Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  COGNITIVE MODEL
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Upravlinnia kompleksnoiu bezpekoiu sotsio-ekoloho-ekonomichnoho rozvytku rehionu

100%
Fedirko V. M.
Mekhanizm Rehuluvannya Economiky
|
2011
|
vol. 1 (51)
261-266
EN
The safety essence has been explored; the need of quantitative measurement of complex security level based as the basis of effectively management has been justified; steps and model of analysis and management of complex security have been offered in the article.
2
Content available remote

Fenomen rozumienia

100%
Chmielecki A.
Filo-Sofija
|
2004
|
vol. 4
|
issue 4
95-116
EN
Abstract In my paper I develop a cognitive model of understanding and its close kin – intellectual intuition. The model is based on my concept of information, by which I mean any detected difference. Information may take two basic forms – qualitative and structural – depending of what is meant by “difference”. The first one is attained when a system with appropriate detectors detects which of elementary states it is able to distinguish has just occurred. A system gains structural information if it is able to detect difference of concurrent states. Qualitative information is an elementary, first-order information. Structural information is built of elementary information and is therefore a second-order information. There are higher-order information also; I collectively term them synformation. A synformation integrally treated by a cognitive system as one, I call representation. In most cases representations are mappings of external world onto states of asensory system of the brain, preserving some relations, and therefore being a kind of morphism. Due to such morphisms, information contained in representation is – objectively – information of something, and representation has cognitive content. If a system is able to know that a representation is representation – i.e. that it represents (stands for) something else - the representation becomes a sign and thus can be treated either syntactically or semantically. (The representation in question is not an original, dynamic representation to which some causal role is attributed, but its inert copy – let’s call it a secondary representation - taken from a working memory). Within the realm of the mental I distinguish two levels: lower (psychical), available to all animals possessing senses/brains, and higher (spiritual), exclusively available to humans. The second I further divide into mental part (“mind” in narrower, technical sense of a power to manipulate with secondary representations on purely formal – in most cases associational or mnemonic – ground, i.e. regardless of their content) and intellectual part (“intellect”). Intellect operates on data taken from working memory. Intellect is thus a semantic power of making the cognitive content explicit to an agent (a person), and especially of grasping/constituting what is being represented by a sign. The power presupposes that the agent possesses an intuition of reality, a kind of understanding which is a base of all other forms of understanding (higher-order understanding). Intellectual intuition is a kind of understanding wherein all conventional signs (symbols) have been superseded (replaced) by representations having cognitive content. In the second part of the paper I try to substantiate the above ideas neurophysiologically.
3

The adaptation of Piaget's INRC system in Erikson's full life evolutional phases

88%
Molnar P.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2004
|
vol. 59
|
issue 4
537-559
EN
The cognitive developmental stages of Piaget and the eight age phases of Erikson according to the change in psychosocial crises constitute the starting point of the study. In both systems, the description of the changes occurring during ontogenesis, as well as the detection of invariant characteristics underlying the changes are of significance. The real issue is the concrete achievement of a synthesis, based on the various details of developmental mechanisms (motivational, affective, cognitive). In order to achieve this, I wish to connect the logic of INRC from Piaget and the fundamental epistemological problems of logical systems based on the laws of reality using a geometric model. In the theoretical geometric model, I wish to represent the psychological developmental stages of Erikson by the sequence of 8 different 90-degree rotations as integrative cognitive and motivations factor, which have been interpreted in a Cartesian coordinate system determined by the 4 different genetic bases. The eight developmental stages on the surface denote the successful and unsuccessful results of the 8 crises by Erikson. The psychological meaning of the three dimensions, according to the integral personality theory of Lersch is the atmosphere of thematic experiences connected to the 'existence', the 'self' and the 'social' factors.
4

A CASE STUDY OF COGNITIVE AND BIOPHYSICAL MODELS OF EDUCATION AS LINKED TO ANXIETY AND OBSESSIVE COMPULSIVE DISORDERS

75%
Maye K. M.
Pedagogický časopis (Journal of Pedagogy)
|
2012
|
vol. 3
|
issue 1
136 – 144
EN
Cognitive and biophysical factors have been considered contributors linked to identifiable markers of obsessive compulsive and anxiety disorders. Research demonstrates multiple causes and mixed results for the short-term success of educational programs designed to ameliorate problems that children with obsessive compulsive and anxiety disorders face in the day school setting. The consideration of cognitive and biophysical models of education as related to OCD and anxiety disorder has proven beneficial in determining appropriate treatment for the identified population of students. In this case study cognitive and biophysical factors are considered to address the referral, eligibility, placement, and treatment of a 4th grade student named Ethan. Ethan exhibited OCD tendencies and elevated levels of anxiety. Ethan often responded to everyday situations with increased emotion of anger and worry, which presented an adverse impact on his educational performance. An array of information was collected as part of the special education evaluation conducted through several measures including: educational diagnostics, surveys, questionnaires, and interviews. Ethan was found eligible for services under the primary disability category “Emotional and Behavioural Disorder”, related to diagnoses of Obsessive Compulsive and Anxiety Disorder. It was determined that the result of such chronic disorders limited Ethan’s ability to access the educational environment, in the absence of specially designed instruction. Interventions considered applicable for implementation were Rational Emotive Behaviour Therapy (REBT), as a form of psychotherapy, and Cognitive Therapy (CT).
5
Content available remote

CRIME FICTION IN A TIME OF CRISIS: SOCIETY IN TRANSITION IN THE DETECTIVE SERIES BY MANUEL VÁSQUEZ MONTALBÁN AND LEONARDO PADURA

75%
Tosik M.
World Literature Studies
|
2020
|
vol. 12
|
issue 2
61 – 71
EN
The analysis focuses on crime series by Manuel Vásquez Montalbán (the Pepe Carvalho series, Spain, 1974-2004) and Leonardo Padura (the Mario Conde series, Cuba, 1989-2018). Both authors chronicle historical momentum in form of detective series initiated by drastic social changes: the Spanish Transition (1975-1982) and the Special Period in Time of Peace (1991-2000) in Cuba respectively. The article attempts to track how both authors employ the notion of space, time and mobility within the genre while portraying society in transition.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.