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Hiperpoligloci – anomalia czy rezultat ciężkiej pracy, czyli o tym, co wyróżnia językowych geniuszy

100%

Muszyński M.

Rocznik Kognitywistyczny

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2010

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vol. 4

PL

Hyperpolyglotes – Anomality or Effect of Hard Work – What Makes Language Geniuses so Unique?What are the characteristic features and capabilities of hyperglots – people who speak more than six languages – that allow them to learn dozens of new languages so quickly and efficiently? Methods of learning, personality traits as well as possible neural correlates of multilingualism are compared and discussed. The main subjects of the analysis are fi ve polyglots whose biographies are fairly well-known: Jean-Francois Champollion (1790–1832), Heinrich Schliemann (1822–1890), Emil Krebs (1867–1930), Andrzej Gawronski (1885–1927) and Robert Stiller (born 1928).

2

Learning strategies and reading performance: PISA 2009 results for Poland

63%

Muszyński M., Jakubowski M.

Edukacja

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2015

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issue 3(134)

5–25

EN

Reading is often central to educational research since its mastery is usually considered a prerequisite and vital to wider study. Reading gaps, however, are frequently reported, not only between countries, but also nationally, (e.g., between boys and girls or students with different socio-economic backgrounds). This paper focuses on effective learning strategies that can help narrow those gaps. For new insight into the effectiveness of various reading strategies, the PISA 2009 data for Poland were analysed. The intention was to study association between different strategies and reading performance and its relation to gender, socio-economic background and reading achievement level. Using linear regression and quantile regression models, some strategies, e.g. summarising, were identified as more effective and others were even counter-productive, e.g. memorisation. The observed effects varied between performance levels and according to gender, especially for strategies negatively associated with performance. This evidence suggests that although some strategies may be of equal benefit to all learners, others are potentially harmful to certain groups of students.

3

„Sunny side is up“, but is the cloudy side down? Znaczenie wymiaru wertykalnego w konceptualizacji emocji

51%

Muszyński M., Durlik J., Bukowski M.

Rocznik Kognitywistyczny

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2014

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vol. 7

PL

One of the key research areas in the embodied cognition field is role of metaphors in creating abstract notions. One of such metaphors is vertical dimension (UP-DOWN) used e.g. for conceptualising positive and/or negative emotions. Its importance has been confirmed by many empirical findings, but some of them arouse methodological concerns regarding the stimuli selection and the level to which observed patterns are universal. The main goal of the present study was to replicate findings of one of the most influential experiments in the field. Its results pointed that positive stimuli are processed faster when presented on the top of the screen while negative ones are processed faster when presented on the bottom. The results of our study yielded a slightly different pattern: positive stimuli were indeed processed faster on top of the screen, but we did not replicate faster processing of negative stimuli on the bottom of the screen. Possible explanations of such a pattern of results were discussed, along with ideas for follow up studies.

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2 Rocznik Kognitywistyczny

1 Edukacja

1 2015

1 2014

1 2010

3 Muszyński M.

1 Bukowski M.

1 Durlik J.

1 Jakubowski M.

Hiperpoligloci – anomalia czy rezultat ciężkiej pracy, czyli o tym, co wyróżnia językowych geniuszy

Learning strategies and reading performance: PISA 2009 results for Poland

„Sunny side is up“, but is the cloudy side down? Znaczenie wymiaru wertykalnego w konceptualizacji emocji