Search results

1

“Social work” students’ willingness to work with people with disabilities

100%

Asmakovets E., Koziej S.

Student niepełnosprawny. Szkice i rozprawy

|

2017

|

issue 17(10)2017

187-203

EN

Willingness to the work is one of the conditions of success of helping people with disabilities by experts of social work. Willingness includes cognitive, emotional and behavioral components. The article presents the results of the study of willingness to work with people with disabilities of Russian and Polish students of "Social work" direction.

2

Kognitiv und/oder epistemisch? Auf dem Weg zur epistemologischen Semantik

100%

Pawłowski G.

Glottodidactica

|

2015

|

vol. 42

|

issue 1

63-79

DE

When embarking on a journey towards the constitution of epistemological semanticsone needs to describe clearly the key term ’epistemic’ and differentiate between this term and the term ’cognitive’, which has been used so far, but has in time become ambiguous. The author of this article does not present the history of using these terms. Instead he undertakes to clarify the term ’epistemic’ in order to enable himself to operate on problems linked with making epistemological semantics legitimate, including the problem of using specialized neologisms.

3

Romantic Love and Grief in Bobbie Ann Mason’s “Shiloh”: A Sketch of a Cognitive Narratological Perspective

100%

Stopel B.

Anglica. An International Journal of English Studies

|

2017

|

issue 26/1

87-99

XX

The article investigates the structure of romance and grief narrative included in Bobbie Ann Mason’s “Shiloh,” on the basis of Patrick C. Hogan’s th eory of literary universals and his work on aff ective narratology. Following Hogan, I argue that emotions are deeply embedded in stories and that stories are typically designed so as to manipulate the aff ective responses of their readers. I will focus on the way the story depicts prototypical stages of romance and grief and where it deviates from universal narratives involving concerning grief, separation, attachment, and romantic love, arguing that the aff ective and aesthetic potential of the story lies precisely in where it departs from these prototypical narratives. At the same time, I shall speculate on how discourse organization manipulates the formation of aff ective schemata and empathic alignment in readers.

4

Exploring Cognitive Concepts in the National Assessment of the Indonesian Language

100%

Ramly R., Makassar Abduh A.

The New Educational Review

|

2018

|

vol. 53

142-152

EN

Since there is not much available information on cognitive research in the Indonesian context, this paper aims to fill this knowledge gap. Using the notion of Bloom’s taxonomic framework, this paper explores the cognitive elements and representation in the Indonesian language curriculum. A content analysis approach is used in this study. The content analysis is an appropriate tool because it is related to the official documents of the Indonesian national language assessment that is available publicly. The method of data analysis employed a systematic content descriptive text approach. The findings of the study reveal that the content representation of the cognitive taxonomic framework is not balanced among factual, conceptual, procedural and metacognitive knowledge. The findings suggest that the government is recommended to revise the current test questions of the national assessment of the Indonesian language competence.

5

Heimat als Metapher für Identitäten und Emotionen

88%

BLICKLE P.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

|

2018

|

vol. 10

9-77

EN

The German idea of Heimat (home, homeland) is notoriously hard to define. Qualities of Heimat change from author to author and with different historical and geographical perspectives. Using cognitive linguistic sources as well as Hans Blumenberg’s philosophical metaphorology, this article first introduces the concept of metaphors for identities and emotions. Heimat is such a metaphor for identities and emotions. It can be filled with different qualities and horizons without turning it into something random or obscure. We find ever new conceptual metaphors in use for Heimat. These conceptual metaphors allow us to see Heimat as an ontological metaphor, in which the subject in its ever subjective search for orientation finds its identities and emotions affirmatively reflected. With Heimat, we start out from a metaphor; and we use further metaphors to give our basic notions of identities and emotions affirmation. Heimat as a metaphor of identities and emotions is based on a circular metaphorical epistemology that allows the subject to reaffirm itself in its existence. It is this circular metaphorical epistemology which makes metaphors of identities and emotions open to manipulations, be they commercial, political, or psychological. In closing, this article looks at the metaphorization of “home / homeland” as a metaphor of identities and emotions in other cultures (Russian rodina, Czech domov / vlast, English home / homeland, Chinese chia / chia hsiang, and Minangkabau rindu).

6

Identyfikacja i wykorzystanie zasobów wychowanków Młodzieżowego Ośrodka Wychowawczego – jako element indywidualnych oddziaływań resocjalizacyjnych

88%

Siemionow J.

Kwartalnik Pedagogiczny

|

2016

|

issue 2(240)

61-76

EN

Issues of the social maladjustment of juveniles are being discussed in various interdisciplinary publications. It shows that the problem is important and effective methods of influences towards juveniles are still being sought. Dissertations recommended in the article include personality, which here is settled in the paradigm of cognitive psychology, where the picking up, selection and the use of information play a crucial role in personality. Constructing one’s own experiences when growing up is possible thanks to the fact that one has a knowledge which results mainly from connecting personal experiences. It is necessary to identify during the diagnostic process such abilities of juveniles which can be their main sources of change. Strong points and abilities of juveniles are a key to the improvement in their functioning in the society.

7

Identyfikacja i wykorzystanie zasobów wychowanków Młodzieżowego Ośrodka Wychowawczego – jako element indywidualnych oddziaływań resocjalizacyjnych

88%

Siemionow J.

Kwartalnik Pedagogiczny

|

2016

|

vol. 61(2 (240))

61-76

PL

Issues of the social maladjustment of juveniles are being discussed in various interdisciplinary publications. It shows that the problem is important and effective methods of influences towards juveniles are still being sought. Dissertations recommended in the article include personality, which here is settled in the paradigm of cognitive psychology, where the picking up, selection and the use of information play a crucial role in personality. Constructing one’s own experiences when growing up is possible thanks to the fact that one has a knowledge which results mainly from connecting personal experiences. It is necessary to identify during the diagnostic process such abilities of juveniles which can be their main sources of change. Strong points and abilities of juveniles are a key to the improvement in their functioning in the society.

8

Lying and the Relevance-Theoretic Explicit/Implicit Distinction

88%

Kisielewska-Krysiuk M.

Anglica. An International Journal of English Studies

|

2016

|

issue 25/2

73-86

EN

The focus of the paper is on lying in verbal communication. The main aim of the paper is to examine the act of lying with reference to the explicit/implicit distinction in the cognitive, relevance-theoretic, model of utterance comprehension (cf. Sperber and Wilson [1986] 1995; 2004; Wilson and Sperber 2002; 2012), which rejected the maxim of truthfulness for the sake of the Principle of Relevance. The paper views lying in the context of interpersonal communication, as a pragmatic act and a linguistic strategy intentionally employed by the speaker to manipulate the hearer’s interpretation of an utterance. Since encoded linguistic meaning (logical form) falls far short of determining the proposition expressed by an utterance (explicature) and its implicatures, there is a potential for a liar to achieve his/her goal by influencing the interpretation process at different stages of pragmatic enrichment. Accordingly, an attempt is made in the paper to categorize lies by placing them along the explicit-implicit continuum, depending on the type of pragmatic task that is to lead the hearer to a false belief.

9

The Nature of Religion in Iain Banks’s Novels: The Wasp Factory and Consider Phlebas

88%

Fetlińska K.

Anglica. An International Journal of English Studies

|

2015

|

issue 24/1

147-160

EN

The aim of this paper is to use cognitive approach in order to analyse the topic of religion in two novels by Iain Banks. I argue that in both The Wasp Factory and Consider Phlebas Banks presents divine thoughts as cognitively natural for humans, since, according to neuroscience, the propensity for religiosity is inborn and universal. Banks’s novels show that people have an innate need to fill space with agents, and cannot refrain from ascribing illusory purpose to the cruel chaos of the surrounding world.

10

What Is Thinking with Images?

88%

Kozak P., Bielecka K., Matyja J.

Avant

|

2019

|

vol. 10

|

issue 2

EN

When one calculates whether a table will fit into the space between a wall and a cupboard, it is likely that a calculation of this sort will be carried out by forming a mental image of the table, the wall, and the cupboard. If I think about my beloved, it is quite plausible that I will bring up a mental image of the one I love. […]

11

СТРУКТУРНО-ЗМІСТОВІ СКЛАДНИКИ РИТОРИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ

75%

Корчова О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 6(50)

196-205

EN

The current article emphasizes the importance of differentiating and analyzing the structural-semantic components of rhetorical competence of the future specialists in the socionomic sphere. Based on the following principles as humanistic (anthropocentrism of rhetorical activity of the socionomists as the significant component of his/her professional competence), culturological (rhetorical activity as means of cultural development as well as social cultural potential formation of a personality with the realization of the common human values), technological (communicants interaction as the practical realization of the rhetorical norms and technologies), personal-centred (rhetorical component in the professional work as the basis of the psychological and educational support) methodological approaches to the study of rhetorical education in general and systematic approach, critical analysis of the psychological and pedagogical works connected with the investigated subject, conceptual analysis in particular, was proved the necessity to differentiate the motivational (understanding of rhetorical competence as the personal and social phenomenon, was formed motivation for rhetorical activity, realization of the necessity of rhetorical competence self-improvement, understanding of the cosionomist’s rhetorical ideal), cognitive (knowledge of language and speech as well as principles of the language communication, understanding of the rhetorical categories, terms, methods and techniques), operational and technological (language-speech accuracy, mastering the norms of the modern literary Ukrainian language on all levels, speech communicative characteristics awareness, rhetorical text formation), ethical (moral norms, speech etiquette, kinesics, proxemics and attributes of the etiquette), social and activity-based (realization of rhetorical knowledge, skills and abilities in the professional field) components in the structure of the investigated notion. The interaction between the structural components of the rhetorical competence, that enables the development of a pedagogical model for formation of rhetorical competence of the socionomists, which realization can influence the whole structural complex at the same time, was emphasized. Further research will be directed at creating a pedagogical model for the formation of the rhetorical competence of future social teachers, social workers, practical psychologists, with which the formation of one component would influence the entire structural complex of rhetorical competence of the socionomist.

12

Subjective-personal readiness of correctional teachers to education of ASD children

75%

Ostrovska K.

Journal of Education Culture and Society

|

2017

|

vol. 8

|

issue 1

125-137

EN

ASD teachers require skills that go beyond the realm of most educators including professional competences and high moral qualities. In the work theoretical approaches and experimental research on the problem of subjective personality readiness of correctional teachers in the education of ASD children are carried out. The psychological investigation has been conducted including measurement of psychological indices of 40 teachers of ASD children from the boarding school "Trust" and 40 teachers from mainstream schools of Lviv city aged from 28 to 59 years. The following methods are used: "Questionnaire for the measurement of tolerance" (Magun, Zhamkochyan, Magura, 2000); "Shein’s Career Anchors" method aimed at studying the career orientations of the teachers (Shein, 2010); “Diagnostics of empathy level” (Viktor Boiko, 2001); method of study “Motivation professional activities” by Catelin Zamfir in a modification of Artur Rean (Bordovskaya, & Rean, 2001). Based on the provided studies a program for development of subject-personality readiness of the correctional teacher to work with ASD children is proposed. The program consists of the following components: motivational component (professional competence, self-development, self-determination, self-control); cognitive component (intellectual personality autonomy, self-identification, stability, challenge, integration of lifestyles); emotionally-volitional component (empathy, positive attitude toward a child, intellectual analysis of emotions, self-regulation).

13

Obrazowanie cienia w poezji Inny Lisnianskiej. Próba kognitywnej analizy wybranych utworów

75%

Letka-Spychała O.

Acta Neophilologica

|

2012

|

issue XIV/2

147-157

EN

Inna Lisnyanskaya is one of the most popular contemporary Russian poetesses. She was born in Baku in 1928. In 1960 she moved to Russia and got married to a translator and poet Siemion Lipkin. Her works tough upon many problems such as: abandonment, loneliness, longing for her homeland, unfulfilled love. The main objective of the article is to explore ontological, cognitive and structural metaphors and symbols connected with the image of shadow.

14

„Świat społeczny w kalejdoskopie”, czyli o usytuowaniu badacza w badaniach jakościowych

75%

Pryszmont-Ciesielska M.

Teraźniejszość – Człowiek – Edukacja

|

2014

|

vol. 65

|

issue 1

25-36

PL

Autorka podejmuje rozważania na temat wymiarów usytuowania badacza w badaniach jakościowych. Wprowadzając do tematu, pokazuje transdyscyplinarny rozwój oraz uwypukla paradygmatyczną różnorodność obecną w wybranym typie badań. W swojej refleksji koncentruje się na trzech wymiarach usytuowania badacza, tj. poznawczym, społecznym i emocjonalnym. Obecność i aktywność podmiotu poznającego w badaniach może przejawiać się bowiem w zdobywaniu wiedzy, nawiązywaniu interakcji społecznych oraz różnym emocjonalnym zaangażowaniu badacza w podejmowane praktyki. Następnie, autorka analizuje wybrane okresy i fazy badań jakościowych pod względem trzech wyróżnionych wymiarów usytuowania badacza.

EN

The author considers the problems of the position of the researcher in qualitative research. In the introduction, the transdisciplinary development is shown and paradigmatic versatility found in this type of research is highlighted. The considerations are focused on the three dimensions in which the researcher is positioned, i.e. the cognitive, social and emotional dimensions. In the research, the presence and activity of the cognitive subject is expressed through gaining knowledge and taking action. Then, the author analyses chosen periods and phases of qualitative research in the light of the three selected dimensions in the position of the researcher.

15

Poszukiwanie nowego modelu edukacji w oparciu o idee kognitywizmu i konstruktywizmu

75%

WALAT W.

|

2010

|

vol. 1

|

issue 2

28-38

PL

Społeczeństwo informacyjne (wiedzy) potrzebuje nowej szkoły, a ta pilnie potrzebuje nowego modelu edukacji. Wynika to z odmienności aksjologicznej i jakościowej oraz społecznego znaczenia zjawisk rozwijającego się społeczeństwa wiedzy w ramach cywilizacji informacyjnej. Analiza owych zjawisk prowadzi do wniosków wskazujących na dysfunkcjonalność obecnych rozwiązań edukacyjnych. Z tego powodu koniecznością staje się potrzeba zerwania z dotychczasową praktyką szkolną.

XX

Information society (knowledge society) it need new school, and this need badly the new model of education. This results are of axiology distinctness and qualitative as well as social the meaning of phenomena of developing society of knowledge in frames of informative civilization. Analysis of those phenomena leads to demonstrative on dysfunction of present educational solutions conclusions. It from this one need becomes reason necessity break with hitherto exists school practice.

16

СПЕЦИФІКА НАВЧАННЯ КАНАДСЬКИХ ДІТЕЙ У ПЕРІОД РАННЬОГО ДИТИНСТВА

63%

Барабаш О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 8(42)

3-9

EN

In the article the problem of teaching Canadian children in the period of early childhood has been studied. The main objectives of the article are defined as the analysis of scientific and pedagogical literature which highlights the peculiarities of early childhood education and development and analysis of specificity of academic programs. Lifelong education and its development throughout the world, particularly in Canada, has been studied by the foreign and domestic scientists. Education and development in early childhood is a component of this complex phenomenon. Such researchers as N. Aksarina, P. Yermakov, G. Belenky, J. Brett, D. Gordon, D. Hurkovska, D. Denysyuk, S. Kozlov, S. Lupan, L. Pavlov have devoted their researches to various aspects of early childhood education and development, but Canadian experience has not been studied yet. The research methodology comprises theoretical (descriptive, statistical, comparative methods of studying fundamentals of teaching children in the period early childhood; structural and functional, logical and systemic methods for Canadian academic programs) and practical (conversation with pre-school teachers and families in Burlington (Ontario, Canada) for gathering primary pedagogical information) methods. The peculiarities of pre-school academic programs (perception of speech, expressive speech (words, sentences, dictionary, questions, discussion); self-regulation, solving problems, implementation of the causal effect of intelligence, solving spatial problems, temporal orientation in space, imaginative thinking, the basics of literacy, memory, sorting; large motor skills, fine motor skills, sense have been highlighted. The complex of child’s knowledge and skills (expression of feelings, self-regulation, empathy, self-awareness, autonomy, identity formation) which are formed in the period of early childhood in Canada has been determined. Thus, the results of the research of education and training of children in the period of early childhood testify that they are crucial for future success in school, careers and society as a whole. This is the period during which the child’s attitude toward learning is shaped. The research results about orientation of academic programs on the social, cognitive, physical development of a child in the period of early childhood have been presented. Among the perspectives of further research we define the Canadian experience in the sphere of preparing children for elementary school as the following component of the lifelong education system.

17

Some Aspects of Translating History

63%

Kalisz M., Roman K.

humanistica 21

|

2017

|

vol. 1

67-78

EN

The article entitled Some Aspects of Translating History initiates linguistic reflection over issues connected with contemporary translation of historical texts. Many challenges, as the authors emphasize, are not only connected with specificity of translation of historical texts such as, for example, the phenomenon of equivalence, understood in the article in a cognitive aspect, thereby taking into account the possibilities and limits of human cognition. Another issue presented by the authors and at the same time basic for the translation of historical texts, is the necessity to retain the axiological sense of the translated text. A translation should, therefore, render positive in its intentions and effects evocation of historical events but also, an implicitly intended manipulation of the original text. Analyzing specific cases connected with translation of history the authors point out both, positive in its effect cases of reference to historical memory and manipulation with regard to the original text.

PL

Artykuł Some Aspects of Translating History inicjuje językoznawczą refleksję nad zagadnieniami związanymi z współczesnym przekładem tekstów historycznych. Wiele wyzwań, jak podkreślają autorzy, wiąże się nie tylko ze specyfiką przekładu tekstów historycznych, jest nim, na przykład, zjawisko ekwiwalencji, rozumiane w artykule w ujęciu kognitywnym, a więc uwzględniającym możliwości i granice ludzkiego poznania. Innym zagadnieniem, poruszanym przez autorów, a zarazem podstawowym dla tłumaczenia tekstów historycznych, jest konieczność zachowania aksjologicznego wydźwięku tłumaczonego tekstu. Tłumaczenie oddawać powinno więc pozytywne w intencjach i skutkach przywoływanie zdarzeń historycznych ale także, przykładowo, implicytnie zamierzoną manipulację oryginalnego tekstu. Analizując konkretne przypadki związane z tłumaczeniem historii, autorzy zarówno wskazują na pozytywne w skutkach przypadki powoływania się na pamięć historyczną ale i na manipulacje w stosunku do oryginału.

18

The specificity of the adaptation difficulties of students with special educational needs in studying in the university

63%

Fedotenko I., Pazukhina S.

Student niepełnosprawny. Szkice i rozprawy

|

2017

|

issue 17(10)2017

159-171

EN

The article deals with the problems of psychological and social adaptation of students with special educational needs to studying in the university. Successful adaptation helps the student to accept new requirements, to build positive relationships with teachers and classmates, to actualize motives of self-realization, it develops personal growth. The authors describe the student`s cognitive, motivational, regulatory, communication difficulties; they also identify the main typological groups. As a result of the empirical research four main clusters of students were identified according to the investigated indicators. The leading tactics of assistance to students with special educational needs are described during designing their individual educational routes.

19

Doświadczenia edukacyjne uczniów u progu II etapu edukacji

63%

Michalak R.

Edukacja

|

2015

|

issue 1(132)

20–33

PL

W artykule podjęto próbę ukazania znaczenia doświadczeń, jakie uzyskują dzieci na etapie edukacji wczesnoszkolnej, dla procesu pokonywania drugiego progu szkolnego. Przedstawiono w nim wybrane wyniki badania doświadczeń trzecioklasistów związanych z organizacją procesu kształcenia, na tle wyzwań, jakie stawia przed uczniami nowy etap kształcenia. Wyzwania te opisano, korzystając z materiału empirycznego uzyskanego z badania opinii nauczycieli i przeżyć dzieci. Omówione wyniki odsłaniają niekorzystny obraz szkoły, która nie stwarza uczniom warunków do nabywania wartościowych doświadczeń, zarówno z punktu widzenia ich osobistego rozwoju, jak i procesu adaptacji do wymagań edukacji przedmiotowej.

EN

The article highlights the importance of children’s primary school experience in their transition to secondary school. Research regarding aspects of their experience is presented, mainly relevant to organization of the teaching process. Secondary education poses new challenges for children. These are described using empirical data collected in a survey of the opinions of teachers and children. An image emerges of school as an environment not conducive to adaptation to the demands of individual subject learning from the perspective of personal development.

20

Criteria for diagnosing the level of students readiness for self-educational activities

63%

Soveiko Y. I.

Eunomia – Rozwój Zrównoważony – Sustainable Development

|

2021

|

issue 1(100)

149-157

EN

The article presents the results of a study to determine valid criteria for diagnosing the students level of readiness for self-educational activities. In the study as the psychological readiness for self-education author considers the desire to perform certain self-educational tasks, the ability to achieve the goals of self-education, the presence of moral and volitional qualities that contribute to the fulfillment of this task (responsibility, discipline, perseverance), understanding of the essence and the need of self-education for becoming a specialist. By technological readiness for self-educational activity, the author understands the ability to perform self-educational tasks, the ability to allocate time, organize, control, and adjust self activities. Based on the obtained results, it is concluded that the level of psychological readiness for self-education can be defined as the average arithmetic mean of students' assessments on a three-point scale of statements of the questionnaire "Readiness for self-educational activity": "I like to study on my own"; “I study additionally myself”; “I can independently achieve my goals of self-education”; “I realize that I will not achieve my goals without additional study”; “I study new things every day”; “I'm quite responsible”; "I'm quite disciplined." The level of technological readiness for self-educational activity is defined as the average value of expert assessments of self-educational skills and average assessments of students of their own ability to set goals and plan activities. The sum of these assessments makes it possible to judge the level of the student's readiness for selfeducational activity, as well as to correct the underdeveloped components of readiness. The validity of these criteria is confirmed by a statistical study revealing reliable links with the corresponding scales of the standardized questionnaires "General structure of activity" (GSA) E.Yu. Mandrikova and "Style of self-regulation of behavior" (SSB) by V.I. Morosanova.

Refine search results

“Social work” students’ willingness to work with people with disabilities

Kognitiv und/oder epistemisch? Auf dem Weg zur epistemologischen Semantik

Romantic Love and Grief in Bobbie Ann Mason’s “Shiloh”: A Sketch of a Cognitive Narratological Perspective

Exploring Cognitive Concepts in the National Assessment of the Indonesian Language

Heimat als Metapher für Identitäten und Emotionen

Identyfikacja i wykorzystanie zasobów wychowanków Młodzieżowego Ośrodka Wychowawczego – jako element indywidualnych oddziaływań resocjalizacyjnych

Identyfikacja i wykorzystanie zasobów wychowanków Młodzieżowego Ośrodka Wychowawczego – jako element indywidualnych oddziaływań resocjalizacyjnych

Lying and the Relevance-Theoretic Explicit/Implicit Distinction

The Nature of Religion in Iain Banks’s Novels: The Wasp Factory and Consider Phlebas

What Is Thinking with Images?

СТРУКТУРНО-ЗМІСТОВІ СКЛАДНИКИ РИТОРИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ

Subjective-personal readiness of correctional teachers to education of ASD children

Obrazowanie cienia w poezji Inny Lisnianskiej. Próba kognitywnej analizy wybranych utworów

„Świat społeczny w kalejdoskopie”, czyli o usytuowaniu badacza w badaniach jakościowych

Poszukiwanie nowego modelu edukacji w oparciu o idee kognitywizmu i konstruktywizmu

СПЕЦИФІКА НАВЧАННЯ КАНАДСЬКИХ ДІТЕЙ У ПЕРІОД РАННЬОГО ДИТИНСТВА

Some Aspects of Translating History

The specificity of the adaptation difficulties of students with special educational needs in studying in the university

Doświadczenia edukacyjne uczniów u progu II etapu edukacji

Criteria for diagnosing the level of students readiness for self-educational activities