Semantic competency as a marker of clinical reasoning performance

Background: This study sought to explore the relationship between semantic competence (or dyscompetence) displayed during “think-alouds” performed by resident and attending physicians and clinical reasoning performance. Methods: Internal medicine resident physicians and practicing internists participated in think-alouds performed after watching videos of typical presentations of common diseases in internal medicine. The think-alouds were evaluated for the presence of semantic competence and dyscompetence and these results were correlated with clinical reasoning performance. Results: We found that the length of think-aloud was negatively correlated with clinical reasoning performance. Beyond this finding, however, we did not find any other significant correlations between semantic competence or dyscompetence and clinical reasoning performance. Conclusions: While this study did not produce the previously hypothesized findings of correlation between semantic competence and clinical reasoning performance, we discuss the possible implications and areas of future study regarding the relationship between semantic competency and clinical reasoning performance.

Ideal Words

In this theoretical paper, we consider the notion of semantic competence and its relation to general language understanding—one of the most sough-after goals of Artificial Intelligence. We come back to three main accounts of competence involving (a) lexical knowledge; (b) truth-theoretic reference; and (c) causal chains in language use. We argue that all three are needed to reach a notion of meaning in artificial agents and suggest that they can be combined in a single formalisation, where competence develops from exposure to observable performance data. We introduce a theoretical framework which translates set theory into vector-space semantics by applying distributional techniques to a corpus of utterances associated with truth values. The resulting meaning space naturally satisfies the requirements of a causal theory of competence, but it can also be regarded as some ‘ideal’ model of the world, allowing for extensions and standard lexical relations to be retrieved.

Differences and Similarities in the Contributions of Phonological Awareness, Orthographic Knowledge and Semantic Competence to Reading Fluency in Chinese School-Age Children With and Without Hearing Loss

Compared with the large number of studies on reading of children with hearing loss (HL) in alphabetic languages, there are only a very limited number of studies on reading of Chinese-speaking children with HL. It remains unclear how phonological, orthographic, and semantic skills contribute to reading fluency of Chinese school-age children with HL. The present study explored this issue by examining the performances of children with HL on reading fluency and three linguistic skills compared with matched controls with normal hearing (NH). Specifically, twenty-eight children with HL and 28 chronological-age-matched children with NH were tested on word/sentence reading fluency (WRF/SRF), phonological awareness (PA) which was composed of onset/vowel/lexical tone awareness, orthographic knowledge (OK), and semantic competence (SC) which comprised animal word identification, pseudo-homophone detection, and word segmentation. Results showed that children with HL lagged behind their peers with NH in WRF/SRF and most of the phonological, orthographic, and semantic subskills except onset awareness and pseudo-homophone detection. Furthermore, the significant contributors to WRF differed between the two groups with PA being the significant contributor in the children with NH while OK being the significant contributor in the children with HL. However, the significant contributor to SRF did not differ between the two groups with SC being the only significant contributor. These results revealed not only between-group differences but also similarities in the relative contributions of PA, OK, and SC to reading fluency at both word and sentence levels, which has practical implications for developing better training programs to improve reading for children with HL.

Distance patriotic education in the process of forming the value-semantic competence of primary schoolchildren

В статье рассматривается дистанционное патриотическое воспитание в процессе формирования ценностно-смысловой компетентности младших школьников. Актуальность исследования определяется необходимостью формирования ценностно-смысловой компетентности младших школьников, как важнейшего целевого ориентира, заданного ФГОС общего начального образования и научно-практической неразработанностью дистанционных приемов и методов воспитания, способствующих формированию ценностно-смыслового компонента содержания патриотического воспитания в начальной школе. Автор обращает внимание на важность проблемы формирования ценностей и патриотического воспитания на современном этапе, приводя в пример опыт использования дистанционного патриотического воспитания для формирования ценностей в процессе воспитания младших школьников как способа реализации важнейшей педагогической задачи. Целью статьи является научное обоснование дистанционного технологического обеспечения процесса формирования ценностно-смысловой компетентности младших школьников посредством патриотического воспитания. Особое внимание в статье уделяется особенностям взаимодействия школы, родителей, младшего школьника и его социального окружения в современных социокультурных условиях в дистанционном формате. Результаты экспериментальной работы доказывают эффективность дистанционного патриотического воспитания для успешного формирования ценностно-смысловой компетентности младших школьников. Статья предназначена для работников системы образования, руководителей образовательных организаций и исследователей в области педагогики. The article examines distance patriotic education in the process of forming the value-semantic competence of younger students. The relevance of the study is determined by the need to form the value-semantic competence of primary schoolchildren, as the most important target set by the Federal State Educational Standard for general primary education and the scientific and practical underdevelopment of distance learning techniques and methods that contribute to the formation of the value-semantic component of the content of patriotic education in primary school. The author draws attention to the importance of the problem of the formation of values and patriotic education at the present stage, citing as an example the experience of using distance patriotic education for the formation of values in the process of education of primary schoolchildren as a way to implement the most important pedagogical task. The purpose of the article is the scientific substantiation of the remote technological support of the process of forming the value-semantic competence of younger students through patriotic education. Particular attention in the article is paid to the peculiarities of the interaction between the school, parents, primary schoolchildren and his social environment in modern socio-cultural conditions in a distance format. The results of the experimental work prove the effectiveness of distance patriotic education for the successful formation of the value-semantic competence of junior schoolchildren. The article is intended for educators, heads of educational organizations and researchers in the field of pedagogy.

On the image of higher education in the post-Covid world: Formation and development of the new type of thinking

Introduction. The article presents a study of the significant problems of higher education in the post-Covid world and the urgent need to transform education in accordance with the requirements of digitalization. The purpose of the article is to describe the image of modern higher education in the post-Covid world, which presupposes the formation and development of the new type of thinking. Materials and Methods. Analysis of higher education in the post-Covid world involves the use of a number of general philosophical principles and research methods, such as comparison, analysis and synthesis, induction and deduction, analogy, dialectical, systemic, structural-functional methods, as well as value-semantic, competence-based and other approaches, including the global cultural concepts of B. Holmberg, S. Jarmon and others, which make it possible to construct the image of modern higher education in the post-Covid world. To achieve the goal, the authors have reviewed a number of international and Russian studies on the problems of digitalization of education. Results. The authors clarify the role and place of higher education in the context of the coronavirus pandemic, which spread widely around the world in early 2020, and has had a serious impact on the education sector. It has led to almost complete paralysis of schools, colleges and universities. The process, which, only at first glance, seems to be temporary, in fact causes serious fears of deep socio-economic consequences and a new round of the world educational crisis. The COVID-19 pandemic has shaken the very foundations of education: its ability to exist. It seems that today it is important not only to rethink the problems of new digital, online and pedagogical possibilities of modern education, but also the very essence of education, its main goals and new mission. Reviewing recent research literature enables the authors to conclude that the education that was before the pandemic will never exist. The new type of education is being formed. Its nature, image, foundations, values and meaning depend on the efforts of modern researchers and teachers. This article has summarized the main trends in the field of education in the post-Covid world. Conclusions. The article concludes that the COVID-19 pandemic has had a significant impact on the development of the higher education system and highlights the need for its radical modernization. The authors emphasize that in the post-Covid world higher education will radically change its nature, content and forms. At the same time, it is necessary to adhere to a flexible synthesis in the development of innovative and traditional educational technologies and methods.

The Associations between Imageability of Positive and Negative Valence Words and Fear Reactivity

This study investigated the associations of imageability with fear reactivity. Imageability ratings of four word classes: positive and negative (i) emotional and (ii) propriosensitive, neutral and negative (iii) theoretical and (iv) neutral concrete filler, and fear reactivity scores—degree of fearfulness towards different situations (Total Fear (TF) score) and total number of extreme fears and phobias (Extreme Fear (EF) score), were obtained from 171 participants. Correlations between imageability, TF and EF scores were tested to analyze how word categories and their valence were associated with fear reactivity. Imageability ratings were submitted to recursive partitioning. Participants with high TF and EF scores had higher imageability for negative emotional and negative theoretical words. The correlations between imageability of negative emotional words and negative theoretical words for EF score were significant. Males showed stronger correlations for imageability of negative emotional words for EF and TF scores. High imageability for positive emotional words was associated with lower fear reactivity in females. These findings were discussed with regard to negative attentional bias theory of anxiety, influence on emotional systems, and gender-specific coping styles. This study provides insight into cognitive functions involved in mental imagery, semantic competence for mental imagery in relation to fear reactivity, and a potential psycholinguistic instrument assessing fear reactivity.

Lexikalisch-semantische Kompetenz von ein- und mehrsprachigen Grundschulkindern – Ergebnisse einer empirischen Studie

THE LEXICAL AND SEMANTIC COMPETENCE OF MONO- AND MULTILINGUAL ELEMENTARY-AGED PUPILS – RESULTS OF AN EMPIRICAL STUDY This paper presents results of a research project on the lexical and semantic competence of 87 mono- and multilingual elementary school children in Bavaria. The gender perspective is also taken into account. The findings have important implications for the training and the practical work of teachers of German as a first and second language.

FIGURES OF SPEECH REFLECTING LOATHING

This descriptive qualitative research identified briefly the figurative expressions on Donald Trump’s tweeter post. It used Abrams and Harpham’s theory. This research applied observational method and non-participation technique in collecting the data. Then, this research applied semantic identity method and semantic-competence in equalizing to analyze the data. The figure of similarity found mostly in the comments or responses. There were expressions of simile, metaphor, allusion, and personification. The comments or responses mostly compared the one to the other living or non-living things to express how loathe the writers of comments. The figures of speech criticized the one’s works and acts. On the other hand, the expressions attacked the face (FTA). Previously, the figures of speech were used in the literary works to show the expression aesthetically. But now, the freedom to express the ideas makes the figures of speech not only to show the ‘sweet and smooth’ language but also ‘rude’ language.

ПАТРИОТИЧЕСКОЕ ВОСПИТАНИЕ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ЦЕННОСТНО-СМЫСЛОВОЙ КОМПЕТЕНЦИИ МЛАДШИХ ШКОЛЬНИКОВ

Статья посвящена проблеме патриотического воспитания младших школьников, основой которого выступает сформированность у них ценностно-смысловой компетенции, что исходит из ФГОС общего начального образования. Особое внимание уделено особенностям взаимодействия школы, родителей, самого младшеклассника и его социального окружения в современных социокультурных условиях. На основе анализа теории и практики начальной школы определена сопряженность двух педагогических феноменов (патриотического воспитания и сформированности ценностно-смысловой компетенции) применительно к детям младшего школьного возраста, что позволяет рассматривать их в едином проблемном поле.The article is devoted to the problem of patriotic education of younger schoolchildren, the basis of which is the process of formation of value-semantic competence in them, which proceeds from the Federal State Educational Standard of General Primary Education; pays particular attention to interaction of the school, parents, primary schoolchildren and their social environment in modern sociocultural conditions; basing on the analysis of the theory and real practice of primary school, determines the conjugation of two pedagogical phenomena: patriotic education and the formation of value-semantic competence in relation to younger schoolchildren, which allows us to consider them in a single problem field.