Search

The article contains a critical review of modern problems of Universal Grammar theory by Noam Chomsky. It examines the origins of the theory, the process of its development, the transition to the ‘Second Cognitive Revolution’ and some recent objections to Chomsky’s hypothesis about the innate status of our knowledge of language.

This article is devoted to the consideration of cognitive principles that justify the concept of introducing knowledge about ethnic variants of the German language into the educational process. The presented problem is relevant in connection with the need of modern society in personnel possessing cross-cultural communication skills, including the use of relevant language structures reflecting language variability. The dynamics of national language contacts encourages the development of methodological foundations for teaching linguistic and cultural differences at the lexical level. The stated topic involves consideration of the mental processes that determine the assimilation of language knowledge and their use in communication. The aim of the work is to formulate the cognitive principles of pluricentric knowledge assimilation in the framework of the intercultural competence formation. In the linguistic part of the work, the methods of comparative and conceptual analysis are used in the study of factual material. The didactic component of the study is based on the awareness of the learning process from the standpoint of cognitive processes responsible for the processing and assimilation of various types of information. The use of logical methods of analysis and synthesis, as well as the method of observation implemented in the course of experimental work, made it possible to create a pluricentrically-oriented concept of teaching German. The pluricentricity of the German language is realized in the existence of the Austrian and Swiss national variants. As a result of the study, the cognitive principles of introducing knowledge about German language variants into the educational process were formulated: consideration of the importance of the transition from the sensory stage of cognition to the rational one and the need for the formation of individual cognitive models and strategies that optimize the assimilation of territorial differences. The set of exercises and tasks developed in the course of the experimental work includes language, adaptive and real speech exercises and tasks aimed at the formation of cross-cultural competence within the framework of the development of lexical skills.

The current meta-analysis examines the cognitive approach to lie detection. Our goal was to assess the practical utility of this approach by examining whether it improves the lie detection ability of human observers. The cognitive approach to lie detection led to an average accuracy rate of 60.00%, 95% CI [56.42; 63.53] and a bias corrected average accuracy rate of 55.03%, 95% CI [48.83; 61.16]. Critically, this result is moderated by whether observers were informed, or not, about which cues to focus on. Naïve observers had average accuracy rates of 52.37%, 95% CI [48.80%; 55.93%], little better than chance. In contrast, informed observers had average accuracy rates of 75.81%, 95% CI [71.52%; 79.86%]. This promising result is qualified by indications of publication bias, considerable heterogeneity between studies, and a lack of research on important practical issues, such as the influence of counter-measures. Although these shortcomings raise a note of caution, we remain optimistic about future research on the topic.

This article looks at so-called “deviant” functioning in terminology. The notion of deviancy seems to be situated in relation to a “neutral” functioning of the language, which does not take any particular communication situation into account. The article aims to show that this supposed deviancy has to be related to the communication situation itself, which, in the present case, implies specialised knowledge. Rather than just being deviancies, it is argued that these linguistic formulations are a tangible manifestation of the specificity of the communication situation. Three types of explanation are put forward for their use: linguistic (linguistic prolixity and linguistic economy), sociolinguistic, and cognitive. Each type is exemplified by various studies.

The article considers the conceptual basis of synonyms estimate, appraisal, assessment as a way of revealing their potential in combinations with adjectives. In the meaning of these synonyms there is a common sense “evaluation”, however, there are certain deep meaning components which should be taken into account when these synonyms go with adjectives. This article suggests the conceptual analysis of the given synonyms as a way of characterising their syntagmatic relations. Revealing characteristics of concepts ESTIMATE, APPRAISAL, ASSESSMENT leads to bringing to light all possible interactions of synonyms’ meaning and adjectives’ meaning in syntagmatic relations. The conceptual-definitional analysis is a major method of investigation which allows to study what is in common and what is different in the use of the given synonyms. They go with temporal and evaluative adjectives, as well as with adjectives of space semantics and those which denote an accurate, exact and complete performance. The independence of an estimating, appraising and assessing person and his/her licence or status as well as his/her interest are also important. Focusing on different conceptual characteristics leads to the differentiation of the given synonyms in their combinations with adjectives. The results of the case study support the proposed approach and can be regarded as a practical guide for the analysis of other synonyms’ syntagmatic potential, developing the linguistic competence of translators, teaching English as a foreign language and business advertising.

Важной проблемой, решение которой значимо для музыкально-педагогической практики, является процесс подготовки учащихся музыкальных училищ (колледжей) к самостоятельной профессиональной деятельности. Автор статьи обращает внимание на такой важнейший аспект профессионального мастерства музыканта, как психолого-педагогическая компетентность, а также обосновывает необходимость использования в процессе обучения игре на духовых инструментах (в частности, тромбона и тубы) когнитивного подхода., An important problem, the solution of which is important for musical and pedagogical practice, is the process of preparing students of music schools (colleges) for independent professional activity. The author of the article draws attention to such an important aspect of a musician's professional skill as psychological and pedagogical competence, and also justifies the need to use a cognitive approach in the process of learning to play wind instruments (in particular, trombone and tuba).

Diagnosis of primary progressive aphasia (PPA) is essentially based on the identification of progressive impairment of language abilities while other cognitive functions are preserved. The three variants of PPA are characterized by core and supportive clinical features related to the presence or absence of language impairment in different linguistic domains. In this article, we review the cognitive neuropsychological approach to the assessment of PPA and its contribution to the differential diagnosis of the three variants. The main advantage of this assessment approach is that it goes beyond the mere description and classification of clinical syndromes and identifies impaired and preserved cognitive and linguistic components and processes. The article is structured according to the main language domains: spoken production, language comprehension, and written language. Each section includes a brief description of the cognitive processes involved in the assessment tasks, followed by a discussion of typical characteristics for each PPA variant and common pitfalls in the interpretation of the results. In addition, the clinical benefit of the cognitive neuropsychological approach for the behavioral management of PPA is briefly sketched out in the conclusion.

Objective: The purpose of this study was to introduce, present, and describe the self-review therapeutic method that was designed and presented by Pourhosein based on Beck's cognitive theory, Islamic philosophy, and the return to Iqbal-e-Lahouri's self-awareness to reduce the symptoms of depression and increase happiness. Method: In this study in addition to a theoretical and methodological discussion about self-review intervention method browsing, an example of research done in this field is mentioned.Results: The basic principles of this approach have been based on human integrity with a cognitive approach. The underlying principle in this method is the bareness and consciousness of the human being from the inner and outer features of the self in which as a human being becomes more aware of his internal and external traits and his emotional responses will become more realistic. Conclusion: This method is presented in a systematic manner, which if goes well, the patients’ consciousness about their self is increased and their symptoms of depression will decrease. In this study, while explaining its theoretical and methodological foundations, some research examples suggest a decrease in these symptoms.

Because of the nature of their work, engineers are often asked to be innovative. This implies that they must possess and demonstrate creative abilities However, building an effective and valid course to develop participants’ creativity is not without challenges. Not aiming at educating specialists with a degree in creativity, we nonetheless believe future engineers could benefit from a deliberate development of their creative abilities. The goals of this paper are to (1) describe an innovative cognitive/metacognitive approach to enhance creativity as well as the pedagogical strategies underlining a creativity course for engineering students, (2) present the pre-post results measured with a revised version of the CEDA (Creative Engineering Design Assessment). We evaluated the creative performance of 59 students before and after a 45-hour creativity course. The students’ scores on four variables measured by CEDA—fluidity, flexibility, originality and usefulness—were statistically higher after the course than before. Students’ written comments provided further evidence of the course’s relevance and effectiveness. We concluded that students’ creativity was increased and that the course enabled a better understanding of creativity and how to foster it.

The research indicates that there is no prospect of searching specific entrepreneurial traits that are necessary for conducting successful entrepreneurial activity. It is pointed on the impossibility to fully explain the negative state of domestic business exclusively by the influence of environmental factors. The paper points on the necessity of concentrating the scientific search on the cognitive features of personality, as factors that contribute to success of entrepreneurial activities. It is revealed that the decision-making process directed on problem-solving in entrepreneurial activity, from an entrepreneurial idea to obtaining an appropriate result, cannot be algorithmized. The author points out on the insufficiency of attempts to model cognitive processes of entrepreneurs, in which their cognitive activity is regarded as an information processing system that resembles a computer. The results obtained in the framework of the cognitive approach in studying the phenomenon of the entrepreneur are analyzed. Particular emphasis is placed on the features of heuristics and cognitive biases. It is stated that the high levels of uncertainty, novelty, time deficit, information overload and emotional tension facilitate influence of cognitive biases on the cognitive processes of the entrepreneur. The role of «availability heuristic», «anchoring and adjustment heuristic», «confirmation bias», «hindsight bias» and self-efficacy in making decisions about starting an entrepreneurial activity are considered. The article points to the role of «belief in the law of small numbers» and the illusion of control in establishing optimistic bias (overly positive self-esteem, excessive optimism about future plans and events) that lead to reducing the subjective perception of entrepreneurial risk.

In Cognitive linguistics verb-particle (VP) constructions are treated as compositional and analyzable. The particles when combined with the verbs contribute to the overall meaning in the form of image schemas. This article compares the verbparticle constructions with look and see. It aims at analyzing the nuances of meaning of two synonymous verbs that combine with spatial particles and examines the image schemas associated with them. When the corresponding image schemas are activated they influence the VP constructions, thus they bring forth new evidence for the embodied nature of language and thought. This study also uses the theoretical framework of Construction Grammar to focus on the different ways of processing spatial and non-spatial VP constructions.

In recent times, ethnobiology has revived interest in cognitive aspects of humans' communities. A concept commonly used in this area is cognitive salience. In this paper we assess the wild animal salience meaning for the rural people from an area of the mountain range of the Cordoba province (Argentina). We also analyzed the relationship of cultural and ecological factors over wild animal domain salience. The values of cognitive salience, perception and cultural value were obtained by means of free lists to 16 collaborators, while semistructured interviews were used to inquire about local ecological knowledge and ease of observation about wild animals. The interdependence between the five variables elaborated was analyzed through a Principal Components Regression. The results show a qualitative relationship between Cognitive Salience and Cultural Value and a significant correlation between Cognitive Salience and Local Ecological Knowledge. Ease of Observation did not correlate with Cognitive Salience, but show a significant relationship with the Perceived Abundance. The results suggest a complex network of factors that are modeling the cognitive salience and local perceptions over wild animals. In our findings, highlight the Cultural Value given to harmful animals which reflects an increasing pattern in the region, the conflict between rural people and wild animals. In turn a mutual influences and causal feedback loops between cognitive salience and an ecological factor, the Perceived abundance, is proposed. Investigations over cognition and about how people perceived nature can give us an idea of how they act in it, a compelling factor when it comes to cultural and biological conservation issues. Fil: Wajner, Matias. No especifíca; Fil: Tamburini, Daniela Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Investigaciones Biológicas y Tecnológicas. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Instituto de Investigaciones Biológicas y Tecnológicas; Argentina Fil: Zamudio, Fernando. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina

Teaching of motor activities in secondary higher school imposes a prescriptive teaching through unidirectional methodological-didactic decisions: teacher directs and the student performs. Improving performance through skills improvement and the structuring of new skills through exercise requires the adoption of a less prescriptive methodology and allowing the student to express himself with greater freedom and awareness to facilitate heuristic learning according to the motor principle by Bernstein of executive variability. Physical education doesn’t have the scientific basis in knowledge as for other theoretical knowledge because the scientific paradigm of corporeality and movement is based on doing and acting. In agreement with the scientific pedagogical community, we ask ourselves about the most appropriate methodology to educate the body with the movement in a habilitative sense, the person through the body for a training of the person (life skills) and strive for the person's well-being through movement (soft skills). This vision seems to be tempered in the documents of physical education up to the first-grade secondary school and seems to change in secondary higher school, when a higher level of education is required. Alongside this prescription, reasonably useful for raising the levels of motor ability of individual services the problem of individual performance in groups arises to achieve the common goal (sports game), where along with significant skill levels, the best and fastest possible decision is also needed. For this necessity, the methodology of the "Teaching games for understanding" comes to the rescue, which contemplates the tactical part together with the enabling one.

From the recognition of the scientific literature it emerges that the International Paralympic Committee and the Italian Paralympic Committee, together with the Special Olympics, present a segregative imprint in sports activities, as the current Regulations allow the restricted participation to specific types of disabilities, excluding the inclusion of others, so the difficulty lies in finding a different method that is suitable for all the different types of athletes. Taking up the two approaches (cognitive and ecological), mentioned in the previous study, it is preferable to limit the method of prescriptive teaching for athletes with disabilities on 100, 200, 400m, because they must adapt to a diversity compared to non-disabled people. For this reason, the adaptation is personal and then it occurs according to the heuristic learning method. Therefore, the integration of the above mentioned approaches is proposed, giving shape to a model characterized by a specific training of organic and muscular adaptations, also in qualitative terms, with the integration of heuristic learning and types of periodization and training methods with differences in the competition rules. The aim of this study is to hypothesize, through the theoretical method, a model that is able to enhance all types of athletes, according to their specific characteristics.

The present article aims at studying the phenomenon of artistic concept by providing a detailed analysis of linguistic choices and patterns in the text with a systematic consideration of the mental processes and representations that are involved in the process of interpretation. The tools provided by the recent developments in cognitive approach are applied to enlarge the scope of studies in artistic concepts in general and also to highlight the major features that make the artistic concept distinct from the general cultural concepts. The practical study is based on alienation – one of the key concepts exploited in the contemporary literature.

The cognitive approach in foreign language teaching attracts young learners’ attention to the topic, enhances and facilitates the comprehension of grammar and language, increases students’ motivation, as well as helps students to memorize new vocabulary and structures. The aim of the article is to persuade teachers that the cognitive approach applied in the lesson provokes a change in the dynamics of the language classroom and serves as a motivational tool for students. An author’s cognitive model is an example for the easy comprehension and production of the difficult English present progressive construction by Bulgarian young learners. The model is discussed within the generativist framework and the usage-based theories as the pre-linguistic conditions take an important part in it. The taxonomy of constructions, which is also part of the model, focuses on the relationship between the English present progressive construction and the constructions preceding it.

Forms and methods of teaching a second language in a minority environment are reviewed and incorporated in new textbooks and teaching guides. Research and many studies are being conducted in order to form textbooks with a more effective impact on the communicative competence acquisition. Therefore the outcome of teaching and learning the Slovak language may be in accordance with the interest in a second, language of minority students. The aim of minority community education in Slovakia is to develop communicative competence in the Slovak language in addition to keeping the mother tongue as ethno-significant factor with its specific features and linguistic-cultural specificities of a certain ethnic minority.

This paper suggests a cognitive approach to the Asclepius cult which may throw light on the supplicants’ personal experiences of healing during the ritual of incubation. In particular, the possibility of healing at the Asclepius sanctuaries is presented as a potential result of the patients’ placebo responses. The prerequisites of placebo effect as determined by Nicholas Humphrey are traced in the wider social and conceptual contexts of Greek antiquity and the specific religious context of the Asclepius cult. In this framework, it is argued that personal experiences of people, social information about the Asclepius’ healing powers and the confirmation of this information by human doctors would have influenced how people “lived” an illness or a disease infliction, “appropriated” the religious beliefs in Asclepius, and experienced cures at the asclepieia. These cures could have derived from patients’ self-healing mechanisms, but would have been perceived and conceptualized as “healing miracles” performed by the god. This preliminary study intends to show how cognitive approaches can enrich historical knowledge on the Asclepius cult and on supplicants’ healing experiences, suggesting that such approaches may contribute to a better understanding of “lived religion” and of multiple religious experiences in various religious contexts.

This study investigates the impact of cognitive approach to education on the development of social responsibility in pre-school children. Twenty six female pre-school students (from Takrim Cognitive School) constituted the test group and twenty six female pre-school students (from Shookā Pre-School) constituted the control group. Variables such as age, sex, district of education and tuition costs were similar. At the beginning of school year both groups of students took Gresham Social Skills Rating System as pre-test, and took it again after eight months as post-test. In the test group, cognitive approach was exercised while in the control group traditional approach was being adopted. To disclose the difference between the two independent groups Mann–Whitney U test was used. Results of the study showed that there is a meaningful difference between the two groups in terms of their social responsibility toward themselves, other children, older people and environment.

This article provides a critical analysis of motivational interviewing stages of change model. Although rarely included in textbooks on human behavior and the social environment, this model has much to teach us about that aspect of human behavior most germane to social work practice—personal motivation for change of behaviors that are dysfunctional. The basic concepts that underlie motivational interviewing are derived from empirically-based principles from the science of social psychology. This article provides a historical and comparative approach to theory development, argues for the utility of this perspective as a guide to practice, and provides suggestions for further theory development.

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.

O artigo apresenta uma pesquisa empirica qualitativa que investigou o comportamento de busca de informacao de pessoas responsaveis pela tomada de decisao organizacional. Na primeira etapa, uma situacao de tomada de decisao inesperada, equivoca e mal definida foi selecionada entre as descritas por quatro empresas de medio porte de Belo Horizonte. Na segunda etapa, foram realizadas entrevistas semi-estruturadas com os seis executivos que vivenciaram a situacao escolhida. A analise dos dados empiricos obtidos mostrou como os comportamentos de busca de informacao dos entrevistados, na situacao especifica, foram influenciados por suas historias pessoais, pelas interacoes e relacoes estabelecidas com outros sujeitos e por suas disposicoes emocionais. Argumenta-se que a cognicao situada possibilita uma abordagem inovadora para o estudo de busca de informacao e pode contribuir, de forma significativa, para os estudos de usuarios na ciencia da informacao. Palavras-chave : Comportamento de busca de informacao. Cognicao situada, usuarios de informacao. Abordagem cognitivista, tomada de decisao. The information-seeking behavior grounded on the situated cognition approach: an empirical and qualitative study Abstract This article presents an empirical and qualitative study that investigated the information-seeking behavior of persons in charge of organizational decision-making. In the first stage, an equivocal, unexpected and ill-defined decision-making situation was selected from situations described by managers of four medium-sized firms in Belo Horizonte city. In the second stage the six managers who lived the situation were interviewed in a semi-structured way. Analysis of the empirical data revealed that, in the specific situation, the information-seeking behavior of the executives was influenced by their life histories, their emotional dispositions and the relations and interrelations established with other subjects. It was argued that situated cognition is an innovative approach for the study of information-seeking behavior, which can contribute significantly to user studies in the field of information science. Keywords : Information-seeking behavior. Situated cognition. Information users. Cognitive approach. Decision making.

There are at least two ways in which emotions can be conceptualized. The first, and most widespread, one is the cognitive approach which implies the presence of internal processes or psychological mechanisms. The cognitive approach says that emotions are the result of evolutionary processes. The second approach is behaviorological. It states that emotions are learned and are nothing more than behaviorological and physiological events. Both approaches, even if different, have an extremely important effect on our world because they may help make societal decisions and therefore manage our environment in a better way. As we will see, though, authorities do not always look at the research before making critical judgements. My goal in this paper is twofold: First it is to review several lines of research on how certain emotions -namely guilt and shame- "evolved":. Second, it is to show that, unfortunately, the general public and city officials often make decisive judgements without referring to the research that has been done on the subject. After introducing the main theories of emotions and describing the behaviorological perspective, I will comment on the hasty and unwise decisions that are being make nationwide to reduce the rate of recidivism of criminals. But before I present the applied part, and in order for the reader to understand better the different theories of emotions, let me introduce you to some lines of research.

In recent decades in linguistics are increasingly used terms “cognitive”, “cognitive science” Some researchers writing about the emergence of a new, “cognitiv” paradigm in linguistics. Maslova in her book named “Cognitive Linguistics” defines cognitivism as “the direction of science, which is the object of study of the human mind, thinking and those mental processes and conditions that are associated with them”. By interpretation of Demyankova and Kubryakova, cognitive linguistics studies language as a cognitive mechanism that plays a role in encoding and transforming information. Its recognition in Russia, according to Kubryakova, cognitive researches are required primarily to the fact that they refer to “the themes, which always excited domestic linguistics: language and thought, the main function of language, the role of man in the language and the role of language for the people”. Reflections about the participation of language in knowledge of the world can be found in the works of thinkers of different times and peoples from antiquity to the present day. One of the subject of the research of cognitive linguistics is culture forming function of language. As part of the research on linguoculturing and ethnolinguistics studying features of assimilation, processing and storage of information in people's minds, and means of mental representation of knowledge through language. Thoughts about the role of language in the formation of the “spirit of the people” go back to the ideas of the German philosopher-idealist Gerder. Following to Gerder on the interaction between language and national spirit wrote Humboldt. In the Russian linguistics of XIX century. Humboldt's ideas was developed by Potebnya, who showed the role of language in the process of formation and development of human knowledge about the world.