impact on depression reduction. Here, VR is used as a symptom awareness tool, to create an avatar environment for client dialogue in a non- judgmental environment. Research has shown that such VR programs are rated by users as a useful tool for informing and emotionally responding to depressive states. The second option is an indirect effect on reducing the level of depression through the reduction of fears, phobias; increased activation, tone, euphoria in mental states; the development of a positive mood, cognitive motivation; an increase in indicators of field independence (cognitive style). A study based on the methods of psychosemantics is presented, which has demonstrated the effect of a specially created VR program with an avatar on changing the unconscious attitudes of the personality, reducing phobia of darkness. The effectiveness of using of VR technologies in reducing depression is determined by modeling of mental experiences and actions in VR, creating a virtual ontology, the influence of VR on conscious and unconscious attitudes, the possibility of responding to unconscious experiences through the user's identification with an avatar.