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1

FROM DYNAMIC ASSESSMENT OF COGNITIVE ABILITIES TO EDUCATIONAL INTERVENTIONS: TRENDS IN COGNITIVE EDUCATION

100%
Kovalčíková I.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
|
issue 1
5 – 21
EN
Being a pedagogue with over twenty years’ experience in training teachers, the author has lately been attracted by ideas bridging the growing gap between neurological and psychological research findings and their practical application in schools. For instance, Tokuhama Espinosa (2010) points out that current findings in brain research have limited connection with actual educational practice. The outcomes of research on learning processes are insufficiently projected in teacher training programmes. Curriculum documents and teaching materials copy the discourse specific to educational policy in the country of origin and development. The consequence of the insufficient links between basic and applied research in the field is a growing gap between those who generate research outcomes and those who are supposed to integrate the outcomes in applied education and subsequently bring them to life in educational practice. The reason for this gap is straightforward: it is immensely important, though extremely demanding, to “translate” the outcomes of complex neurological and psychological research so that they are applicable in real classroom settings. Researchers’ attitudes are frequently that their work ends once the research findings have been presented. Here, the question arises as to who should rise to the challenge of becoming the mediator or transmitter in the process of incorporating research findings in pedagogical practice. At present, the response to this situation is manifested in the pursuit of interdisciplinary links between psychological and pedagogical (in fact, psychodidactic) discourse.
2
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Selected Aspects of Early Childhood Education and Primary Education in the Slovak Republic during the Period of Transformation of the Slovak Education System

100%
Kovalčíková I.
Journal of Preschool and Elementary School Education
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2012
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issue 1
81-106
EN
The aim of this contribution is to assess selected aspects of the development of early childhood education and primary education in the Slovak Republic (SR) during the last twenty years in the context of the process of the transformation of the Slovak education system. Our aim is to emphasise: 1. The formation of a legislative framework for education reforms in SR; and 2. the development of a curriculum for early childhood and primary education. The contribution outlines various mechanisms for curricular transformation which are dependent on mutual configurations and the characteristic components of this difficult process. In the contribution we name the basic factors determining the conditions for the preparation, the implementation process and the assessment of results of education reform in early childhood and primary education. At the end of the article we offer suggestions which we feel could lead to the successful modification or further implementation of education reform in the Slovak Republic.
3

From dynamic assessment of cognitive abilities to educational interventions: Trends in cognitive education

100%
Kovalčíková I.
Journal of Pedagogy
|
2015
|
vol. 6
|
issue 1
5-21
4
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Cognitive Educational Transaction: Assessment and Mediation of Pupil’s Cognitive Capacities

63%
Kovalčíková I., Miecznik-Warda J.
Edukacyjna Analiza Transakcyjna
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2019
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issue 8
117-132
PL
At present, the subject of basic and applied research is becoming a specific type of educational transaction whose aim is to know the cognitive determinants of the educational process. Research findings relating to the brain and mind indicate that if we can gain a better understanding of a pupil’s cognitive apparatus, this may lead to more effective teaching of low-performing pupils. When considering the causes of a pupil’s unsatisfactory school performance, it is important to consider which elements of thinking require activation during information processing, or task performance. Knowing the aspects of motor and mental speed and cognitive flexibility of the pupil is the starting point for cognitive stimulus transactions. From this knowledge, subsequently generated transactions can be carried out in an individual intervention aimed at remediating the possible cognitive deficiencies in low performing pupils. In the paper we present the results of the pilot research (as a part of more complex experimental study ), the intention of which is to assess the suitability and the selection of appropriate research tools in the diagnosis of motor speed in pupils. The diagnosis is an introduction to research on the assessment of the impact of the relationship between the motor speed and the speed of information processing in a student on the their success in learning. The subjects are students aged 8-10, gender-diverse. During the diagnosis: Mira Stambak hatch tests, the "Looping" test, the rate of writing the word "house" by Elżbieta Grzegorzewska test, Rene Zazzo Card Test, Ozierecki test of motor speed development, test of cognitive functions Trail Making Test (TMT) Dean Delis, Edith Kaplan and Joel Kramer. The following have been taken into account: accuracy of the test, time needed to carry out the test, clarity of instructions, criteria for evaluation of results and interest of students. After analyzing the results, it has been found that the proper tests will be conducted with the following tests: Looping, Hatching and Trail Making Test.
5
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SMARTS Programme and Pupils’ Metacognitive Abilities - A Pilot Study

63%
Kovalčíková I., Martinková I.
The New Educational Review
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2022
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vol. 67
17-29
EN
The presented paper focuses on the impact of intervention with the application of the SMARTS program on students’ metacognitive abilities. The metacognitive program SMARTS, which is a product of RILD1 (Research Institute for Learning and Development, Lexington, Massachusetts, the author Lynn Meltzer), was translated, adapted, and pilot-tested in the Slovak educational context conditions. In the form of qualitative intervention case studies, the paper analyses (1) the diagnostic potential of SMARTS revealing deficits in students’ metacognitive abilities (organisationorganization and prioritisationprioritization), (2) an intervention to improve a student’s specific metacognitive ability, (3) outcome (stagnation/progress/regression) of the intervention. The results obtained by direct participatory observation applied in the intervention point to a possible positive impact of the SMARTS program on the observed metacognitive abilities of students.
6

RELATIONSHIP BETWEEN FLUID INTELLIGENCE AND LEARNING POTENTIAL: IS THERE AN INTERACTION WITH ATTENTIONAL CONTROL?

51%
Filičková M., Ropovík I., Bobáková M., Kovalčíková I.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
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issue 1
25 – 41
EN
The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.
7

“Das bin ich...”: Corporeality and early German language education in (Slovak) kindergarten

51%
Kaščák O., Pupala B., Kovalčíková I.
Human Affairs
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2012
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vol. 22
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issue 1
56-68
EN
This paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body-conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of corporeality is further used as a means of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions.
8

The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

51%
Filičková M., Ropovik I., Bobaková M., Kovalčíková I.
Journal of Pedagogy
|
2015
|
vol. 6
|
issue 1
25-41
EN
The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.
9
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The Quality of deductive Reasoning in Inferring Words from Context: Comparison of the Performance of Standard and Talented 9–10 Year Old Pupils

39%
Kovalčíková I., Ropovik I., Ferjencik J., Bobakova M., Slavkovská M., Filičková M.
Journal of Preschool and Elementary School Education
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2014
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issue 6
41 - 66
EN
The primary intention of the presented paper is to contribute to the understanding of 1. what deductive-hypothetical reasoning is and 2. what deductive inference is, manifested in the ability to decode and learn words from context. The WCT - WORD CONTEXT TEST (D-KEFS; Delis, Kaplan & Kramer, 2001) was used for measuring the two dependent variables (level of hypothetical thinking and ability to infer the meaning of words from context). This test is a separate part of the Delis Kaplan Executive Function System test battery (D-KEFS; Delis, Kaplan & Kramer, 2001). On the basis of the results obtained in the process of the administration of the tool on a sample of 9–10 year-old pupils attending standard schools and pupils educated in classes for the gifted, we explore the level of hypothetical-deductive thinking in both groups of pupils. We use the obtained data to make the following analysis of the relationship between a pupil’s intelligence and: a) level of hypothetical reasoning; and b) level of ability to infer the meaning of words from context among standard pupils; analysis of differences in: a) level of hypothetical reasoning; and b) level of ability to infer the meaning of words in context between gifted pupils and standard pupils.
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