Search results

1

Krytyka i rozumienie w doradztwie filozoficznym

100%

Ples-Bęben M.

Studia Edukacyjne

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2020

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issue 57

241-255

EN

The aim of the article is to analyze “criticism” and “understanding” in their relation to philosophical counseling. The article begins by the thesis on the need to define this type of counseling as an equivalent relationship between a counselor and a client. This claim is based mainly on the Socratic sense of the essence of philosophizing as a common pursuit of wisdom and cognition. Next, criticism and understanding which seem to be abstract concepts that belong to specific doctrines are considered as useful tools in the process of creating a philosophical attitude. In this sense, they acquire their existential aspect and prove useful in the practical application of philosophy.

2

Short communications

92%

Janowski K., Tatala M.

Psychology of Language and Communication

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2009

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vol. 13

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issue 2

59-69

EN

Broca's aphasia is still a relatively poorly understood phenomenon. The Trace Deletion Hypothesis is one of the attempts made to explain linguistically comprehension deficits observable in this disorder. The article presents the main assumptions, claims and consequences of this hypothesis, as well as criticisms it has raised in the literature. This hypothesis offers an opportunity for shedding more light on the issue of agrammatism in Broca's aphasia, and also for improving our understanding of the phenomenon of aphasia as such and, consequently, our understanding of language processing in the human mind.

3

Gimnazjalista czyta Redutę Ordona. O utworach z kontekstem historycznym w kształceniu polonistycznym

92%

Horwath E.

Postscriptum Polonistyczne

|

2012

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issue 2(10)

231-240

EN

The article raises an issue of students’ cognition of literary texts from the nineteenth century included in the core curriculum. The author draws attention to the difficulties associated with understanding the literal and metaphorical language that varies from the everyday lan-guage of the students. The author also introduces methods to mitigate these problems and proposes a form of classroom exercises which facilitate the analysis and interpretations of literary works.

4

How does foreign accent affect template matching mechanisms? ERP evidence from Polish

81%

Kędzierska H.

Linguistics Beyond and Within

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2019

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vol. 5

61-74

EN

Sentential context is believed to have particularly robust effects on the processing of foreign-accented speech (Lev-Ari 2015). However, recent neurolinguistic studies investigating the relation between non-native speech and semantic predictability suggest that anticipation mechanisms are, in fact, hampered during the processing of foreign accents (Romero-Rivas et al. 2016). The current study is an attempt to shed more light on this issue and establish whether the mechanisms responsible for categorical template matching remain active during the processing of non-native speech. The study investigated neural reactions towards high cloze probability template endings (i.e., the endings of fixed phrases selected in a pre-test) and their unexpected counterparts. 120 Polish sentences were recorded by a native Polish speaker and a non-native (L1 Ukrainian) speaker of Polish in order to investigate the reactions towards an easily recognizable foreign accent. The brain activity of 28 monolinguals (L1 Polish) was recorded during the EEG sessions. In native-accented speech, violations of high cloze probability items resulted in a broadly distributed negativity followed by a P600 effect. No comparable effects were observed in the case of foreign-accented speech. These results are compatible with previous findings (Hanulíková et al. 2012; Romero-Rivas et al. 2016) as they confirm that linguistic anticipatory and reanalysis processes are hampered in the case of non-native speech.

5

Symultaniczno-Sekwencyjna Nauka Czytania® na wczesnym etapie edukacyjnym w kontekście roli umiejętności czytania w rozwoju człowieka

81%

Orłowska-Popek Z., Bielenda-Mazur E.

Poznańskie Studia Polonistyczne. Seria Językoznawcza

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2019

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vol. 26

|

issue 2

163-173

EN

In this article, the authors present a reading technique addressed to pre-school and earlyschool children in the context of the role of reading skills in human development. The authors of the paper describe the technique of teaching reading and the neurobiological basis of this technique, dedicated to children with and without developmental disorders.

6

Niewidzenie a kompetencje pragmatyczne w komunikacji

81%

Czerwińska K., Piskorska A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 21

189-210

EN

The paper argues that gaps in knowledge attested in congenitally blind individuals may negatively affect their performance in foreign language tasks testing reading comprehension. Characteristics of a blind learner at various stages of cognitive and educational development are presented, with focus on gaps in knowledge resulting from sight impairment. The concept of pragmatic competence is first explained generally in reference to communication and then it is applied to a case of a comprehension task taken from an EFL exam (Polish “matura”, basic level). An analysis of the text indicates that despite being relatively simple in linguistic terms, comprehension tasks may pose a significant processing challenge to blind students due to a large amount of implicitly communicated information dependent on visual experience.

7

Niewidzenie a kompetencje pragmatyczne w komunikacji

81%

Czerwińska K., Piskorska A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 21

PL

The paper argues that gaps in knowledge attested in congenitally blind individuals may negatively affect their performance in foreign language tasks testing reading comprehension. Characteristics of a blind learner at various stages of cognitive and educational development are presented, with focus on gaps in knowledge resulting from sight impairment. The concept of pragmatic competence is first explained generally in reference to communication and then it is applied to a case of a comprehension task taken from an EFL exam (Polish “matura”, basic level). An analysis of the text indicates that despite being relatively simple in linguistic terms, comprehension tasks may pose a significant processing challenge to blind students due to a large amount of implicitly communicated information dependent on visual experience.

8

Strategie nauki czytania w terapii dzieci z zaburzeniami komunikacji językowej

81%

Bielenda-Mazur E., Orłowska-Popek Z.

Poznańskie Studia Polonistyczne. Seria Językoznawcza

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2019

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vol. 26

|

issue 2

27-39

EN

In this article, the authors present the reading difficulties of children with language communication disorders. The authors’ experience in therapy allows them to determine the most important difficulties characteristic of people with particular disorders (SLI, dyslexia, autism, Asperger’s syndrome and deafness) and to propose a strategy for therapy.

9

Cognitive Levels of Pragmalinguistic Typology and German Text Comprehension

81%

Szabó E., Stranovská E., Ficzere A.

Journal of Education Culture and Society

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2023

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vol. 14

|

issue 2

242-256

EN

Aim. The research aim is to find out the correlation between the comprehension of read texts in German and the different cognitive linking levels such as the propositional, the epistemic and the speech of act level. Methods. In the first phase of the research, we used qualitative content analysis to identify the different cognitive levels in the texts. After that we used a didactic test to determine the text comprehension in German at the A2 language proficiency level. Results. A statistically significant positive relationship was found between reading comprehension performance in German and the propositional level. This means, higher performance in reading comprehension of German texts is manifested if the read texts contain indicators such as indicative sentences and adverbial tenses. Subsequently, we find a tendency correlation between the comprehension of German texts and the level of speech acts. No statistically significant relationship was found in the variable of epistemic level and German text comprehension. Conclusion. Our research showed that the epistemic level indicators and the speech act level indicators made it difficult for the learners to comprehend German texts, for this reason it would be necessary that after mastering the simpler phenomena such as the indicative mood, they should fluently start to deal with the indicators of the above levels. In the educational process, it is necessary to focus on the training of word types, on explaining the meanings of these words or expressions in order to develop and broaden the vocabulary of learners.

10

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

70%

Oliver R., Young S.

Studies in Second Language Learning and Teaching

|

2016

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vol. 6

|

issue 1

111-133

EN

The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (top-down reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre- and posttest measures of students’ reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.

11

Phenomenology and Rhetoric in Hermeneutic Translation

70%

Stolze R.

Crossroads. A Journal of English Studies

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2018

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vol. 20

EN

Translational Hermeneutics as a discipline is central in Translation Studies. It redirects academic interest from language structures and cultural differences onto the person dealing with them, the translator. The translator, with intellectual, social and individual aspects of identity, combines intuition with reflection in the mediating process. S/he has in his or her strategy a dual perspective on the texts: s/he asks for their socio-cultural background, and analyses holistically the level of the text’s language structure, never proceeding in a word-for-word manner. Comprehension requires relevant cultural and specialist knowledge guiding the phenomenology in understanding, whereas proficiency in specific text genres and styles, textual logic, and semantic webs with cultural key words is rhetorically necessary for writing a translation. The application of this dynamic translation competence is demonstrated using an example.

12

Nie pamiętam dokąd idę, ale wiem, że jestem – o zdolności do czynności prawnych osób z zaburzeniami pamięci i świadomości

70%

Tanajewska R.

Pogranicze. Studia Społeczne

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2016

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vol. 28

EN

The presence of memory disorders and memory consciousness is an increasingly widespread phenomenon of modern society. It is difficult to identify unambiguously, from which the abnormal phenomena may arise. Impaired memory and consciousness are most common in the elderly. Diseases which involve disturbances of memory, and consciousness are Alzheimer’s, Parkinson’s, Pick’s disease, Huntington’s chorea, neuroborreliosis, and Creutzfeldt – Jakob disease. The aim of the article is to point out the problem of understanding legal actions carried out by individuals with impaired memory and awareness, and an attempt to establish the border between important and unimportant activities because of the appearance of disorders of memory and consciousness.

13

International and/or national philosophical terms in the domain of philosophy

70%

Ikere Z.

Translatorica & Translata

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2021

|

vol. 2

55-65

EN

Philosophy as a universal system of knowledge and the main corpus of the philosophical terminology consists of international terms. There are cases, however, when philosophers choose to, create a native word instead of employing a wellknown international term. The term Meddelelse, for instance, was introduced by the Danish philosopher Soren Kierkegaard. According to him, different aspects of communication are included in this concept to be denominated by the Danish word Meddelelse. Another example in this respect is the national term introduced by the Latvian philosopher Rihards Kūlis for the international term nacionālā identitāte. Contemporary philosophers tend to claim that philosophy does not belong only to the elitist part of the society. If such is the case, the philosophers try to facilitate the comprehension process for the native readers in order to ensure a deeper understanding of definite notions. Hence they endevour to accommodate their writing in the way their readers could fully grasp the meaning of the intended message.

14

Philosophy of Education and Pedagogy: Peculiarities of Interaction

70%

Vakhovskyi L.

Journal of Education Culture and Society

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2023

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vol. 14

|

issue 2

19-29

EN

Aim. The aim of the article is to determine the status and purpose of philosophy of education, and to identify the peculiarities of its relationship with educational practice and pedagogical science. Concept. Philosophy of education and pedagogy explore different aspects of the same subject field – education. Realising different research functions, they do not act as competitors, but, on the contrary, have the potential for mutual complementarity and reciprocal strengthening of their cognitive capabilities. Results. Philosophy of education as a branch of applied philosophy is not an instrumental tool and cannot directly influence educational practice. It is designed to provide comprehension and understanding of the most important problems of the theory and practice of education. The role of mediator is played by another science of education – pedagogy. Conclusion. The most productive form of relationship between philosophy of education and pedagogical science is their interaction, which contributes to the mutual enrichment, building up and the fullest realisation of their special research capabilities. Pedagogy has a choice of philosophical and educational concepts to develop educational theories which are verified by experiment and directly implemented in practice. Philosophy of education realises its theoretical functions at all stages of educational activity. Cognitive value. The article presents a new perspective on the problem of the relationship between educational philosophy and educational practice. It is argued that the most efficient channel of transferring philosophical and educational ideas into practice is pedagogical science.

15

Slovak students’ comprehension of English figurative idioms containing body parts

70%

Ciprianová E., Vrábelová M.

Topics in Linguistics

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2015

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vol. 15

|

issue 1

EN

Figurative idioms constitute a large proportion of multi-word expressions in everyday language. Contrary to the traditional view of idioms as non-compositional units, numerous studies in cognitive linguistics show that most idioms are not arbitrary but motivated by conceptual metaphors and metonymies that provide a link between literal and figurative meanings. Familiarity with particular source domains and conceptual mappings is regarded as a source of idiom transparency. In this article, we report on a study in which 85 Slovak students participated. Their task was to guess the meanings of English idioms containing three body parts: the eye, the hand and the heart. These body parts are not equally productive metaphorical source domains in English and Slovak. The research results which we present indicate that different prominence of the source domains in students’ mother tongue and the target language is one of the factors that influence idiom comprehension in a foreign language.

16

Co to jest zawartość pojęcia? Sądy analityczne i syntetyczne według Clarence’a Irvinga Lewisa

70%

Rogoziecki R.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2012

|

issue nr 17

95-123

EN

The paper is clarification of the category of content of concepts. This category is the key one for Kant and Lewis, as well as for Quinean refutation of distinction between the synthetic and the analytic. The question is: to what extent does Quine’s critique apply to Lewisean understanding of the synthetic and the analytic? The answer is a negative one. In fact, Quine’s critique in his famous Two Dogmas of Empiricism is based on resignation from the category of conceptual content. Just the opposite to Kant and Lewis, who both grounded the opposition of synthetic and analytic judgments in just this category. It brings about the necessity of some explanation of “content of concepts”. According to Kant this content is the presentations of senses, which at the same time are the arguments of concepts. In Critique of Pure Reason concepts are understood as intellectual functions, the value of which is the synthetic unity of apperception. This explanation is far from suffi cient clarity. Thus one needs to describe it in appropriate logical terms. And this was done in Analysis of Knowledge and Valuations by C.I. Lewis. Lewis achieved it by means of his intensional modes of meaning, that is: (1) comprehension, (2) signification and (3) intension. In our cognition these three intensional modes of meaning are primary to the forth mode, namely – extension. The three intensional modes of meaning determine what Lewis called the sense meaning. Sense meaning is at its bottom a kind of imaginary schema, enabling applications of linguistic terms to the world of possible experience.

17

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

70%

Oliver R., Young S.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 1

111-133

EN

The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (topdown reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre- and posttest measures of students’ reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.

18

THE RELATIONSHIP BETWEEN READING STRATEGY USE AND READING COMPREHENSION AS MEDIATED BY READING RATE: THE CASE OF EYE MOVEMENT TRAINING BY RAPID SERIAL VISUAL PRESENTATION (RSVP)

70%

Rahimi M., Babaei S. A.

Teaching English with Technology

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2021

|

vol. 21

|

issue 1

94-111

EN

The purpose of the current study was to examine the relationship between reading strategy use and reading comprehension as mediated by reading rate amongst advanced EFL students who received eye movement training by Rapid Visual Presentation (RSVP) technology. Seventy-two EFL learners participated in the study and received instruction for enhancing their reading speed via Reading Trainer Application for twelve consecutive weeks. Their entry-level of reading strategies awareness was assessed by the Metacognitive Awareness of Reading Strategies Inventory prior to and after the study. Their reading comprehension was assessed by International English System Test before and after the study. Their reading rate was also recorded prior to and after the study. Modelling the relationship between strategy use and reading comprehension as mediated by reading rate was tested prior to the study and the findings showed that the model was not statistically significant. The model was reassessed after the experiment and the results lent credence to the fact that eye training via RSVP for speed reading led to a mediating role for reading rate in the relationship between strategy use and reading comprehension. The results support the fact that reading rate is a contributory factor in understanding reading passages and integrating speed reading training using the-state-of-the-art technologies into reading instruction should be considered in EFL reading courses.

19

Alcuni casi di «enantiosemia» nell’italiano medico in quanto difficoltà nella didattica

65%

Szpingier B. K.

Studia Romanica Posnaniensia

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2020

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vol. 47

|

issue 2

111-122

PL

This study examines some formulations which raise doubts as they allow themselves to be interpreted in an equivocal mode in the course of learning and teaching of specialist Italian. To illustrate the complexity of these lexical/terminological solutions based on consultations and opinions, managed by doctors and professionals in medicine with free access on the website of www.corrieredellasera.it, in the Medicine section: Health. The classification of the examples is based on the subdivision established by Lepschy on enantiosemy. The description completes the clarifications adapted to the concepts of signification, meaning and comprehension.

20

Językowe rozumienie świata. Od kodu polikonkretnego do hierarchicznego

58%

Panasiuk J.

Prace Językoznawcze

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2017

|

issue XIX/3

199-221

EN

Understanding is a cognitive function aiming to produce in the mind images of objects, events or conditions creating reality through the interpretation of the data coming from the outside and produced by the mind. As a result of understanding the speech receiver reconstructs the information intended by the speaker and expressed in a particular form of language. In the activities of understanding one can distinguish a level of the concrete and the abstract. The reality reconstructed at the concrete level is flat and it allows the reaction based on specific stimuli from the outside world. The essence of understanding at the abstract level is the formation of meaningful relations connected not only by signals that determinate specific behavior, but planning one’s own cognitive activity and the use of words as an expression of one’s own thoughts and desires. In the diagnosis and treatment of comprehension disorders it should be assumed that the understanding of a word as a representative of some possible specific objects and situations does not ensure a hierarchical orientation – which relates to the ability to assimilate new information and to reorganize the cognitive models. It is the understanding at the abstract level which is unique for the human species.

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Krytyka i rozumienie w doradztwie filozoficznym

Short communications

Gimnazjalista czyta Redutę Ordona. O utworach z kontekstem historycznym w kształceniu polonistycznym

How does foreign accent affect template matching mechanisms? ERP evidence from Polish

Symultaniczno-Sekwencyjna Nauka Czytania® na wczesnym etapie edukacyjnym w kontekście roli umiejętności czytania w rozwoju człowieka

Niewidzenie a kompetencje pragmatyczne w komunikacji

Niewidzenie a kompetencje pragmatyczne w komunikacji

Strategie nauki czytania w terapii dzieci z zaburzeniami komunikacji językowej

Cognitive Levels of Pragmalinguistic Typology and German Text Comprehension

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

Phenomenology and Rhetoric in Hermeneutic Translation

Nie pamiętam dokąd idę, ale wiem, że jestem – o zdolności do czynności prawnych osób z zaburzeniami pamięci i świadomości

International and/or national philosophical terms in the domain of philosophy

Philosophy of Education and Pedagogy: Peculiarities of Interaction

Slovak students’ comprehension of English figurative idioms containing body parts

Co to jest zawartość pojęcia? Sądy analityczne i syntetyczne według Clarence’a Irvinga Lewisa

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

THE RELATIONSHIP BETWEEN READING STRATEGY USE AND READING COMPREHENSION AS MEDIATED BY READING RATE: THE CASE OF EYE MOVEMENT TRAINING BY RAPID SERIAL VISUAL PRESENTATION (RSVP)

Alcuni casi di «enantiosemia» nell’italiano medico in quanto difficoltà nella didattica

Językowe rozumienie świata. Od kodu polikonkretnego do hierarchicznego