Search results - CEJSH

1

Problem prawdy w myśli Platona

100%

Duma T.

Studia Ełckie

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2011

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vol. 13

7-30

EN

The undertaken considerations seek for revealing that in the thought of Plato there are few different approaches to the problem of truth. They start with the epistemological aspect which was inherited by Plato from Parmenides according to which truth is a constitutive element of human cognition and knowledge, an element that is conditioned by precisely determined indicators such as universality, necessity and invariability. The important contribution of Plato in explaining the problem of truth is where he underlines its meaning in the accomplishment of human being. The natural ability for knowing truth is the most crucial expression of humanity that is why more he draws on truth more he exists.

2

Miłość samego siebie, poznanie i prawdziwa Miłość. Mały traktat o niektórych etapach życia duchowego

100%

Wojda J.

Studia Ełckie

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2011

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vol. 13

451-501

EN

In the modern epoch there were many investigations of human spirit for discovering what is certain and permanent. All that started with the new philosophy of Descartes. His thought may be helpful in searching for truth as a nutrition for developing Christian life. The article undertakes the attempt to insight into human self. The considerations start with love, because it seems to be what should drive human spiritual life and lead man to his heart. The second part of the article contains what can be achieved by applying Descartes’ thought for searching for what is true and permanent. The third (the last) part of the paper is dedicated to God and His contribution to human love and cognition, and its consequences.

3

Kognitívny deficit u pacientov so schizofréniou

100%

Hajdúk M., Pečeňák J.

Československá psychologie (Czechoslovak Psychology)

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2018

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vol. 62

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issue 3

231-243

EN

The aim of the review article is to provide recent empirical evidence about cognitive deficit in patients with schizophrenia. Authors characterized cognitive deficit, analysed neurobiological basis and assessment of deficit severity, relationships to course of illness and symptoms of disorder. Approach of clinical neuropsychology is compared to current approach based on the cognitive neuroscience. Last part of the article is devoted to the topic of rehabilitation and treatment of cognitive deficit through the psychopharmacological intervention and cognitive remediation.

SK

Autori sa v prehľadovej práci zameriavajú na priblíženie aktuálnych poznatkov v oblasti kognitívneho deficitu, ktorý je prítomný u pacientov so schizofréniou. Uvádzajú charakteristiku kognitívneho deficitu, jeho neurobiologický základ a taktiež zhodnotenie jeho závažnosti, vzťah k priebehu a symptómom poruchy. Opisujú prístup klinickej neuropsychológie a novších postupov v rámci kognitívnych neurovied k jeho skúmaniu. V závere sa venujú aktuálnym možnostiam ako ovplyvniť kognitívny deficit, či už prostredníctvom psychofarmakologických postupov, alebo prostredníctvom kognitívnej remediácie.

4

Understanding CLIL as an innovation

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Kelly R.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 1

153-171

EN

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

5

Music performance anxiety: New insights from young musicians

100%

Kenny D., Osborne M.

Advances in Cognitive Psychology

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2006

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vol. 2

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issue 2-3

103-112

EN

Music performance anxiety (MPA) is a relatively neglected psychological phenomenon that rarely appears in mainstream psychological journals or textbooks. To date, this field of inquiry has focused primarily on professional and amateur adult musicians or college level music students. With the exception of a small number of recent additions to the literature, there have been few studies examining the experience of MPA in younger musicians. In this paper, we review our work on MPA in general, and summarize our recent work with young musicians. We argue that the experience of MPA may begin early in a musical career and that the characteristics of this experience are qualitatively similar to those experienced by adult musicians. There are therefore compelling reasons to address MPA early and to take a strong preventive focus on a condition that to date shows persistence over time and only modest response to available treatments.

6

MALE VS. FEMALE / MIND VS. BODY: A COGNITIVE DISCOURSE APPROACH TO TWO PLAYS BY SHAKESPEARE

100%

Romero E. D.

Gender Studies

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2013

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vol. 12

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issue 1

1-15

EN

The aim of the present paper is twofold: i) to show that the idea of a “savage mind” does not make sense unless accompanied by that of a wrong restraining body which needs to be broken to let the so-called “savage mind” out, and vice versa and ii) to prove this relieving process to be ultimately affected by gender. While women seem to need to resort to a third party body disguise in order to show their real selves out of their constraining bodies, it is precisely men’s minds which aim to liberate them. Examples to illustrate this idea will be taken from Rosalind and Audrey in Shakespeare’s As You Like It, on the female side, and Caliban and Ferdinand in The Tempest, on the other, male side.

7

An Introduction to the Special Issue on Logic, Cognition and Argumentation

100%

Urbański M., van Lambalgen M., Koszowy M.

Logic and Logical Philosophy

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2018

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vol. 27

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issue 4 Special Issue on Logic, Cognition, Argumentation. Guest Editors: Mariusz Urbański, Michiel van Lambalgen and Marcin Koszowy

417-419

EN

In recent years we have witnessed a cognitive or ‘practical’ turn in logic [Gabbay and Woods, 2005; Urbański, 2011]. The most fundamental claim of its proponents is that logic has much to say about actual reasoning and argumentation. This cognitively-orientated logic. It acquires a new task of “systematically keeping track of changing representations of information” [van Benthem, 2008, p. 73], and, due to all the achievements of the mathematisation of logic, is fully up to this task. It also contests the claim that distinction between a descriptive and a normative account of the analysis of reasoning is disjoint and exhaustive [Gabbay and Woods, 2003, p. 37].

8

Język jako narzędzie poznania i komunikacji

100%

Adamska K., Instytut Psychologii U. G.

Acta Universitatis Lodziensis. Folia Psychologica

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2013

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vol. 17

EN

The paper presents arguments for treating language as a tool for cognition and communications. It articulates an opposite view to the one which considers language as an independent module shaping cognition and thinking. According to the conception of the socially – based cognition the mind is a controller of the adaptive behavior, and communication is a strategic action to which language is subjected. The model of the linguistic categories arranges words according to the level of their abstraction; and a number of research results presented in the paper indicate that there is a relationship between the level of abstraction of the words used and the inference related to events, emotions and memory. Recognizing language as a tool for cognition and communication leads to the acceptance of the necessity to widen the language awareness. This kind of thinking is supported by the presented results of research on the relationship between linguistic categories and the stereotypes, communication of the interpersonal distance and the process of asking questions and giving answers.

9

Understanding CLIL as an innovation

100%

Kiely R.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

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issue 1

153-171

EN

Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy position which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.

10

Współzależność metapoznawczego Ja i wybranych aspektów funkcjonowania poznawczego

100%

Brycz H., Karasiewicz K., Klimaszewska J.

Polskie Forum Psychologiczne

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2014

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vol. 19

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issue 3

401-408

EN

The main aim of our investigation is a cognitive interdependence to metacognitive self. Metacognitive self construct as a new one is considered. Three studies are presented: first two as evidence for monitoring effect of metacognitive self, and the last one – as cross-cultural study. The latter is devoted to the role of metacognitive self in affect regulation. Studies showed that metacognitive self may be responsible for persistence in cognitive load conditions, and metacognitive self may serve as a protector against certain symptoms of depression.

11

Das verschleierte Bild zu Saïs. Von Fiktionen, die wahrlich keine sind

100%

Szybert R.

Linguistische Treffen in Wrocław

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2022

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issue 22

337-345

EN

In the epistemological consideration of the function of language, an attempt is made to record how man (the author) linguistically gives existence to his thoughts. In my contribution, I will address the structu- ral dependence of the meaning of the term fiction in private law on the choice of the reference variable on which this term is based. With reference to the conference theme, I will discuss the interaction of different factors in the linguistic formulation of a concept that is central to private law. Epistemological, ontological, historical, etymological and axiological factors will be dealt with. The conclusion of the lecture will argue for the assumption that knowledge of unadulterated truth should not be sought in fragmented images.

12

Process orientation of the conception of student learning

100%

Javornik Krečič M., Konečnik Kotnik E., Kovač J.

The New Educational Review

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2015

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vol. 41

194-206

EN

This article explores the importance of teachers' conceptions of student learning. In the first part, we focus on the teacher conceptions that stimulate process-oriented instruction. In the second part, we present the results of empirical research on teachers in Slovenian border areas. The principal aim of the research was to determine to what extent the teachers' conceptions of student learning are process-oriented (contrary to traditional orientation), and whether there are any differences between teachers who graduated from different faculties and those that were educated in different teacher education programs.

13

Психологічні основи розвитку особистості та пізнання нею об'єктивного світу у процесі праці

88%

Olena C.

Scientific Bulletin of Chełm - Section of Pedagogy

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2015

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issue 1

163-167

EN

The article reviews the problems of influence of a person’s work on its personal development and its cognition of objective reality. Activity of a person is the primary way of its development. Due to rapid changes of types and character of a work, human’s mental changes as well. New informational technologies, intellectualization of person’s activity cause inevitable influence on the way of human’s cognition of the world. In order to understand these changes, it’s necessary to know well the features of mental processes that take place in the personality itself, to understand the influence of mental states and changing of mental attributes of a person on the level of cognition of the objective world.

14

Symbolically Mediated Interaction and Perspective-taking: A Social-relational Perspective on Social Cognitive Development

88%

Tunc D. U.

Avant

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2019

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vol. 10

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issue 3

EN

It is widely agreed that perspective-taking plays an important role in the development of children’s understanding of themselves and others as social agents with their own beliefs, desires, goals, and representations of the world. However, how perspective-taking is realized and how the ability of perspective-taking develops is a matter of dissensus. The two theories currently dominating social cognition research, theory-theory, and simulation-theory construe perspective-taking as modeling, thus as an individual and inferential process. Interactionist theories prioritize interpersonal interaction but deny perspective-taking a constitutive role by arguing for a basic, immediate understanding of self and others in interaction. Cognitivist accounts downplay the role of interaction, while interactionist accounts overemphasize the role of sub-symbolical processes. What is central to perspective-taking and its development, but missing in either approach is symbolically mediated interaction. The social-relational perspective dating back to Lev Vygotsky and George Herbert Mead cuts across this schism and offers valuable insight into how perspective-taking develops through symbolic activity within a social context. Adopting the basic elements of the social-relational framework, the present work argues that understanding of self and others depends on the development of perspective-taking ability through symbolically mediated interaction. Perspectives are primarily differentiated, assumed, and coordinated within social interaction and subsequently through the individual, cognitive operation of perspective-taking. Symbolic mediation facilitates this transition from the social enaction of perspective-taking to mental construal and coordination of perspectives by transforming the structure of action. Higher order mental processes are not presupposed but constituted by social interaction through the child’s internalization of the perspectival structure of symbolic communication.

15

(De-)Konstruktion von Glaubwürdigkeit in Online-Debatten

88%

Stopfner M.

Studia Linguistica

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2016

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issue 35

67-80

EN

Sharing the notion of credibility as a dynamic construct within interaction, the paper traces the argumentative manoeuvers by which left- and right-wing users try to (de-)construct credibility within online-debates. Based on the concept of “Community of Practice”, the qualitative analysis combines cognitive as well as conversation analytic approaches to identity construction with typical far and extreme right argumentation schemes specified by critical discourse analysis.

16

On the pregnance of bodily movement and geometrical objects: A post-constructivist account of the origin of mathematical knowledge

88%

Roth W.-M.

Journal of Pedagogy

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2014

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vol. 5

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issue 1

65-89

EN

Traditional (e.g., constructivist) accounts of knowledge ground its origin in the intentional construction on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the naissance (birth) of knowledge, two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable ĝen-, ĝenә-, ĝnē-, ĝnō-. Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty (1964), are pregnant with new knowledge that cannot foresee itself, and that no existing knowledge can anticipate. I draw on a study of learning in a second-grade mathematics classroom, where children (6-7 years) learned geometry by classifying and modeling 3-dimensional objects. The data clearly show that the children did not foresee, and therefore did not intentionally construct, the knowledge that emerged from the movements of their hands, arms, and bodies that comply with the forms of things. Implications are drawn for classroom instruction

17

Światłocienie perswazji. Fragmenty dyskursu ero//teore//tycznego

88%

Żywiołek A.

Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica

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2017

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vol. 5

74-86

PL

Chiaroscuros of persuasion. Fragments of the ero//theo//r(e)tical discourse The article entitled Chiaroscuros of persuasion. Fragments of the ero//theo//r(e)tical discourse is a reflection concerning the rhetoric paradox, which, as an ingredient of septem artes liberales – was an efficient cognitive, understanding and thinking tool. Today, however, its position is described in the following article with the usage of “light” and “shade” metaphors. The rhetoric of various theoretical models (in the sciences and in the humanities) has become, in our times, a reason for asking the fundamental question about the status of the relation between language and reality, between cognition and interpretation. Does the desire for knowledge, the passion of thinking, indicate the existence of an objective and cognizable reality, or is it quite the contrary: does it prove that there is no non-linguistic reality?

18

Strategie komplementarne: Dlaczego używamy rąk, kiedy myślimy

88%

Kirsh D.

Avant

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2012

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vol. 3

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issue T

161-174

EN

A complementary strategy can be defined as any organizing activity which recruits external elements to reduce cognitive loads. Typical organizing activities include pointing, arranging the position and orientation of nearby objects, writing things down, manipulating counters, rulers or other artifacts that can encode the state of a process or simplify perception. To illustrate the idea of a complementary strategy, a simple experiment was performed in which subjects were asked to determine the dollar value of collections of coins. In the no-hands condition, subjects were not allowed to touch the coin images or to move their hands in any way. In the hands condition, they were allowed to use their hands and fingers however they liked. Significant improvements in time and number of errors were observed when S’s used their hands over when they did not. To explain these facts, a brief account of some commonly observed complementary strategies is presented, and an account of their potential benefits to perception, memory and attention.

19

Poezja i poznanie. O poemacie "Eliasz" Bolesława Leśmiana

88%

Łazicka A.

Białostockie Studia Literaturoznawcze

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2015

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vol. 7

EN

The author attempts to demonstrate that the poem "Eliasz" by Bolesław Leśmian has cognitive character. She devotes a lot of attention to the connections between Leśmian poetry and realistic symbolism. Part of the article concerns the poet’s description of the netherworld. Furthermore, it inquires whether the poem accomplishes the ultimate pursuit of poetry – remaining open to one true reality, free of individualism and intellectual constraints. Eventually, the interpretation demonstrates how, through a detached protagonist – "Eliasz", Leśmian begins to doubt the power of poetry to bring one back to primeval cognitive context, to such state of mind where reality is experienced directly through intuition and imagination.

20

Quelle serait la quantité d’informations nécessaire et suffisante pour une définition ?

88%

Alic L.

Studia Romanica Posnaniensia

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2012

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vol. 39

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issue 4

7-17

EN

In this paper we intend to prove the importance of cognition in the difficult and complex task of finding the right definition for a term or a collocation. The principles of categorization can be successfully applied in order to find the needed and structured information about the perceived world. They can also help finding the attributes that distinguish representatives of one category. Categorizing by using prototypes contributes to the development of individuals’ vocabulary in various fields and also in discovering the most important distinctive features in order to define object, beings or abstract notions of the perceived world. A good definition must contain not only distinctive features but also specific attributes, in order to increase its accuracy.

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