cognitive growth
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ENTHYMEMA ◽  
2022 ◽  
pp. 77-91
Author(s):  
Дмитрий Николаевич Замятин

The semiotics of provincial texts is the content core of provincial research, ensuring their cognitive growth. Comparative semiotic analysis of provincial texts is faced with the impossibility of direct correlation of the compared texts due to their various phenomenological features. The processes of localization of provincial texts and the procedures for their semiotic identification are also directly related to the concepts of geo-culture and geo-culturality. Any local text assumes the presence or absence of a trans-semiotic ‘shifter’ that connects or disables the text itself to a particular provincial register. The provinciality of the text is formed as a situational mental distancing from both the particular signs of the geo-culture of the represented territory and the signs of its immediate locality. Provincial texts create mutually generating and reproducing spatial ontologies, which can be defined as co-spatialities. The constantly reproducing processes of ‘provincialization’ of texts in the course of increasing their co-spatialities are the ontological basis and subject of trans-semiotics of provincial texts. In ontological terms, provincial texts are spaces of many newly formed divergent meta-symbolic assemblages. The aim of trans-semiotic studies of provincial texts is to study the specifics of transformations and transfigurations of newly emerging meta-symbolic provincial assemblages.


2021 ◽  
Vol 39 (2) ◽  
pp. 29-50
Author(s):  
Jo M. C. Nelissen

In this article, it is argued that it makes sense to define and distinguish three levels of human intelligence: intelligence as genotypical potential, intelligence as actualised in environmental interaction, and intelligence as measured by tests (IQ). This raises the questions of what is meant by the term “intelligence as potential”, and how and in what sense does a child’s cognitive potential express the parents’ potential and genetics? The larger the number of genes involved in a certain trait, the more possibilities emerge for the formation of new combinations for that trait. The degree of similarity between a child and their parents depends on the unique combination of innate genes in each newborn child. The more genes are connected with a human trait or ability, the more refined or intricate the structure of the distribution for that trait in a population will be. The question of how a parents’ genes relate to their children’s genes has been studied, among other things, in ‘twin studies’. Another relevant, but complicated question concerns the relation between genetics (nature) and environment (nurture). Nature appears to be at work in nurture, while nurture influences processes of nature. In psychological research, some DNA differences can be used to predict psychological differences, called polygenic scores. In this context, it is argued that individual cognitive growth comes about by all kinds of influences; psychologists call such influences ‘bidirectional’ influences. It is also argued that, ultimately, it is the individual human explorative activity that is responsible and a strong catalyst for the development and mastery of human traits and for the cognitive qualifications of all newborn children.


Author(s):  
Ahlam Ibrahim Mohammad Ahlam Ibrahim Mohammad

  This paper provided an overview of the types of interactions in the distance learning environment mentioned in the literature, which are represented in the interaction of the learner with the content, the interaction of the learner with the teacher, the interaction of the learner with the learners, the interaction of the learner with the technological system and the interaction of the learner with the graphical interface. It added a sixth type related to the interaction of the learner with the employees of the university units and departments, such as the Admission and Registration Unit, the Academic Advising Unit and others. This type of interaction, we refer to, plays an important role in the distance learning process and when it occurs, it will likely help learners to cope with the technical and psychological problems they face and will drive their spiritual، social and physical growth, in addition to cognitive growth, that is through technical support services and curricular and extracurricular activities which provided by university's units and administrations. This paper also revealed the relationship between the different types of interaction, how they are affected by each other, and the dependence of some on each other, and it proposed a model that demonstrates this.


Author(s):  
Dilnoza Takhirovna Ergasheva

Abstract: Model 4Khas benefits which can help us to identify and differentiate it. Not only has it got advantages which can develop child' brain, but also it helps to adapt a child to the kindergarten and school. Child development theories fоcus on explaining how children change and grow over the course of childhood. Such theories center on various aspects of development including social, emotional, and cognitive growth. We help people find answers, solve problems and get inspired. Parents often focus on what are known as developmental milestones, which represent abilities that most children tend to display by a certain point in development. These typically focus on one of four different areas: physical, cognitive, social / emotional, and communication. Keywords: adaptation, nursery, kindergarten, child, teaching, training, modern, level, goal, communication.


2021 ◽  
Author(s):  
Paul Krueger ◽  
Falk Lieder ◽  
Tom Griffiths

One of the most remarkable aspects of the human mind is its ability to improve itself based on experience. Such learning occurs in a range of domains, from simple stimulus-response mappings, motor skills, and perceptual abilities, to problem-solving, cognitive control, and learning itself. Demonstrations of cognitive and brain plasticity have inspired cognitive training programs. The success of cognitive training has been mixed and the underlying learning mechanisms are not well understood. Feedback is an important component of many effective cognitive training programs, but it remains unclear what makes some feedback structures more effective than others. To address these problems, we model cognitive plasticity as metacognitive reinforcement learning. Here, we develop a metacognitive reinforcement learning model of how people learn how many steps to plan ahead in sequential decision problems, and test its predictions experimentally.The results of our first experiment suggested that our model can discern which reward structures are more conducive to metacognitive learning. This suggests that our model could be used to design feedback structures that make existing environments more conducive to cognitive growth. A follow-up experiment confirmed that feedback structures designed according to our model can indeed accelerate learning to plan. These results suggest that modeling metacognitive learning is a promising step towards building a theoretical foundation for promoting cognitive growth through cognitive training and other interventions.


2021 ◽  
Vol 14 (3) ◽  
pp. 269-282
Author(s):  
Yasmine Motawy

This article deals with award-winning Arabic YA novels The Bamboo Stalk by Saud Alsanousi, and Cappuccino by Fatima Sharafeddine, appropriating Marcia Baxter Magolda's term ‘self-authorship’ to trace the role of transnational migration in young adult cognitive growth. The novels twin maturity with increased ambiguity around national affiliation, and this article demonstrates how intergenerational bonds are challenged, rearranged, and maintained by the protagonists as they struggle for their personal rights within a patriarchal system.


2021 ◽  
Vol 11 (1) ◽  
pp. 1-12
Author(s):  
Aprilia Nurul Chasanah

The purpose of this study was to determine the quality of the Cognitive Growth mathematical learning model towards mathematical literacy ability and to describe the classification of mathematical literacy ability viewed from the multiple intelligences theory. This type of research was descriptive qualitative. The subjects of this research were 30 grade VIII students of SMP IT Ihsanul Fikri in Magelang City who had a tendency towards each type of multiple intelligences. The instruments used were a test and interview instruments. Data analysis the Miles and Huberman model. The results of the research were as follows: (1) the quality of mathematical learning using the Cognitive Growth model was in the good category; (2) the classification of mathematical literacy ability in Cognitive Growth learning viewed from multiple intelligences theory of grade VIII students was: with verbal-linguistic, logical-mathematical, and musical intelligences at level 4; with visual-spatial intelligences at level 3, with intrapersonal intelligences at level 2; and, with bodily-kinesthetic, interpersonal, and naturalistic intelligences at level 1.


2021 ◽  
Author(s):  
Yunman Xia ◽  
Mingrui Xia ◽  
Jin Liu ◽  
Xuhong Liao ◽  
Tianyuan Lei ◽  
...  

Connectome mapping studies have documented a principal primary-to-transmodal gradient in the adult brain network, capturing a functional spectrum which ranges from perception and action to abstract cognition. However, how this gradient pattern develops and whether its development is linked to cognitive growth, topological reorganization, and gene expression profiles remain largely unknown. Using longitudinal resting-state functional magnetic resonance imaging data from 305 children (ages 6-14), we describe substantial changes in the primary-to-transmodal gradient between childhood and adolescence, including emergence as the principal gradient, expansion of global topography, and focal tuning in primary and default-mode regions. These gradient changes are mediated by developmental changes in network integration and segregation, and are associated with abstract processing functions such as working memory and expression levels of calcium ion regulated exocytosis, synaptic transmission, and axon and synapse part related genes. Our findings have implications for understanding connectome maturation principles in normal development and developmental disorders.


Author(s):  
Supaporn Chai-Arayalert ◽  
Supattra Puttinaovarat

This research focuses on the young people and an issue of national handicraft preservation in the form of southern style hand weaving. A game is used in the study on arts and cultures as a learning medium optimized for the young people who play an important role in preserving the traditional handicraft being at the verge of extinction. The “Exploring Na Muen Sri” was developed based on digital micro-game and Person-Artefact-Task model as well as the game production with the purpose of creating the learning media and a simulation containing new knowledge about hand-weaving art and history that is suitable for the young people. The case study was on the weaving history of Na Muen Sri Community located in the southern Thailand. An experiment was conducted with undergraduate students to explore the effectiveness of the proposed approach in the field of cultural study. The results show that the game can effectively enhance players’ cognitive growth along with cultural awareness. It can be concluded that the simulated learning environment created in the digital game enables to bring about comprehension supporting the lifelong learning of hand weaving art and history while simultaneously preserving the local wisdom of hand weaving of fabrics.


Plato Journal ◽  
2021 ◽  
Vol 21 ◽  
pp. 21-42
Author(s):  
Susanna Saracco

Plato has devised texts which call the readers to collaborate cognitively with them. An important epistemic stimulation is the schematization, the line segment, which summarizes Plato’s idea of intellectual development. In this research, visual thinking will help us to make the most of the Platonic invitation to investigate further cognitive growth. It will be analyzed how visual discoveries are rendered possible by mental number lines, realizing the epistemological importance of visualization. Thanks to visualization, structuralism will be grasped. It will reveal a connection with Plato’s philosophy which suggests a novel elaboration of the Platonic concept of intellectual growth.  


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